Saúde psicológica e bem-estar 2024 | OSPBE/DGEEC xxxvii Education [DGE] and Directorate-General for Education and Science Statistics [DGEEC]). 11. Promoting socio-emotional skills, valuing diversity and participation in the school ecosystem, and self-care in the initial training of future educators and teachers. 12. Encouraging continued commitment to the National Plans that already exist in schools since the relative lack of knowledge of these plans on the part of the school 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
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