Lockdown was a measure that helped to avoid virus spread during the pandemic, but nobody raised what will come next; social lockdown and the massive closure of in-person activities in educational institutions importantly impacted students' mental health. Stress and anxiety augmented in adolescents, affecting their communication skills in this significant step to build interpersonal relationships, and confront their identity. Lockdown along with stress and anxiety might trigger fear, frustration, concern, and anger emotions, as well as changes in energy status diminishing interests and desires. The aim of this work was to identify the stressful situations and confrontation strategies focused in the secondary school student that modify their mental health. Method: Qualitative and phenomenological investigation. Twenty-five students of first grade and 25 students of second grade, of a public secondary school of Mexico State participated, both men and women between 12 -15 years old. Information collection was through a semi-structured interview, testimonials, drawings, and anthologies, in 150 minute sessions along one week. An informed consent from school authorities, parents and/or guardians of students. Obtained qualitative data were analyzed according to De Souza Minayo methodology. Results: Four Categories emerged with sub-categories. Category 1 Deficient self-concept: 1.1 Constant self-discrediting, 1.2 Insecurity and fear to be ridicule, 1.3 Search for sexual identity, 1.4 Anxiety. Category 2 Idealization of characters: 2.1 Rejection of its body, 2.2 Search for perfection, 2.3 Fictitious figures driven by the media. Category 3 High expectations by parents: 3.1 Comparison with brothers, 3.2 Sensation of failing their parents, 3.3 Disqualification by parents. Category 4 Deficient confrontation strategies: 4.