Saúde psicológica e bem-estar 2024 | OSPBE/DGEEC 254 Ecosystem agents does not favour optimising their transformative action, as well as the continuity of the monitoring or evaluation system for all the indicators being analysed. THE NEXT 10 STEPS 1. A wide-ranging debate in the school clusters, focusing on the results of this study, where each cluster can identify its strong and weak areas and define intervention strategies and plans for their implementation and monitoring, with a particular focus on (i) preschool education, (ii) the overall worsening of the situation as schooling progresses, (iii) gender differences, (iv) the vulnerability of teachers in terms of psychological health and well-being, and (v) the situation of the other adults in the school ecosystem. 2. Encouraging the agile and dynamic use of the national mapping of school cluster resources, with the identification and dissemination of good practices in promoting the psychological health of pupils, teaching staff, and, in general, the inhabitants of the school ecosystem, already available from the DGE and DGEEC. 3. Encouraging actions to promote socio-emotional skills and psychological health and well-being in the school environment, from schools, municipalities, and teacher training centres, providing exchanges of experiences, and considering a "Time Bank", for example. 4. Sensitising the accreditation agency for ongoing teacher training to the importance of training teachers in topics such as self-care, the promotion of socio-emotional skills, and the promotion of psychological health and well-being.
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