When I come to think of child development, I usually think of a train crossing unknown territory. At any given moment, it can derail and take new routes, many of them being dangerous and treacherous. The earlier we are able to observe and identify such “course changes”, the sooner we will have the chance of reestablishing order and putting the train back on track.

For instance, the rates of child and adolescent mental disorder, according to international studies, refer to a 10 to 20% incidence of school-aged children and adolescents. This would represent approximately 10 million young Americans who suffer daily of different behavior disorders, thus compromising their academic and social performance.

Most educational systems are still not prepared to respond adequately to this growing demand. Meanwhile, public policies of educational inclusion for children and adolescents with special needs have arisen in different parts of the world.

The school represents one of the main social environments in which the young student is inserted. Bonds of affection and trust are built during the many hours of interaction with peers, teachers and staff. An institution that is welcoming and respectful of differences fosters good relationships and better academic achievement.

Furthermore, it is known that most behavior disorders in adults first present their symptomotology in childhood or adolescence. Therefore, we can assume that the early identification of these disorders or their primary symptoms could enable the interruption of the natural course of many neuropsychiatric conditions that affect people of all ages.

Consequently, we would have the upbringing of healthier adults that are more intellectually skillful and socially capable of dealing with daily issues, especially concerning knowing how to deal with their future children. It is a cycle that is daily renewed - students who eventually will become parents and therefore will be in charge of raising and providing education to a new generation of children that will attend schools.

Furthermore, an important psychoeducational issue is fostering “the marriages” which I emphasize in my lectures. In order to be able to develop an efficient job diagnosing and treating childhood and adolescence behavior disorders, the “marriage” between family and school is of great importance. I have often observed the lack of communication and interaction between parents and teachers, which is essential for the early identification and handling of problems that interfere in the academic, psychological and social development of the child.

Another important and necessary “marriage” for the success of this task is between child mental health therapists and educators. The number of teachers interested in learning about child behavior disorders has increased, while more child mental health professionals have acknowledged the joint work along with educators.