Nearly 3 out of 10 students between the ages of 13 and 17 say they feel sad all or most of the time. This finding, from the 2026 IBGE PeNSE survey, points to a pattern of recurring emotional distress that can interfere with learning, relationships, and the way adolescents see themselves in the world.
This survey also sheds light on the underlying reasons for this generation’s sadness. Related indicators — including rising irritability, feelings of helplessness and hopelessness, bullying, declining body satisfaction, and increased vape use — paint a more complete picture. Understanding the full scope of these results is essential for a thoughtful response, without alarmism or blame.
What is the IBGE PeNSE?
IBGE PeNSE is the National School Health Survey Released in March 2026. This edition compiles data collected in 2024 on the health, habits, and social circumstances of more than 12.3 million young people aged 13 to 17 who are enrolled in public and private schools.
The survey’s large set of respondents and consistent methodology make it a reliable tool over time. It turns impressions — like the idea that “young people today are more anxious” — into concrete, comparative evidence.
What Does It Mean to Feel “Sad Most of the Time”?
Sadness is a normal part of life. But when it shows up frequently, it may signal a teenager’s lack of emotional resources to manage stress, conflict, or everyday pressure.
In practice, sadness can look like:
- Constant fatigue and low energy
- Loss of interest in activities that used to bring joy
- Irritability and emotional outbursts
- Social withdrawal
- Trouble concentrating and declining academic performance
- Feelings of inadequacy and low self-esteem
Several of these signs appear on the WHO‘s list of depression symptoms. That said, every teenager expresses suffering differently. Rather than focusing on isolated incidents, it is important to watch for persistent changes over time.
The 2026 IBGE PeNSE survey highlights a crucial indicator for analyzing the mental health of young people: 42.9% of the students report feeling irritable, on edge, or in a bad mood for no particular reason.
Often, these feelings are interpreted as rebellion or drama. In reality, they may be manifestations of anxiety, exhaustion, or sadness.
When these feelings persist, they can have broader effects:
- Family life: increased conflict
- School relationships: more fights and disciplinary action
- Self-image: young people may start blaming themselves for being unable to regulate their emotions
Recognizing and understanding the underlying causes is usually more effective than simply reprimanding students for their behavior.
Despair: Almost 1 in 5 Teenagers Feel Life Is not Worth Living
The survey also found that 18.5% of the students believe life is not worth living. This is deeply concerning: it points to significant distress while underscoring the importance of a strong support network—family, school, and health services.
In this context, a few actions may help:
- Listen without judgment;
- Be present and supportive (e.g., “I’m here for you”);
- Seek professional help.
If there is any immediate risk, it is essential to seek emergency medical care. In Brazil, CVV (188) provides 24/7 listening support at 188.
“Nobody Cares About Me”: The Weight of Helplessness
Another important finding: 26.1% of the students say they feel like no one cares about them.
This perception may be linked to factors such as:
- overburdened families with little time for emotional connection;
- communication difficulties (i.e., the teenager feels misunderstood)
- conflicts, bullying, cyberbullying, or social exclusion;
- A lack of adult role models.
Emotional experience, therefore, is legitimate, regardless of whether it fully reflects the external reality. In this context, small actions can make a meaningful difference: creating space for open conversation, setting clear and respected boundaries, staying involved in school life, and ensuring the presence of a trusted adult.
Self-Harm: A Pattern That Demands Attention
According to the IBGE PeNSE survey, approximately 100,000 students reported experiencing some form of self-inflicted injury in the 12 months prior to the survey, highlighting the prevalence of this issue. The figure given above represents 4.7% of the students who reported accidents or injuries.
These findings are particularly concerning, as they point to a subgroup of young people experiencing more severe emotional distress, as reflected in the following indicators:
- 73% report persistent feelings of sadness;
- 67.6% report frequent irritability;
- 62% report a lack of meaning or purpose in life;
- 69.2% report having experienced bullying.
Taken together, these data suggest a pattern of vulnerability characterized by high levels of emotional distress together with exposure to peer violence.
The survey also highlights a link between bullying and body image. Satisfaction with one’s own body fell from 70.2% (2015) to 58% (2024). In other words, more teenagers are viewing themselves with criticism, discomfort, or shame.
In this context, teasing and harassment are gaining traction—especially on social media and in highly visible social settings. Body dissatisfaction is particularly pronounced among girls: 36.1%, nearly double the rate observed among boys (18.2%).
To address this issue, several strategies can help:
- Avoid making comments about weight, body shape, or “ideal” body standards;
- Reinforce strengths related to skills, character, interests, and achievements;*
- Teach critical media literacy, emphasizing that filtered content does not reflect reality;
- Intervene early in cases of name-calling, teasing, or humiliation.
Girls Show More Concerning Indicators
Analysis of the data reveals a clear pattern: across 100% of the indicators, girls report higher rates than boys.
This suggests greater exposure to pressures related to appearance, social media, and gender inequality. These findings highlight the need for prevention strategies that take these differences into account—without reinforcing stereotypes or stigma.
Vape Use Is Rising: Belonging and Risk
The use of electronic cigarettes was another factor examined in the IBGE PeNSE survey. According to the data, prevalence increased from 16.8% in 2019 to 29.6% in 2024. This information is important because vaping is often linked both to attempts to cope with anxiety and stress and to a desire for social belonging. However, nicotine use and smoking-related behaviors can disrupt sleep, increase irritability, and contribute to a cycle of dependence.
IBGE PeNSE: Summary Table
Indicator (13–17 years of age) | Result |
Frequent feelings of sadness | 3 out of 10 |
Irritated, nervous, bad-tempered for no clear reason | 42.9% |
Feeling that life is not worth living | 18.5% |
Feeling that no one cares about them | 26.1% |
Psychological support in the private sector | 58.2% |
Psychological support in the public system | 45.8% |
Mental health professional on staff | 34.1% |
Estimated cases of self-harm (12 months) | ~100 thousand |
Body dissatisfaction: girls vs. boys | 36.1% vs. 18.2% |
Vape experimentation | 29.6% |
Source: IBGE/PeNSE
Where Can Teenagers Find Help?
Based on this reality, the discussion now moves on to a practical question: where can teenagers find support? Schools play a central role — and that is precisely where the problem lies. Only 34.1% of students have access to a psychologist on staff at their school.
Furthermore, while 58.2% of private schools offer some form of psychological support, that figure drops to 45.8% in public schools. It is also important to note that “psychological support” can vary widely. In many cases, it may be sporadic, outsourced, limited in scope, or insufficient to meet the school community’s needs.
The image above highlights a structural challenge. In other words, many schools are committed to providing support, but lack sufficient staff to deliver ongoing care, monitor cases over time, guide teachers and families, and coordinate referrals within the health system.
As a result, structured initiatives are becoming increasingly important. In this context, the Ame Sua Mente na Escola program works to strengthen a culture of mental health within the school environment. By training educators and administrators, the program is organized around four key areas: mental health promotion, prevention, early identification of disorders, and, when needed, appropriate referrals. In this way, schools move beyond responding only in moments of crisis and begin to build an ongoing, sustained culture of care.
How to Transform Data from the IBGE PeNSE into Action
With a more precise diagnosis of the situation, the challenge becomes a matter of turning data into concrete action. Along these lines, here are some simple strategies that can be used to support the transition:
Family and caregivers: emotional presence
Within the family environment, emotional presence is a key protective factor. Small, consistent conversation routines help create space for dialogue, while validating emotions before offering advice is often more effective. Likewise, asking about school and friendships in a natural, non-intrusive way helps build trust.
School administrators and educators: belonging reduces risk
In the school context, certain protocols are essential. First, staff must be trained to recognize signs of emotional distress and to support students without exposing them. Next, establishing a clear response flow—listening, documenting, contacting families, and referring when necessary—adds consistency and safety to decision-making. At the same time, ongoing initiatives that promote coexistence and an anti-bullying culture strengthen the school environment. Coordination with families and the local health network—including mapping services such as primary care units and mental health centers—further expands available support.
Society: language and attitude as protective factors
There are also attitudes that concern us all, especially in the way we talk about suffering. Replacing dismissive expressions such as “it’s just drama” with active listening and support helps create a more welcoming environment. Similarly, paying attention to individuals who are socially isolated and intervening in situations of humiliation—even when framed as “jokes”—can reduce harm and increase safety.
In summary, IBGE PeNSE data point to the need to expand listening practices, improve the quality of support, and strengthen structured responses. When signs of distress appear, the guidance is clear: listen actively, stay present, and avoid minimizing what is being expressed.
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