Children and adolescents are vulnerable to mental health issues, which may affect their development and result in academic and interpersonal difficulties. Family and school environments play crucial roles in this process, acting as either protective or risk factors. This dissertation examined the mental health of elementary school students (grades 1–5) at a federal public school in Rio de Janeiro, based on the perspectives of caregivers and teachers. The first study investigated caregivers’ quality of life (QoL) and symptoms of anxiety, as well as their relationship with the children s mental health. Although half of the children presented a healthy mental health profile, a considerable proportion of caregivers (65.2 percent) reported symptoms of anxiety. Furthermore, children s emotional symptoms were negatively correlated with caregiver QoL (r = -0.233; p less than 0.005) and positively correlated with caregiver anxiety (r = 0.362; p less than 0.01), with QoL emerging as a predictor of children s emotional symptoms (beta= -0.244; p = 0.021). The second study employed both quantitative and qualitative analyses to explore the perceptions of 27 teachers regarding the challenges of daily school life, the connection between mental health and learning, strategies employed in the classroom, and suggestions for improvement. Most teachers identified signs of psychological distress among students, particularly externalizing symptoms. Despite demonstrating some knowledge and using relevant strategies, teachers face ongoing barriers to ensuring students’ access to appropriate education and mental health support. These findings underscore the importance of implementing child mental health promotion and protection strategies within both school and family settings.