Around 20% of students in Catalonia present neurodevelopmental disorders, such as autism spectrum disorders, ADHD, dyslexia, dyscalculia, dysgraphia, or communication disorders, often associated with behavioral difficulties.

This proportion is similar to that of other countries in our region, but the difference lies in diagnosis and treatment: in Catalonia, only a small minority of these children receive proper detection and care.

These disorders are among the main causes of low academic performance, school failure, and dropout, which in Catalonia is around 20%, much higher than in countries like the Nordic ones, where it does not exceed 7%.

The lack of early diagnosis means that these difficulties are often identified late, leading to consequences such as low academic achievement, emotional and behavioral problems (anxiety, depression), and a negative impact that often extends beyond the school years.

According to Dr. Miquel Casas, Honorary Professor of Psychiatry at the Autonomous University of Barcelona, early detection and intervention are key to reversing these trajectories. In this context, school-based initiatives for early detection, diagnosis, and treatment help reduce school failure, improve students’ emotional well-being, and support families and teachers in addressing these challenges.