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Saturday, January 28, 2023

A teacher taking on the new figure of the welfare coordinator: the new education controversy in Madrid

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The troubled waters continue in Madrid’s formation. After the secondary directors denounced on Monday that they would face the next course with 1,000 fewer teachers and the advisor Enrique Ossorio had denied this on Tuesday without concrete information, a new controversy is now emerging that has the same problem in the background: the budget. This time the one that is not invested for the new figure that will be introduced at state level in all educational institutions with minors: that of the social coordinator. In Madrid, responsibility will fall to a teacher who must be assigned by the director of the school or institute, despite requests from the entire educational community for specialists in the field to fill this role, such as: B. the so-called Technical Teachers of Community Services (PTSC). ). After nearly 750 autolysis or anti-suicide protocols opened in secondary schools last year and the elementary school had a spate of minors with mental health problems emerging after the toughest years of the pandemic, a math teacher, history or a Science teachers may be responsible for preventing violent situations or speaking to social services. And without neglecting their lessons.

“I’ve already had messages from teachers telling me please don’t want that brown,” says Esteban Álvarez, director of the Sierra de Guadarrama Institute (Soto del Real).

This “brown” was actually born as good news. At least it was an initiative that was positively received by the entire educational community: principals, teachers, students’ parents, unions, including the school board as a whole. The last year has been tough in the classroom and this number is intended to bring order, take care of minors who have problems due to their socio-economic or psychological circumstances, coordinate with social services, with the security forces when necessary, with psychologists, with families and with the minors themselves.

On June 4, 2021, the Council of Ministers passed the law on the comprehensive protection of children and young people from violence, which means that there must be a specialist who takes care of the care of students and the prevention of violent situations in the institutions. The Autonomous Communities must apply the rule from September.

And Madrid assumes, but without allocating a budget for the implementation of this number. A similar handicap in most regions. “As it cannot be otherwise, the Community of Madrid will comply with the provisions of Organic Law 8/2021, and of course also in relation to the figure of the coordinator,” says a spokesman for the Ministry of Education. “Most of these tasks are already carried out in the training centers of the Autonomous Community of Madrid,” he continues, “and the director can determine the allocation of hours.” The government also argues that Madrid “has a socio-emotional care team, a pioneer in Spain, that detects and monitors all cases reported by educational centers”. However, it does not explain that this team consists of four people for more than a million students in the area and that according to the directors they are not enough. “So they only help you with bureaucratic matters when they answer the phone,” says Álvarez.

The controversy then centers on who should perform that task for how many hours. Álvarez, spokesman for the directors of the secondary school of the public network, and Óscar Centeno, representative of the primary school, agree that this position has been appointed to the PTSC and that this has been communicated to the management representatives in different meetings. Ultimately, they argue, these are professionals who have already performed many of the new coordinator’s duties, although they have not yet held a structural position within the training centres. In fact, since the last crisis, especially since 2010, it has been a “mistreated” group, as Marta Perela, president of the Madrid PTSC, says, since it disappears from schools with difficult performances [los que se sitúan en zonas socioeconómicas complicadas] and from the institutes, where they only take part when there are 50 compensatory students [cuando sufren un desfase escolar por sus circunstancias de desventaja sin que exista discapacidad personal añadida].

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“In the ministry, they admit that we are the ones who perfectly fit the profile of a welfare coordinator,” explains Perela, who, as spokesman for the association, has also met with representatives of the administration to identify a gap that he believes suits them . “But they tell us it’s difficult for us because we don’t have a structural position within the centers. But man, put us in the middle, I say, right? But it’s a money problem,” he laments.

the CIS, in their survey on mental health during the pandemic, found that changes in the behavior of children and adolescents were reflected. 52.2% of parents with minor children who have lived with them during the pandemic have noticed changes in their children’s behavior. Of these, 72.7% say their children have suffered from “mood swings,” 78.6% “lifestyle changes,” and 30.4% “sleep changes.” In addition, the ANAR Foundation has verified that in 2021 there will be a significant increase in underage eating disorders (+154.7%), fights (+138.9%), addictions (+41%), depressive symptoms and sadness (+31.5.2021) gave %), low self-esteem (+27.9%) and anxiety (+25.6%). And all this was carried over into the classroom. And it’s not gone yet.

For this reason, at the beginning of July, organizations of students, families, centers and teachers came together to launch a manifesto in which they called for “effective measures” to promote “healthier” conditions in educational centers, in addition to evaluation actions and psychological interventions. It was sponsored by the State Confederation of Students’ Associations (CANAE), the Spanish Confederation of Parents’ Associations of Students (CEAPA), the National Catholic Confederation of Parents and Parents of Students (CONCAPA), the General Council of Psychology of Spain (COP), the Federation of Associations of Directors of Public Education Centers (FEDADi), the Federation of Independent Teachers’ Unions (FSIE), the Students’ Union (SE) and the Confederation of Teachers’ Unions (STEs-Interunion).

However, in September they will find that a teacher, appointed by the director of each center, will simultaneously be responsible for ensuring the mental health of 600, 800 or 900 students, in addition to his duties as a teacher. This work will not be accompanied by an economic supplement or a reduced teaching load, so teachers will have to do it during their on-call hours: those who must be present at the center in case they have to cover the last minute vacation of a colleague, that is, between three and five Hours per week, alternate on different days.

“We study the instructions for the beginning of the course in order to use them because they are intended to fulfill functions that are not typical of teachers like any other subject,” warns CC OO’s Isabel Galvín. Coordinating well-being creates discomfort before it begins.

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Source elpais.com

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