We started a new post-pandemic school year in the schools, confronting different challenges both from the recovery of learning and from the attention to socio-emotional well-being and mental health, which have been strongly affected by the pandemic, as has been seen during the year prior to the return to in-person schooling.
Teachers will continue to have a fundamental role in this regard and require the development of skills and tools to continue providing support and accompaniment to these processes, starting with their own care.
Promotion of the socioemotional development of Peruvian teachers
In conjunction with the Ministry of Education and various professionals of the “Learning with Well-being Community “, the Wiese Foundation designed this Season 4 of the Socioemotional Skills Series, in which orientations are presented, to respond to real issues collected from principals and teachers in different regions of Peru. Moreover, it proposes alternatives for its adequate management, through reflection and recommendations developed by a specialist in the subject to be treated.
Helping to generate well-being ecosystems in schools
In this season we have considered to offer elements that allow reflection, emotional accompaniment, coaching, the use of expressive arts and play. This, with the aim of contributing to strengthening the socioemotional skills of teachers, considering their personal and professional development, to provide support and emotional accompaniment to their students.
In the same way, we have considered the role played by principals as drivers and facilitators of the attention and care of the socioemotional well-being of the educational community, as well as guidelines to families, in order to generate ecosystems of well-being in the school. To learn more about the Wiese Foundation’s work in favor of educational quality in Peru, click here.
