Abstract

This study focused on (1) establishing whether levels of mental health measured through behavioral dimensions varied according to the presence or absence of adverse childhood experiences, (2) distinguish which adverse experiences identified and evaluated in a school context predicted risks to mental health in children, and (3) assessing the cumulative effect of adverse experiences on children's mental health. The design was a cross-sectional survey. It used a sample of 14,957 students in the 1st and 3rd year of elementary school participating in a national mental health program, who were measured on variables related to mental health and adverse experiences. The data were analyzed using Student's t test, one-way ANOVA, and multiple linear regression models. The results showed that mental health levels are less favorable in those students who had been exposed to more psychosocial adversities and that teacher assessments regarding the child's behavior and academic progress were the strongest predictor of mental health difficulties. The importance of detecting adversities in the school context and how this should guide school mental health interventions implemented by a public program nationwide are discussed.