School Intervention: An experience focused on Initial Education Teachers

Abstract

This study describes a project for and research on the implementation of program to strengthen socio-cognitive and emotional abilities in initial-level education of children (PHSCE), focused on training teachers on its implementation in the classroom. This work had two objectives: first, to explore the grade of acceptance of teachers regarding the training process both before and during the pandemic; and, second, to analyse the teachers' perceptions of the socio-cognitive and emotional performance of their students after they implemented the PHSCE. The results indicate that, before the pandemic, the degree of acceptance of teachers on the PHSCE was 79.1%. However, during the pandemic period, this percentage increased to 96.9%. The greatest improvements in children were in attentional performance, working memory, and peer relationships. The foundation for these psycho-educational programs is that socio-cognitive and emotional skills can be enhanced in early educational settings by providing supportive educational contexts.