Saúde Psicológica e Bem-estar | Observatório Escolar 25 Executive summary Those who perceived deterioration in their lives achieved poorer results regarding socioemotional skills in the 2nd and 3rd cycles and secondary school students. In the 2nd cycle, they were characterized by higher levels of bullying; in the 3rd cycle and secondary school, they had higher levels of psychological and depressive symptoms. Regardless of educational level, students who perceived an improvement in their lives following the pandemic reported greater life satisfaction. Socio-emotional competencies distinguished students with a perception of life improvement: 2nd cycle school students reported more optimism and persistence/perseverance; 3rd cycle and secondary school students reported more confidence, emotional control, sociability, creativity, and a sense of belonging to a school in addition to optimism. Perceived competence, self-confidence, and the ability to maintain and establish healthy relationships are variables with a solid connection to vital topics in school settings, such as perceived safety (less bullying), a greater sense of belonging to the school, a better relationship with teachers, and less anxiety about assessments, all of which have an impact on the adolescents' life satisfaction and well-being. In addition, this process may be supported by a school ecosystem characterized by a collaborative (school-adolescents-families-community) and participative school climate. Life satisfaction appears to be proportional to one's socioemotional well-being. The lower selfesteem of females appears to correspond with higher levels of school anxiety and symptoms of depression, anxiety, and stress, while the greater capacity for prosocial behavior justifies a better relationship with teachers. In contrast, males stand out positively in most other socioemotional skills due to their greater capacity for self-management and motivation. The male gender is associated with higher SSES | optimism, emotional control, resilience/resistance, confidence, sociability, creativity, energy, and a sense of belonging at school, whereas the female gender is associated with greater cooperation and better relationships with the teachers. Negatively, the male gender is associated with higher bullying rates, while the female gender is associated with greater test anxiety.
RkJQdWJsaXNoZXIy MTg0MjEzNg==