Μια τάξη που νοιάζεται: η ανάπτυξη της υποστήριξης για την ψυχική υγεία στα σχολεία

Supporting students’ mental well-being has never been more crucial. Teachers are often the first to recognise when a learner is facing difficulties, and knowing how to respond can truly make a difference. From 12/04 to 18/04/2026, educators from across Europe met in Τενερίφη για το μάθημα Προώθηση της ευημερίας και της ψυχικής υγείας των μαθητών στα σχολεία: Στρατηγικές για εκπαιδευτικούς και εκπαιδευτικό προσωπικό, a week devoted to exploring, supporting, and reinforcing well-being in the classroom.

The group included eight French participants from the same school, l’ensemble scolaire Saint Bruno: Michelle, Christelle, Marion, Céline, Nathalie, Magalie, Caroline and Cécile.

The week started with introductions and an overview of mental health and well-being in schools—examining what these concepts involve, why they are significant, and how they influence both learning and relationships. The group then explored ways to increase awareness within the school community, identify early signs of difficulty, and create a culture that encourages openness and support.

Midweek sessions focused on mindfulness and sensory-based activities, including time outdoors to experience how small changes in surroundings and attention can positively impact mood and concentration. Participants also reflected on how mindfulness can support students in regulating emotions and managing stress during the school day.

Later in the week, attention turned to συναισθηματική νοημοσύνη—recognising emotions in ourselves and others and using this awareness to strengthen trust, empathy, and classroom relationships. The final sessions introduced cognitive and behavioural strategies, providing practical tools that can be adapted to different age groups and learning contexts.

By the end of the course, the group left Tenerife with a stronger understanding of how to approach mental health in schools—not only as a response to challenges, but as a continuous and proactive part of teaching. They returned home with new strategies, activities, and perspectives to share with colleagues and to bring into their own classrooms, helping to build school environments where students feel safe, supported, and ready to learn.

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