José Canto

Children's Psychomotricity, Psychology, and University Teaching

In the digital age, adolescents are increasingly exposed to new forms of social interaction, many of which can have significant emotional consequences. One of these emerging forms of interpersonal relationship is ghosting, a term that describes the practice of cutting off all communication with someone suddenly and without prior explanation. This phenomenon has become especially common in virtual relationships mediated by social networks and messaging platforms, being a common experience among adolescents. The lack of closure or explanation that characterizes ghosting can provoke feelings of rejection, confusion, and loneliness, directly affecting the socio-emotional development of young people. Since school is one of the spaces where adolescents socialize and build their identity, it is essential to examine the impact of ghosting in this context.

A study conducted by Chiliquinga and Santamaría (2023) at the Technical University of Ambato, Ecuador, with 310 adolescents aged 12 to 17 years, found a negative correlation between ghosting and the development of social skills. Those adolescents who were more prone to engage in or experience ghosting had difficulties establishing healthy boundaries, expressing emotions, resolving conflicts, and maintaining stable interpersonal relationships. Ghosting, by avoiding confrontation or direct resolution of problems, reinforces patterns of evasive communication that weaken the social skills essential for school coexistence.

In Panama, the mental health of children and adolescents has shown a progressive deterioration in recent years, especially due to the COVID-19 pandemic. According to data from UNICEF, in 8 out of 10 Panamanian households, caregivers expressed concern for the emotional well-being of minors, highlighting a silent crisis that significantly affects this population (UNICEF, cited in La Prensa, 2021). This increase in parental concerns coincides with a rise in the incidence of anxiety, sadness, irritability, and difficulties in socialization.

The Ministry of Health of Panama (MINSA) reported a 40% increase in cases of anxiety among adolescents in recent years, which has been attributed to factors such as social isolation, the prolonged interruption of in-person classes, mourning due to family losses, and exposure to conflictual family environments or poverty (MINSA, cited in La Prensa, 2023). These conditions create a favorable scenario for the emergence of phenomena like ghosting, which exacerbate feelings of exclusion and emotional distress among young people.

Godino and Rodríguez (2024), in their empirical study published in Feminismo Digital, point out that ghosting can generate symptoms of anxiety, deep sadness, and ruminating thoughts in adolescents, who often do not understand why they were excluded or ignored.

This highlights the importance of researching this topic and its relationship with psychological flexibility in young people, understanding that their ability to adapt to difficult emotional experiences without avoiding or denying emotions moderates the negative impact of ghosting.

Adolescents with lower psychological flexibility are more vulnerable to developing significant emotional problems. Furthermore, those who have been "ghosted" report feelings of inferiority and mistrust towards new relationships.

The Childhood and Adolescence Barometer in Spain (UNICEF, 2023-2024) reveals that 41.1% of adolescents have experienced some mental health issue in the past year, and more than half have not sought professional help. Among the main reasons are:

  • The fear of judgment
  • The lack of trust in adults in the school environment
  • The belief that they must solve problems on their own

In this context, ghosting can be a trigger or an aggravating factor for anxiety and depression, especially when it occurs within the same educational community, affecting integration and the sense of belonging.

Experts in the field of mental health are encouraged to develop research addressing the phenomenon of “ghosting” in school contexts, given its increasing incidence and the negative impact it generates on the emotional well-being of adolescents.

It is essential to conduct descriptive studies with a mixed approach that allow for the analysis, from various perspectives, of the frequency of these behaviors, their psychological repercussions, and the perception of support that students receive in their educational environment.

Through the application of surveys directed at adolescents and interviews with counselors, teachers, and school psychologists, relational patterns, risk factors, and possible institutional intervention strategies can be identified to prevent and mitigate these types of silent exclusions that affect mental health and school coexistence.

It is expected to identify a high prevalence of ghosting as a form of relational conflict among adolescents, with emotional effects ranging from moderate to severe, especially in students with low self-esteem or a history of prior rejection. Likewise, it is anticipated that many of these students do not seek school or family support, exacerbating their emotional distress. The findings could highlight the need to establish psychoeducational support protocols, emotional expression spaces, and workshops on healthy relationships and assertive communication.

Ghosting, although often minimized as a "youth trend," has profound implications for the emotional and social development of adolescents. Its normalization reinforces patterns of emotional disconnection and can be a covert form of psychological violence.

Schools, as spaces for socialization, must take an active role in identifying and preventing these types of behaviors, promoting a culture of respect, empathy, and healthy conflict resolution. Early intervention and strengthening psycho-emotional support networks are key to mitigating the effects of ghosting.

Ghosting represents a contemporary relational phenomenon with a significant impact on the mental health of adolescents. Its manifestation in school environments demands clear responses from teaching staff and counselors.

Incorporating programs for emotional education, digital awareness, and coping strategies can improve the school climate and reduce the prevalence of these types of silent exclusions.

  • ✅ Pontes, C. G., & Caballero, S. B. (2024). Ghosting and emotional consequences: empirical study in young populations. The rights of women in the digital society (pp. 428-451).
  • ✅ Ramos Valverde, P., Luna Rivas, S., Rivera de los Santos, F. J., Moreno Rodríguez, M. D. C., Moreno Maldonado, C., Leal López, E., ... & Salado Navarro, V. (2024). Mental health is a matter for children and adolescents. Opinion Barometer of Childhood and Adolescence 2023-2024.
  • ✅ Santamaría Telenchana, G. J. (2023). Ghosting and Social Skills in adolescents.