01
Deep processing
Processes what is happening around them in greater detail.
Applied research project
Research that understands.
Sensitivity that transforms.
ASSMA is aimed at students from 6th grade of Primary Education to 4th year of ESO and studies how sensory processing sensitivity relates to mental health, risk factors and protective factors in the educational context.
No obligation · we explain the scope, permissions and timeline.
6th Primary -> 4th ESO
target population
4 × 30 min
short sessions
Aggregated data
responsible reporting
Supported by
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A research perspective, not a diagnosis
What research tells us about adolescence.
Evidence + literature review≈20%
of the population shows high sensitivity
Aron and Aron, 1997
50%
of mental health difficulties begin before age 14
WHO, 2021
6.000
adolescents expected in the project sample
4×30′
short sessions integrated into the school routine
Why ASSMA exists
ASSMA does not diagnose.
It generates evidence on how sensitivity
and context influence adolescent mental health.
ASSMA team · Applied research in schools
The project
What ASSMA is.
ASSMA studies the relationship between sensory processing sensitivity and mental health in school-aged adolescents. Its aim is to generate useful knowledge to better understand how family, school and personal contexts influence this stage.
The project is designed to produce evidence that can improve prevention, educational guidance and early support, without presenting the platform as an automatic diagnostic system.
In brief
- Aimed at adolescents from 6th grade of Primary Education to 4th year of ESO.
- Delivered in schools through brief, coordinated sessions.
- Focus on risk and protective factors with educational value.
Access. Students and the team access the application; the recommended public channel for information and participation is direct contact with the team.
Application accessThe trait
Sensory Processing Sensitivity
Sensory Processing Sensitivity (SPS) is a temperamental trait: a way of processing information with greater depth, stronger emotional reactivity, sensitivity to subtle environmental cues and possible overstimulation under intense stimulus load. It is not a disorder or a clinical label.
Everyone has sensitivity to some degree: research describes low, medium and high levels of sensitivity. In adolescence, higher sensitivity can translate into both strengths and challenges, because more sensitive people tend to be more affected by their environment, both adverse and supportive.
02
Emotional reactivity and empathy
Experiences emotions with greater intensity.
03
Sensitivity to subtleties
Notices changes or cues that may go unnoticed.
04
Overstimulation
Can become saturated by excess noise, pressure or sensory load.
Neither high nor low sensitivity is "better": each level of the trait involves strengths and challenges depending on the context.
Theoretical framework: Aron y Aron (1997); Pluess (2015); Lionetti et al. (2018).
Project principles
How we work.
01
Sensitivity without labels
SPS is a trait, not a disorder or a deficit.
02
Context before diagnosis
Family, classroom and relationships matter as much as the trait.
03
Information for families
Every participation process requires clear information and explicit authorisation.
04
Aggregated data
Public reporting is always presented in aggregate form.
05
Professional review
Results are interpreted by professional teams.
06
Everyday prevention
The focus is prevention and early support.
07
Collaboration across roles
Leadership, tutors, guidance teams and families coordinate.
08
Careful confidentiality
Access is restricted to the team and the authorised school.
09
Explicit ethical framework
Reference to GDPR and research with minors.
10
Public commitment
The research is returned to the educational community.
PAS España resource
Emotional Well-being in Schools Decalogue
A PAS España initiative with ten commitments to build more humane, safe and inclusive educational environments: coexistence and respect, emotional education, prevention of psychological distress, attention to neurodiversity and high sensitivity, teacher well-being and family participation.
Joining is voluntary and ethical-institutional in nature: a tool for awareness and continuous improvement, not an administrative accreditation process or a clinical certification.
How to join
- 1.Read and accept the ten principles of the decalogue.
- 2.Complete the official form and appoint a person responsible for emotional well-being.
- 3.Progressively promote actions aligned with the decalogue.
Available seals
Both seals come from the same voluntary membership; they are not different levels.
ASSMA video
A short explanation of the project.
A direct presentation to understand the scope, purpose and way to take part in ASSMA before requesting information for your school.
Applied researchSchoolsInformed participation
Supported by
◇ Next intake open
Add your school to research that cares for every detail.
Request information, receive the decalogue and, if it fits, the team will explain the scope, permissions and timeline. No obligation.
University researchVoluntary participationAggregated data
Project email
moibemo@ull.edu.es