Emotional distress in adolescents represents a priority challenge for educational systems, particularly due to the difficulty of identifying early indicators that may precede a crisis. In school settings, detection often relies on subjective observation, which limits the possibility of timely intervention and appropriate referral to specialized services. This study documents an applied experience conducted in an upper secondary education institution in the state of Durango, Mexico, exploring the use of a digital tool based on the Beck Hopelessness Scale as support for the early detection of emotional distress in adolescents. The tool allowed the organization and classification of the information obtained into different risk levels, facilitating the initial identification of students who required priority follow-up. The results reveal the heterogeneity of the emotional state of the assessed population and show that the use of digital tools can contribute to optimizing early detection processes within the school environment, without replacing professional clinical evaluation. Although this is a pilot study, the experience provides relevant elements to reflect on the ethical and responsible integration of technological strategies into school support systems aimed at prevention and adolescent emotional well-being. This manuscript is a preprint and has not been peer-reviewed.
Salazar et al. (Wed,) studied this question.
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