Source: Adobe Stock Author: Redaction Psychological exhaustion concerns students More than half of students have already considered leaving higher education due to psychological exhaustion, according to a mental health study. The impact of psychological exhaustion emerges as one of the main risk factors for academic continuity, significantly affecting students’ wellbeing and motivation. The study also indicates that psychological exhaustion is associated with high levels of anxiety, demotivation and sleep difficulties. Academic pressure, combined with personal and social factors, contributes to this scenario of psychological exhaustion, which already affects a large part of the student community. Anxiety, finances and academic impact Data show that only a small percentage of students have never experienced anxiety crises, reinforcing the scale of psychological exhaustion. Many students report frequent episodes of anxiety, sleep difficulties and loss of motivation, all linked to psychological exhaustion affecting daily academic life. The study also reveals that most students feel their academic performance has worsened due to psychological exhaustion. The link between academic results and mental health is clear, with psychological exhaustion influencing both performance and perceived wellbeing. Despite this, many continue to prioritise their studies, even in a context of psychological exhaustion. Financial pressure and access to support Financial situation also emerges as an additional factor in student psychological exhaustion. More than half report that financial difficulties worsen psychological exhaustion, especially among scholarship holders and displaced students, who face greater daily pressure. Despite existing support measures, many students are unaware of mental health support options, which worsens psychological exhaustion. Access to consultations and psychological care remains uneven, with strong reliance on the private sector, further reinforcing the impact of psychological exhaustion on academic life. Overall, the study highlights that psychological exhaustion in higher education is a structural problem, with a direct impact on student retention and success, requiring more effective and accessible responses.
Source: Adobe Stock Author: Redaction Teachers facing high commuting costs Around eight thousand teachers in Portugal teach more than 50 kilometres from home, many without entitlement to travel support, which represents a significant burden on their monthly budget. According to the National Education Federation, some teachers spend around 250 euros per month on fuel. Out of more than 120,000 teachers, this group continues to face difficulties related to distance, with many commuting over 100 kilometres per day. The extraordinary travel support only covers those placed at least 70 kilometres from home, leaving several teachers excluded. Unions warn of inequalities in support Teachers’ unions warn of the need to review the criteria for teacher travel support, considering that many professionals still receive no compensation despite long daily commutes. The National Education Federation states that most teachers are placed within 50 kilometres, but stresses that thousands remain in demanding situations, with financial and personal impact. Teacher travel support is therefore considered insufficient given the reality on the ground. Review of recruitment and teacher mobility model In parallel, negotiations are ongoing regarding the review of the Teaching Career Statute and teacher recruitment models. The Ministry of Education proposes a system with a national competition and a new continuous recruitment process, aimed at responding to needs throughout the school year. The proposal also foresees that teachers may apply for mobility more flexibly, aiming to improve teacher placement and reduce situations of teacher shortages in schools. Unions call for adjustments to the model to ensure greater fairness and efficiency in recruitment and teacher mobility. The negotiation process will continue in upcoming meetings, where contributions from the different union structures will be analysed.
Source: Adobe Stock Author: Redaction New programme strengthens trainer training The Polytechnic Institute of Viana do Castelo presents a new project focused on training teacher trainers, with particular emphasis on science and mathematics. The initiative results from a partnership with the OECD and EduQA, integrating an innovative model intended to contribute to the evolution of the education system in Portugal. The programme is based on short, micro-credentialled training, aimed at developing essential pedagogical skills. The goal is to prepare trainers to design, implement and evaluate continuous training actions focused on creativity and critical thinking in teaching. Integration of creativity and critical thinking The project combines international frameworks with national curriculum priorities, blending theoretical foundations with practical application in real contexts. Throughout the training, participants develop skills related to pedagogical design, assessment and learning facilitation. The approach includes active methodologies, classroom dialogue strategies and practices that encourage student autonomy and reflection. This framework aims to strengthen teaching quality, aligning with international studies that link pedagogical skills to academic success. Artificial Intelligence in education One of the core elements of the programme is the analysis of opportunities and challenges associated with the use of generative Artificial Intelligence in education. The training explores the potential of these tools in supporting creativity and critical thinking. Sessions combine in-person and online formats, allowing participants to create lesson plans, assessment tools and training materials adapted to different educational contexts. Impact on the education system The initiative is part of a broader strategy of pedagogical innovation, aiming to strengthen the link between research, education policy and teaching practice. The participation of international experts helps consolidate the strategic nature of the project. This model seeks to support a progressive transformation of education, starting with the qualification of those who train teachers. The focus on training trainers thus becomes an essential step in promoting more effective educational practices, adapted to current and future challenges.
Source: Adobe Stock Author: Redaction IRS deduction for displaced students Displaced students can deduct accommodation costs in IRS as education expenses, even when there is no traditional rental contract. The Tax Authority clarifies that these education expenses are accepted as long as they meet the legal requirements. This interpretation allows displaced students to include accommodation payments in IRS, strengthening access to tax benefits linked to education and education expenses in IRS. Tax rules for education expenses According to the Tax Authority, accommodation costs for displaced students can be accepted as education expenses in IRS, including temporary accommodation service contracts. The key requirement is valid proof and proper legal classification of education expenses. The Tax Authority notes that a more restrictive interpretation of education expenses in IRS could create inequalities between students in similar situations, and therefore accepts various forms of accommodation as eligible education expenses. Student residences and accommodation The Tax Authority confirms that payments made to private residences or student accommodation units can also be considered education expenses in IRS. These costs are accepted as long as correctly issued invoices and reporting to the Tax Authority are in place. Education expenses in IRS may include accommodation in entities classified under rental or lodging activities, reinforcing flexibility in the deduction of education expenses for displaced students. Who can benefit from the IRS deduction Students up to 25 years old who study more than 50 kilometres from their household residence may benefit from this IRS deduction. In these cases, accommodation education expenses can be included in the IRS return. The Tax Authority also reminds that education expenses must be properly reported and registered on the Tax Portal in order to be accepted for IRS deduction, ensuring correct tax compliance.
Source: Adobe Stock Author: Redaction Decline in secondary completion The completion rate of secondary education in Portugal fell by 10.7 percentage points in the 2024/2025 academic year, directly impacting access to higher education. According to the report “Break in Entries to Higher Education in 2025/26”, this decline helps explain the reduction of around six thousand students placed in the first phase of the national admissions process. The decrease in secondary completion reduced the pool of higher education applicants, as entry age generally coincides with the completion of this level of education. Fewer higher education placements In 2025, there was a drop of approximately 10% in the total number of new enrolments in higher education in Portugal, including the national admissions process and other entry routes. The study indicates that this decline was not offset in later phases of the process. The drop in access to higher education also reflects a return to levels below those recorded before the pandemic, interrupting a growth trajectory in Portugal’s higher education system. Exams and stricter rules The report highlights the volatility of national exam grading and the increase in the minimum number of entrance exams as factors limiting access to higher education. These changes reduced the number of eligible candidates, contributing to the drop in higher education admissions. The requirement for two entrance exams is estimated to have accounted for around 46% of the reduction in first-phase placements, according to the study, without evidence of improved academic success. Impact on education targets The reduction in secondary completion, combined with social support weaknesses and a shrinking youth population, may compromise Portugal’s goal of reaching 50% of adults aged 25 to 34 with higher education by 2030. Despite the impact of exam rules, the report stresses that the decline in secondary completion also occurred in vocational education, indicating that the trend results from multiple structural factors in Portugal’s education system.
Source: Adobe Stock Author: Redaction Inequalities in Education in Portugal The Minister of Education, Fernando Alexandre, admitted that Portugal still faces major inequalities in Education. Despite progress in preschool coverage, access to quality Education varies significantly between regions. Recent data show that children in the North achieve better school results, while regions such as Greater Lisbon, Setúbal, and the Algarve perform below the average. These differences highlight that strengthening Education across all regions is essential to reduce inequalities and ensure equal opportunities for all students. Preschool and teaching career challenges Universal preschool is identified as a priority to balance Education in Portugal. Currently, the coverage rate for five-year-olds is close to 100%, but for three-year-olds it is still around 83–84%. Fernando Alexandre notes that children who attend preschool achieve better results in basic education. Another challenge highlighted by the minister is the lack of teachers, which directly impacts the quality of Education. Training new teachers and making the teaching career more attractive are essential to meet the needs of the education system, especially in regions where teacher availability is limited. Infrastructure and investment in Education School infrastructure remains a critical point in improving Education. The minister revealed that around 387 schools are scheduled for interventions by the end of the decade, with a total investment of €1.55 billion. The Lisbon and Tagus Valley region accounts for a large part of the needs, receiving €450 million of European investment due to the poor conditions of many schools. Fernando Alexandre emphasizes that stronger Education depends not only on qualified teachers but also on well-equipped schools, ensuring that all students have access to an adequate and safe learning environment.
Source: Adobe Stock Author: Redaction Municipal Spending on Schools Exceeds Funding Almost two out of three municipalities report that funding for school meals does not cover the costs, leaving a deficit of 20% or more. This is considered a critical issue in the assessment of the decentralisation of educational responsibilities. Seven out of ten municipalities also state that funding for non-teaching staff is insufficient, including teaching assistants, while the budgets for extracurricular enrichment activities have not been updated since 2022. Analysis of the Decentralisation Financing Fund (FFD) and the Municipal Social Fund (FSM) shows that, on average, municipalities spend 11% more than they receive from the State. This gap is more pronounced in medium and large population municipalities. Maintenance of school buildings is another critical issue, with more than half of schools being 30 years or older and 450 schools requiring renovation. Despite these challenges, decentralisation has allowed a faster resolution of immediate infrastructure-related problems. Need to Review Ratios and Value Staff Municipalities highlight the importance of reviewing the ratios of non-teaching staff, valuing careers and improving the training of these professionals. The creation of inter-municipal pools for rapid replacements, joint recruitment, and shared training is suggested. Territorial, social, and functional differentiation is also recommended, taking into account the size of school clusters, geographic dispersion, special educational needs, and social vulnerability. Establishing minimum quality standards, including school meals and extracurricular activities, is fundamental to improving the services provided to students. Six Years of Decentralisation and Future Challenges Law No. 50/2018 defined the transfer of responsibilities to the 278 municipalities, covering management of infrastructure, non-teaching staff, and complementary services such as school meals. In 2025, the FFD allocated €1.170 billion and the FSM €286.8 million, totalling €1.456.8 million for education. Municipalities emphasise the need for a single fund to simplify financing and allow greater flexibility, adapting to local characteristics. Decentralisation has brought proximity and responsiveness, but consolidating the model requires continuous institutional collaboration and adequate resources. Financial reinforcement and prioritised planning of renovations are essential to reduce deficits and ensure equity in educational services across different municipalities.
Source: Adobe Stock Author: Redaction Update of Funds for Special Education Schools The Ministry of Education has announced that the 10% increase in funding allocated to special education schools will be paid soon, retroactive to January. This increase aims to support five schools operating under cooperation agreements, providing services to students whose needs are not fully met by the public system. With this reinforcement, per-student funding will rise from €651.26 to €716.39, allowing for improved management and quality of education in these institutions. Financial Impact on Schools Special education schools face significant financial challenges due to delays in updating funding. Without this increase, the sustainability of the schools could be compromised, putting the continuity of the next academic year at risk. The Association of Private and Cooperative Education Institutions (AEEP) has warned that the lack of funding updates worsens the financial situation and hinders the planning of necessary activities and resources for students with special needs. Benefits of the Update for Students and Schools The increase in funding will enable schools to provide better learning conditions, including appropriate educational resources, specialised support, and facilities adapted to students’ needs. In addition to ensuring greater financial stability for the institutions, this measure helps guarantee inclusive and high-quality education, directly impacting the educational experience of students with special needs. Updating the funding is therefore an important step in strengthening the support of the education network for these schools and allowing them to continue playing an essential role in the education system.
Source: Adobe Stock Author: Redaction Outdated funding affects professional schools Funding for professional schools in Portugal has not been reviewed since 2010, creating difficulties in maintaining adequate courses and resources. Currently, these institutions host over 50,000 students across around 2,500 classes, with 10% to 15% of students being immigrants. The lack of funding updates puts pressure on budgets and limits the ability to meet educational and social needs. The situation affects all professional schools, according to leaders and directors, who point to rising costs, including salaries, as a major concern. Schools such as the Escola Profissional de Odemira stand out for integrating young immigrants but face financial constraints that compromise the continuity of this work. Impact on student quality and inclusion The lack of revision of funding ceilings compromises not only the operation of professional schools but also the quality of teaching and student support. Schools integrating immigrant students require additional resources for language support, social integration, and curriculum adaptation, which becomes more difficult without updated funding. The National Association of Professional Schools (ANESPO) warns that accumulated inflation since 2010 has exceeded 32%, making current funding levels unrealistic. This situation directly affects the ability to hire qualified staff, invest in equipment, and offer complementary programs that increase students’ employability. Government commitment and future prospects The Government has committed to updating funding tables and increasing the amounts allocated to professional courses for the next academic year. The exact level of the update is not yet defined, but ANESPO expects the process to progress by the end of April. Leading professional schools, such as the Escola Profissional de Odemira, demonstrate that investment in vocational education is essential to integrate young immigrants and provide equal opportunities to all. Increased funding will allow these institutions to continue offering high-quality teaching, support social inclusion, and respond to the growing diversity of the student population in Portugal.
Source: Adobe Stock Author: Redaction Financial literacy highlights social disparities Financial literacy in Portugal continues to show weaknesses, particularly when analysed by education and income levels. Recent data indicate that lower levels of literacy are associated with groups with less access to education and economic resources, revealing a consistent pattern of inequality. Although national financial literacy is close to the European average, difficulties remain in understanding basic concepts. This suggests that literacy is not yet sufficiently consolidated to support informed decision-making in managing money. Many citizens still face limitations in saving, investing, and understanding financial products. One key indicator of financial literacy is saving behaviour. A significant proportion of people did not save recently, and many who do save keep their money idle rather than invested, reducing its growth potential. This behaviour reflects limited literacy, particularly regarding risk management and diversification. Financial literacy also varies by demographic profile. Adults of working age with higher education and income levels tend to achieve better results. Conversely, women, older adults, and those with lower education show lower literacy levels, highlighting the need for targeted strategies. Young people and evolving financial literacy Among younger populations, financial literacy presents a mixed picture. Many use digital tools such as cards, mobile apps, and online payment platforms, but technological familiarity does not necessarily translate into a strong understanding of underlying financial concepts. Data indicate that a notable proportion of young people lack basic financial literacy skills, despite many believing they can manage their money. This overconfidence may undermine future financial decisions. Nevertheless, Portuguese youth maintain literacy levels in line with international standards, suggesting some progress. However, the proportion of students with advanced skills remains low, indicating room for improvement in early education. Gender differences in performance are also evident. While basic literacy is similar between boys and girls, boys tend to achieve higher scores at advanced levels, raising questions about equal opportunities in developing these skills. Financial literacy beyond basic knowledge Financial literacy goes beyond theoretical knowledge. It involves interpreting economic information, making informed decisions, and planning for the long term. It also covers credit management, insurance selection, and prudent money use. In this context, literacy plays a key role in household financial stability and the broader economy. Poorly informed decisions can directly affect debt, savings, and quality of life. Promoting literacy requires an integrated approach that includes formal education, public initiatives, and access to clear, accessible information. Strengthening financial literacy empowers citizens to face increasingly complex economic challenges. Making literacy a priority Improving financial literacy in Portugal is crucial to reducing inequality and fostering a more informed society. The link between literacy, income, and education shows that the issue is not merely individual but also structural. Investing in literacy from an early age can support better decision-making throughout life. At the same time, adult-targeted programmes can help fill gaps and improve daily financial management. In an ever-changing economic environment, financial literacy is an essential tool. Its development can directly impact household financial stability and contribute to sustainable economic growth.
Source: Adobe Stock Author: Redaction The role of exams in the education system The debate about the role of exams in the education system has gained prominence in recent years. Although these tools are often presented as objective mechanisms of assessment, many specialists believe their operation reveals deep limitations in the way they measure students’ knowledge and skills. In practice, the exam system remains one of the foundations of the organisation of formal education. The grades obtained determine access to different academic and professional paths, influencing future opportunities. However, this structure raises questions about whether results truly reflect individual abilities or merely the capacity to adapt to a specific model of assessment. One of the main criticisms of the current education model concerns the idea of equality. It is often stated that the tests are the same for all students. However, this claim ignores the differences in starting conditions, which include social, family, economic and emotional factors. These inequalities ultimately have a direct impact on performance within the education system. Education, merit and social inequality The relationship between education and meritocracy is often used to justify the importance of exams. The logic appears simple: those who achieve better results have demonstrated greater effort and preparation. However, this perspective simplifies a far more complex reality. In the context of education, academic performance does not depend solely on individual work. Access to educational resources, family environment, emotional stability and cultural opportunities deeply influence each student’s path. When these factors are ignored, the education system risks turning structural differences into apparent differences in merit. Furthermore, an excessive focus on exams may limit the understanding of what it truly means to learn. Many education models tend to value mainly the ability to memorise content and reproduce information at specific moments of assessment. Other equally important skills, such as creativity, critical thinking, collaboration or problem-solving, tend to receive less attention. This reality raises questions about the central objective of education. If the main focus is simply achieving a grade in an exam, the educational process may become reduced to intensive preparation for formal tests, leaving the broader development of students in the background. Rethinking assessment in education Discussing alternatives to exams does not necessarily mean eliminating assessment processes altogether. Assessment remains a fundamental element in education, as it allows teachers to monitor students’ progress and identify difficulties throughout their school journey. However, several pedagogical models advocate a more diversified approach. Continuous assessment, projects, collaborative work and other forms of monitoring can provide a more comprehensive view of the skills developed by students. These tools make it possible to observe progress over time rather than in a single test moment. By diversifying assessment methods, the education system can become more sensitive to different ways of learning. Each student has their own pace and style, and an overly rigid structure may fail to capture the full variety of existing talents. At the same time, rethinking assessment implies reflecting on the role of education in society. Rather than simply selecting or ranking individuals, education can assume a broader function of collective development, promoting real learning opportunities for everyone. Future challenges for education The debate surrounding exams shows that education continues to face structural challenges. Balancing rigorous assessment with social fairness is a central issue for any education system. Reforming assessment practices requires institutional, pedagogical and cultural changes. It also involves recognising that education cannot be reduced to numbers or rankings, but must take into account the complexity of individual trajectories. In a context where societies are becoming increasingly diverse and demanding, education needs models that value different skills and pathways. Rethinking the weight of exams may be an important step towards building a more inclusive education system capable of recognising the potential of every student.
Source: Adobe Stock Author: Redaction Protest highlights importance of arts education The defence of specialised arts education led teachers, students, parents and sector professionals to mobilise in a public action in Lisbon. The initiative aims to draw attention to the challenges affecting this area of education, considered essential for the cultural, creative and social development of students. The gathering takes place in front of the Ministry of Education, bringing together representatives of schools, families and education communities who advocate the need to strengthen investment in this area of education. The aim is to highlight the difficulties faced by several institutions and the impact these limitations may have on students’ access to artistic training. Challenges persist in education funding One of the main issues raised by participants is related to the funding of specialised arts education. Schools warn that, over several years, the support allocated to this area of education has not kept pace with the evolution of costs and the system’s needs. The network of conservatories and arts schools currently includes thousands of students across the country. Many of these institutions play an important role in promoting arts education, offering training in areas such as music, dance or theatre. However, the absence of regular updates to funding has created difficulties in ensuring the continuity and quality of activities. School representatives argue that increasing investment is essential to ensure the sustainability of these institutions and allow more students to access opportunities in arts education. Without this support, they warn that the system may face constraints that limit the growth and responsiveness of the education network. Access to arts education remains unequal Another central issue in the debate concerns the need to ensure greater equity in access to arts education. Despite the recognised importance of cultural and creative education, there are still significant differences between regions regarding the availability of places and institutions. This reality can make access to specialised arts education more difficult for some students, particularly in areas where the offer is more limited. For many families, geographical distance or the lack of available places becomes an obstacle to continuing studies in this field. Schools argue that creating more balanced conditions across the country is essential to ensure inclusive and accessible education. Strengthening the network and improving funding mechanisms are seen as essential steps to reduce inequalities and expand the reach of this type of training. Stability and planning for the future of education Beyond the financial issue, institutions stress the importance of ensuring greater predictability in the operation of arts education. The timely publication of contracts and the clear definition of funding rules are identified as key factors for the stability of arts education. Without a stable framework, it becomes more difficult to plan activities, hire teachers or ensure appropriate conditions for students. Predictability is considered a key element to strengthen the education system and allow schools to develop long-term educational projects. Participants in the mobilisation argue that arts education should be recognised as an integral part of education in Portugal. For many professionals and families, investing in this area means promoting creativity, innovation and cultural development, values that contribute to a more complete education for new generations. At a time when the debate on public education policies is gaining prominence, the mobilisation aims to reinforce the need for concrete measures that ensure the future of specialised arts education and guarantee opportunities for all students interested in this field.
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