Saúde psicológica e bem-estar 2024 | OSPBE/DGEEC xxxiv The results suggest that the recommendations made in the 2022 report have impacted the school ecosystem, and teachers report a relatively positive relationship with management and the school environment and a broad application of programmes to promote socioemotional competencies in the school environment. These results make it possible to consider the relevance of some of the previous recommendations, with a particular focus now on their continuity, raising awareness of self-care for teachers, organising training for the "whole school", and based on functional and transformative aspects (workshops with a direct link to practice). However, we also need a local analysis of teachers or educators, starting with the school groups, to better contextualise the situations described, optimise them, compensate for them, and monitor them. OTHER ADULTS IN THE SCHOOL ECOSYSTEM The relatively low participation of the schools or school groups in this study has led to some weaknesses in the data density in these groups and the possibility of its generalisation. Although teachers' perceptions of quality of life and appreciation of both the school environment and management role follow the same pattern as those of other adults in the school ecosystem, low satisfaction with life and symptoms of distress are more pronounced in teachers than in other adults, including teachers with coordinating or managerial roles. It should be emphasised that managers' assessment of their actions and the quality of the school environment is more optimistic than the perception held by psychologists, teachers, and especially operational assistants.
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