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Promoção de ambientes favoráveis ao bem estar e ao desenvolvimento pessoal, social e académico dos alunos através do aumento das sinergias professores-pais-alunos
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Introdução: Os vários ambientes em que os jovens estão inseridos têm impacto no seu desenvolvimento e influenciam o bem-estar e a qualidade de vida. A família e a escola são dois pilares fundamentais na vida de um jovem, e quando se unem, ocorre uma sinergia notável. Neste sentido, o envolvimento da família na escola e a relação escola família são essenciais para o sucesso escolar e o bem-estar dos alunos. Objetivos: O objetivo geral foi analisar a relação escola família, centrada no bem-estar dos alunos, analisando a associação entre a escola família e os relacionamentos interpessoais dos jovens portugueses. Os objetivos específicos foram: 1) analisar a relação dos jovens nos espaços e ambientes família escola, assim como o impacto destes no bem-estar dos alunos; 2) compreender a percepção do sucesso académico, centrado nos alunos e na interação com a família e a escola; 3) analisar a relação existente entre a escola e a família; 4) identificar as barreiras existentes na relação escola família; 5) analisar e aprofundar as estratégias de melhoria da relação escola família. Metodologia: Foram realizados seis estudos com recurso a diferentes metodologias e fontes de dados. Participaram neste projeto 8215 adolescentes (52,7% do género feminino), do estudo Health Behaviour in School-aged Children (HBSC) 2018 e 7649 adolescentes (53,9% do género feminino), do estudo HBSC 2022. Numa segunda fase foram incluídos 1143 alunos universitários (58,2% do género feminino), no âmbito do Projeto HOUSEColégio F3, ULisboa. Participaram ainda 143 indivíduos, distribuídos em 13 grupos focais (5 de estudantes, 4 de encarregados de educação e 4 de professores), que constituíram uma amostra de conveniência num estudo qualitativo. Resultados: As raparigas enfrentam mais dificuldades na comunicação com os pais, mas sentem menos pressão para ter boas notas, em comparação com os rapazes. Os rapazes demonstram melhor qualidade de vida e maior apoio familiar, enquanto as raparigas expressam ii gostar mais da escola, dos professores e dos intervalos. A qualidade de vida dos alunos está relacionada com o seu bem-estar na escola e nas suas relações interpessoais. Os alunos com sucesso académico geralmente têm uma estrutura familiar mais estável, uma comunicação mais eficaz com os pais e relações escolares mais positivas. A relação escola família foi considerada crucial para o sucesso académico, embora seja desafiadora para estabelecer, devido a barreiras como a comunicação inadequada e a falta de disponibilidade dos pais. Estratégias sugeridas para melhorar esta relação incluem, por exemplo, atividades que envolvam toda a comunidade escolar, o recurso às tecnologias de informação e comunicação, a presença de profissionais especializados para mediação da relação e maior flexibilidade nos horários das atividades escolares. Conclusões: Estes resultados sublinham a relevância de implementar programas de intervenção escolar que promovam competências pessoais e socioemocionais, tanto individualmente como em grupo, além do desenvolvimento de políticas educativas que facilitem uma comunicação clara entre a escola e a família, com impacto positivo nos relacionamentos entre todos os agentes educativos. Avaliações de impacto, a médio e longo prazo, desses programas são essenciais para perceber a eficácia das medidas e estratégias implementadas para combater as barreiras à relação escola família já identificadas, permitindo assim ajustar e desenvolver políticas públicas amigas das famílias e das escolas, ajustadas as necessidades locais. A indisponibilidade dos pais para a participação em atividades e iniciativas em ambiente escolar necessita de reflexão e discussão pelas partes interessadas. As políticas públicas e laborais devem ser ajustadas de modo a permitir uma maior flexibilidade e consequente participação dos encarregados de educação na escola, um pilar fundamental na vida dos alunos.
Introduction: The multiple environments in which young people are inserted significantly shape their development and well-being. The family and school play pivotal roles among these, and a powerful synergy emerges when they collaborate. Families' involvement in schools and the resulting school-family relationship are beneficial and crucial for students' academic success and well-being. Objectives: This study aims to investigate the relationship between school and family, focusing on student well-being and analyzing the association between school-family dynamics and the interpersonal relationships of Portuguese young people. Therefore, the specific objectives were: 1) analyze the relationship between young people and their familyschool environments and its impact on student well-being; 2) understand the perception of academic success centered on students and interaction with family and school; 3) analyze the relationship between school and family; 4) identify barriers in the schoolfamily relationship; 5) analyze and deepen strategies to improve the school-family relationship. Methodology: Six studies were conducted using various methodologies and data sources. In the initial phase, 8215 adolescents (52.7% female) from the Health Behavior in School-aged Children (HBSC) 2018 study and 7649 adolescents (53.9% female) from the HBSC 2022 study were included. In the second phase, 1143 university students (58.2% female) were incorporated into the study through the HOUSE-Colégio F3 Project, ULisboa. Additionally, 143 individuals participated in 13 focus groups (5 with students, 4 with guardians, and 4 with teachers), forming a convenience sample in a qualitative study. Results: Girls face more difficulties communicating with their parents but feel less pressure to get good grades than boys. Boys demonstrate a better quality of life and more excellent family support, while girls express that they like school, teachers, and school breaks (between classes) more. Students' quality of life is ivrelated to their well-being at school and regarding interpersonal relationships. Academically successful students generally have a more stable family structure, more effective communication with parents, and more positive school relationships. The school-family relationship was considered crucial to academic success, although it is challenging to establish due to barriers such as inadequate communication and lack of parental availability. Suggested strategies to improve this relationship include, for example, activities that involve the entire school community, the use of information and communication technologies, the presence of specialized professionals to mediate the relationship, and greater flexibility in the schedules of school activities. Conclusions: These results highlight the relevance of implementing school intervention programs that promote personal and socio-emotional skills individually and in groups and developing school policies that facilitate clear communication between school and family. These measures will positively impact relationships between all educational agents. Mediumand long-term impact assessments of these programs are essential to understand the effects of the measures and strategies implemented to combat the identified barriers to the school-family relationship. This understanding will also allow the development of family- and school-friendly public policies adjusted to local needs. The unavailability of parents/guardians to participate in activities and initiatives in a school environment requires reflection and discussion by interested parties. Public and labor policies must be adjusted to allow greater flexibility and consequent participation of parents/guardians at school, a fundamental pillar in students' lives.
Introduction: The multiple environments in which young people are inserted significantly shape their development and well-being. The family and school play pivotal roles among these, and a powerful synergy emerges when they collaborate. Families' involvement in schools and the resulting school-family relationship are beneficial and crucial for students' academic success and well-being. Objectives: This study aims to investigate the relationship between school and family, focusing on student well-being and analyzing the association between school-family dynamics and the interpersonal relationships of Portuguese young people. Therefore, the specific objectives were: 1) analyze the relationship between young people and their familyschool environments and its impact on student well-being; 2) understand the perception of academic success centered on students and interaction with family and school; 3) analyze the relationship between school and family; 4) identify barriers in the schoolfamily relationship; 5) analyze and deepen strategies to improve the school-family relationship. Methodology: Six studies were conducted using various methodologies and data sources. In the initial phase, 8215 adolescents (52.7% female) from the Health Behavior in School-aged Children (HBSC) 2018 study and 7649 adolescents (53.9% female) from the HBSC 2022 study were included. In the second phase, 1143 university students (58.2% female) were incorporated into the study through the HOUSE-Colégio F3 Project, ULisboa. Additionally, 143 individuals participated in 13 focus groups (5 with students, 4 with guardians, and 4 with teachers), forming a convenience sample in a qualitative study. Results: Girls face more difficulties communicating with their parents but feel less pressure to get good grades than boys. Boys demonstrate a better quality of life and more excellent family support, while girls express that they like school, teachers, and school breaks (between classes) more. Students' quality of life is ivrelated to their well-being at school and regarding interpersonal relationships. Academically successful students generally have a more stable family structure, more effective communication with parents, and more positive school relationships. The school-family relationship was considered crucial to academic success, although it is challenging to establish due to barriers such as inadequate communication and lack of parental availability. Suggested strategies to improve this relationship include, for example, activities that involve the entire school community, the use of information and communication technologies, the presence of specialized professionals to mediate the relationship, and greater flexibility in the schedules of school activities. Conclusions: These results highlight the relevance of implementing school intervention programs that promote personal and socio-emotional skills individually and in groups and developing school policies that facilitate clear communication between school and family. These measures will positively impact relationships between all educational agents. Mediumand long-term impact assessments of these programs are essential to understand the effects of the measures and strategies implemented to combat the identified barriers to the school-family relationship. This understanding will also allow the development of family- and school-friendly public policies adjusted to local needs. The unavailability of parents/guardians to participate in activities and initiatives in a school environment requires reflection and discussion by interested parties. Public and labor policies must be adjusted to allow greater flexibility and consequent participation of parents/guardians at school, a fundamental pillar in students' lives.
Descrição
Doutoramento em Educação, ramo de Especialidade de Educação para a Saúde. Universidade de Lisboa. Faculdade de Motricidade Humana
Palavras-chave
Quality of life School and family ecosystem School-family relationship Students Synergies Alunos Ecossistema escolar e familiar Qualidade de vida Relação escola-família Sinergias