CULTURAL EXCLUSION AND MENTAL HEALTH AMONG MIGRANT ADOLESCENTS IN SPANISH PUBLIC SCHOOLS: GAPS BETWEEN LEGISLATION AND IMPLEMENTATION

Abstract

Spain has a legal framework that recognizes equality, non-discrimination, and educational inclusion as fundamental principles of the school system. Nevertheless, various studies have pointed out that the persistence of racism, territorial inequalities, the lack of specialized resources, and certain institutional practices guided by assimilationist approaches limit the actual effectiveness of these guarantees. The aim of this article is to analyze the relationship between cultural exclusion and mental health among migrant adolescents enrolled in Spanish public schools, paying particular attention to the gap between inclusive legislation and its implementation in everyday educational practice. The study was conducted through a critical narrative review of regulatory sources, statistical data, and recent scientific literature. The reviewed evidence indicates that the school context significantly influences the psychosocial well-being of migrant students, particularly in variables such as sense of belonging, contextual resilience, and the quality of relationships with peers and teachers. Likewise, perceived discrimination and social exclusion are associated with greater psychological distress, stress, and feelings of rejection among adolescent migrant populations. It is concluded that the gap between legal discourse and school practice constitutes a structural factor that may aggravate the risk of anxiety, depression, isolation, and school dropout. Therefore, it is necessary to move toward integrative strategies that take into account the environment and psychosocial well-being.