Edición N°20 – Artículo 08
El impacto del estrés en un cerebro adolescente
The impact of stress on the adolescent brain
Autores: Aracely Lissbeth Minuche Calle, Leonel Alejandro Espinoza Espinoza, Stephany Anahí Loja Gonzáles, Francheska Patricia Quezada Arce (Unidad Educativa Fiscomisional La Salle)
Resumen
El efecto del estrés en los jóvenes es un tema muy importante dentro del campo de la salud y la educación, ya que puede influir en su crecimiento físico, mental y emocional. En los adolescentes, este problema puede afectar la salud mental, el desempeño escolar, las relaciones con los demás e incluso la salud física. Además, el estrés puede llevar a tomar decisiones que afectan negativamente, como tener malos hábitos alimenticios o consumir sustancias, y también puede influir en el desarrollo del cerebro, afectando la toma de decisiones y la capacidad para controlar las emociones. Una de las claves para manejar el estrés es promover una rutina equilibrada que combine correctamente el tiempo de estudio, descanso, actividades recreativas y ejercicio físico, ya que esto ayuda a mantener un equilibrio entre el cuerpo y la mente. En los colegios, implementar programas de educación emocional puede generar un cambio muy positivo, enseñando a los estudiantes a reconocer, expresar y manejar sus emociones de manera adecuada. Asimismo, es importante disminuir la presión por obtener resultados perfectos y enfocarse más en el esfuerzo, el aprendizaje y el bienestar personal.
Palabras clave: cerebro, estrés, ciencia, adolescente, impacto.
Abstract
The effect of stress on young people is a crucial topic within the fields of health and education, as it can influence their physical, mental, and emotional development. In adolescents, this issue can affect mental health, academic performance, interpersonal relationships, and even physical health. Furthermore, stress can lead to negative decision-making, such as poor eating habits or substance use, and it can also influence brain development, specifically affecting decision-making processes and emotional regulation. One of the keys to managing stress is promoting a balanced routine that properly combines study time, rest, recreational activities, and physical exercise, as this helps maintain a balance between body and mind. In schools, implementing emotional education programs can lead to significant positive changes by teaching students to recognize, express, and manage their emotions appropriately. Likewise, it is important to reduce the pressure for perfect results and focus more on effort, learning, and personal well-being.
Keywords: brain, stress, science, adolescent, impact.
Edición N°20
Fecha de publicación: 13 marzo del 2026.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The Universidad Politécnica Salesiana of Ecuador preserves the copyrights of the published works and will favor the reuse of the works. The works are published in the electronic edition of the journal under a Creative Commons Attribution/Noncommercial-No Derivative Works 4.0 Ecuador license: they can be copied, used, disseminated, transmitted and publicly displayed.
The undersigned author partially transfers the copyrights of this work to the Universidad Politécnica Salesiana of Ecuador for printed editions.
It is also stated that they have respected the ethical principles of research and are free from any conflict of interest. The author(s) certify that this work has not been published, nor is it under consideration for publication in any other journal or editorial work.
The author (s) are responsible for their content and have contributed to the conception, design and completion of the work, analysis and interpretation of data, and to have participated in the writing of the text and its revisions, as well as in the approval of the version which is finally referred to as an attachment.
- [1] L. Steinberg, “Cognitive and affective development in adolescence,” Trends in Cognitive Sciences, vol. 9, no. 2, pp. 69–7, Feb. 2005.
- [2] B. Casey, R. M. Jones, and L. H. Somerville, “Braking and Accelerating of the Adolescent Brain,” Journal of research on adolescence : the official journal of the Society for Research on Adolescence, vol.21, no. 1, pp.21–33, Mar. 2011. [Online]. Available: https://pmc.ncbi.nlm.nih.gov/articles/PMC3070306/
- [3] L. H. Somerville, R. M. Jones, and B. J. Casey, “A time of change: behavioral and neural correlates of adolescent sensitivity to appetitive and aversive environmental cues,” Brain and Cognition, vol. 72, no. 1, pp. 124–133, Feb. 2010.
- [4] D. Cicchetti and J. A. Blender, “A multiple-levelsof-analysis perspective on resilience: implications for the developing brain, neural plasticity, and preventive interventions,” Annals of the New York Academy of Sciences, vol. 1094, pp. 248–258, Dec. 2006.