For years there has been an increase in the difficulties of managing emotions among students, which has a direct impact in their personal, social and academic development. This situation reached its most extreme point after COVID-19.
The situation of social isolation, as well as the increase in times exposed to new technologies, have given rise to behaviors with significant emotional deficits: lack of recognition of one’s own emotions, inability to self-control, deficiencies in decision-making processes, etc.
All of this, without adequate intervention, gives rise to more complex conditions that require referral to services. child and adolescent mental health to avoid major future complications. In fact, “referrals to the health service mental health of childhood and adolescence experienced an increase during the second half of 2020 and 2021”… “The Increase in referrals from Primary Care to mental health grew by approximately 13% in 2022 compared to 2021 (39,641 versus 35,072 referrals)” (Annex IV)
Likewise, we know that “Murcia was the third autonomous community in Spain in 2016 in relative number of suicides, below Asturias and Galicia” (Annex V) Thus, the main needs faced by the Totana EOEP are:
1. Manifestation of behaviors related to insecurity, low self-esteem, emotional instability, lack of confidence, etc in students enrolled in the primary education stage.
2. Perception of a higher rate of demotivation in students that results in a decrease in their performance school.
3. Increase in the number of self-harming behaviors, anxiety symptoms and depressive indicators in the last years of the primary education stage and in secondary education.
To address this difficult situation, the Totana EOEP is aware of the 2030 Agenda and the Development Goals. Sustainable Development Goals (SDG) considering childhood a “social good” and committing to “leave no one behind”, promoting inclusion of the most vulnerable students in all its actions and considering childhood an agent of change for achieve “a better world” (Annex VI)
With this background framework, the Totana EOEP proposes to address the situation from an eco-emotional approach based on the search for emotional harmony between the different lifestyles of our students and the environment that surrounds them, understanding Emotional Ecology as the art of managing, in a sustainable way, our emotional world of so that our affective energy helps us improve as people, to increase the quality of our relationships and to improve the world we live in. Prioritizing the values of responsibility and impact awareness overall emotional.
Thus, from the EOEP of Totana we pose the following challenges:
1.- Contribute to improving the personal well-being of students through the acquisition of emotional management strategies.
2.- Promote situations that contribute to improving the academic performance of students by promoting spaces and inclusive environments of cooperation.
3.- Reduce the rate of maladaptive behavior of students by minimizing the situation of vulnerability that they may provoke such behaviors.
Looking for Partners specialized in
- Pre-Primary
- Primary
What qualities we seek in potential partners
We are interested in carrying out "Job Shadowing" in early childhood and primary schools throughout Europe to improve our teaching methodologies in relation to the well-being of students.
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