Impact of Mental Barriers on Children’s Learning Behaviour
International Journal of School and Cognitive Psychology

International Journal of School and Cognitive Psychology
Open Access

ISSN: 2469-9837

+44 20 3868 9735

Short Communication - (2022)Volume 9, Issue 5

Impact of Mental Barriers on Children’s Learning Behaviour

Flaherty Panayiota*
*Correspondence: Flaherty Panayiota, Department of Cognitive Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece, Email:

Author info »


The word "Mental" refers to the psychology and condition of the human mind. The way a person's sense operates allows it to produce various impulses for various tasks, and our mind performs properly with the aid of intellectual tasks carried out by our brain. The ageing process is delayed if psychological illnesses are not allowed to affect the human psychology. Depression, stress, and loss of appetite, as well as OCD and anxiety problems, are examples of psychological disorders. Students who suffer from these diseases frequently give up and become bankrupt. Our education system is a big factor in this [1].

Considering that students are supposed to be active from dawn to dusk at school, college, or university, the student experiences anxiety and depression in his/her personality and behavior.

There is another significant aspect, in addition to the school system, that might have an impact on a student's academic performance. Instructional and sociocultural conventions make up this element. Every culture contains two different types of elements: encouraging and discouraging. Students are under pressure from these variables, which include financial obligations, stress, and academic load. These have significant negative effects on a student's life. Students have extreme anxiety. According to the "National College Health Assessment" study, 20% of the students had exhibited signs of depression and anxiety, while 30% of the students were described as being uncaring, hopeless, and lacking willpower. This keeps them drained and worn out, which has an impact on how well they perform academically. The brain's ability to think critically is impacted by depression. The students thinking issues are brought on by this mental health issue. It may cause students to develop memory issues. Depression aggravates learning problems and lowers student achievement [2].

Students with problems like depression and anxiety perform poorly in school since they don't participate in class, have no relationships with their classmates or professors, and their mental health has a significant impact on their academic performance [3].

Impact of mental barrier

Mental obstacles lead to poor performance in student's daily activities as a whole. However, these psychological obstacles put a complete end to personality grooming among students. The underachievement is encouraged by poor academic performance. Unpredictable academic performance is the main indicator of depression and anxiety development in students. For instance, when a student performs one assignment brilliantly but struggles to complete another, this is an indication of anxiety and sadness. These mental disorders can have numerous long-lasting negative repercussions on a child's psyche if they are not properly addressed or treated over the long time. It may impair their ability to socialize and interact and make them forget things easily [4].


According to a Youth Truth survey, more than 200,000 students in 585 schools across 19 states, say that feelings of depression, anxiety, and stress are obstacles to their learning. However, fewer students say they have adults nearby to talk to when facing these obstacles than they did in spring 2020, immediately following the closure of COVID-19 schools. Between spring 2020 and spring 2021, the proportion of students who reported that having poor mental health was a hindrance to studying climbed from 39% to 49%, while the proportion who said they had an adult to talk to decline from 46% to 39%. Only 28% of students reported that their professors made an attempt to connect with them in the spring of 2021, compared to 43% in the spring of 2020.


Author Info

Flaherty Panayiota*
Department of Cognitive Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece

Citation: Panayiota F (2022) Impact of Mental Barriers on Childrenâ??s Learning Behaviour. Int J Sch Cogn Psycho.9.253.

Received: 01-Aug-2022, Manuscript No. IJSCP-22-19274; Editor assigned: 05-Aug-2022, Pre QC No. IJSCP-22-19274 (PQ); Reviewed: 25-Aug-2022, QC No. IJSCP-22-19274; Revised: 06-Sep-2022, Manuscript No. IJSCP-22-19274 (R); Published: 15-Sep-2022 , DOI: 10.35248/2469-9837.22.9.253

Copyright: © 2022 Panayiota F. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.