Saúde psicológica e bem-estar 2024 | OSPBE/DGEEC xxxii being at school and socio-emotional development. Less than half say management prioritises teacher training to develop leadership skills and self-care (between 30.5% and 57%). Around two-thirds of teachers say that the school environment is one of sharing, participation, and collaboration, dialogue and well-being, innovation and cohesion or unity; a network of collaborations with the community, and more than half of teachers think that the school prioritises policies, practices and behaviours that promote well-being at school, values and promotes programmes to develop socio-emotional competences, and prioritises policies, practices, and behaviours that promote socio-emotional development (values between 55.4% and 72.3%). Around two-thirds of teachers say that they have been encouraged to promote the development of children and young people's social and emotional competencies as part of their work and that one of the objectives included in the school's educational project is the development of social and emotional competencies through the way the school's disciplinary rules are implemented, through school practices, through the organisation of extracurricular activities, and based on feedback and advice to parents or caregivers about their children's social and emotional skills (figures between 91.1% and 70.9%). Nearly half of teachers say that classes or school activities are explicitly dedicated to developing socio-emotional skills (53.1%). Concerning the COVID-19 pandemic, almost half of the teachers say that their lives have changed little in general due to the pandemic (44.6%), while 27.7% say that their lives have changed for the worse but have returned to normal. 17.8% say that they feel their life has changed for the worse and that they have not recovered yet, and a smaller
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