Source: Adobe Stock Author: Redaction Emotional education gains national dimension Emotional education has been taking on a central role in Portuguese schools, already reaching around 11,000 students. The programme promotes the integration of socio-emotional skills into the curriculum, such as self-regulation, emotional awareness, empathy, mindfulness and interpersonal relationship skills. These competences help students deal with academic and social challenges in a more balanced and conscious way. In recent days, the initiative has been implemented in several schools in Santa Maria da Feira, reinforcing its territorial expansion and consolidating emotional education as an educational priority. The programme can be delivered through municipal projects or directly by teachers, psychologists and specialised technicians, adapting to the specific needs of each class. This flexible approach allows emotional education to be present from pre-school to secondary education, ensuring continuity and reinforcement of skills throughout the school journey. At present, the strongest presence of emotional education is in the North and Centre regions, although the project is already active in various parts of mainland Portugal and also in the Azores. This growing dissemination highlights recognition of the relevance of emotional education as an essential component of holistic development, capable of promoting students’ well-being, resilience and motivation. Partnerships and institutional validation Over the past few years, the programme has established partnerships with municipalities, school clusters and cultural institutions, broadening the reach of emotional education to diverse contexts. Collaboration with local and regional entities has been crucial in consolidating structured practices and ensuring that the programme’s implementation remains consistent and effective. A significant milestone occurred in 2020, when emotional education became part of a national programme supporting innovative projects in the field of knowledge, reinforcing its institutional validation. This integration demonstrated that emotional education is not merely a complementary pedagogical tool, but a strategic area for promoting the overall development of children and young people. Impact assessment and benefits The programme’s impact is monitored by academic teams in the fields of education and psychology, who assess the effects of the interventions on aspects such as well-being, attention, emotional management and interpersonal relationships. At the same time, satisfaction surveys are carried out among schools and partners, enabling continuous adjustments and improvements in the implementation of the project. Preliminary results indicate high levels of recognition of the value of emotional education, with significant improvements in students’ ability to manage emotions, collaborate with peers and handle conflict situations. Emotional education thus contributes to a more inclusive school environment, with students who are more aware, resilient and prepared for academic and personal challenges. Emotional education as an educational priority In a context where schools face growing challenges related to mental health, anxiety and the management of interpersonal relationships, emotional education emerges as an integrated response. The articulation between personal development and academic performance enables students to develop essential life skills, promoting balance, autonomy and conscious decision-making. The continuous expansion of the programme shows that emotional education has moved beyond being a mere pedagogical complement to assume a structural role within the education system. Investment in socio-emotional skills prepares children and young people to face future challenges, strengthening academic success and fostering more positive, safe and inclusive educational environments.
Source: Adobe Stock Author: Redaction Education strengthens centralised access to the career Education in Portugal is preparing for structural changes in the system of access to the teaching career. The proposal to revise the Teaching Career Statute introduces a recruitment model based on a national and centralised competition, reinforcing the standardisation of criteria and transparency in entry into the profession. This change places education at the centre of government priorities, seeking to address the shortage of teachers and the need for stability in the system. Access to the career in education will include a one-year probationary period. This trial period includes supervision by a designated teacher and is linked to the performance evaluation model. Successful completion determines the continuation of the public employment relationship, while a negative assessment may lead to termination of the contract. Teachers who have already successfully completed a probationary period and have not been absent for more than five years are exempt from repeating it. The revision now presented aims to align the specific statute of education with the general framework applicable to public service, while safeguarding the specific nature of the teaching career. The objective is to ensure greater regulatory coherence and predictability in teachers’ professional paths, strengthening the stability of public education. Qualifications and responses to the teacher shortage in education Another central point of the proposal concerns the qualifications required to teach. Education maintains as a principle the requirement for appropriate scientific and pedagogical training. However, in view of the shortage of professionals in certain recruitment groups, an exceptional and transitional regime is allowed that permits teaching with scientific qualifications only. In these cases, a fixed-term employment contract may be signed with a maximum duration of three years. During this period, the teacher must obtain the pedagogical training required to fully integrate into the career in education. Completion of this training will allow the conversion of the contract into a permanent public employment contract. Otherwise, the contract will end at the close of the current academic year. The proposal also reduces the previously established deadline for regularising professional qualification, shortening the time available to obtain pedagogical credentials. This measure seeks to balance the urgent need for teachers with the requirement for quality in education, avoiding the prolonged maintenance of provisional situations. The ongoing revision forms part of a broader process of reorganising the legislation governing education, namely with regard to recruitment groups and conditions of access to teaching. The aim is to ensure coherence between the professional statute and the legal instruments that structure the education system, promoting greater stability and alignment with the current needs of education in Portugal. With these changes, education faces the challenge of reconciling rigour in training, transparency in recruitment and the capacity to respond to the shortage of teachers. The balance between strict requirements and flexibility will be decisive in ensuring the quality of education and strengthening confidence in the education system in the coming years.
Source: Adobe Stock Author: Redaction More places in public higher education The next academic year brings a significant increase in public higher education places. In 2026/2027, 78,283 places will be available, 1,465 more than the previous year, according to the Ministry of Education, Science and Innovation. Of the total public higher education places, 56,790 will be offered through the General Access Regime and 21,493 through Special Regimes and Competitions. The increase is split into 834 more places in the general regime and 631 more in special competitions. Among universities, only the University of the Algarve reduces the number of places, with five fewer. The University of Madeira maintains 714 places. All other institutions increase their offer, with Coimbra and Nova de Lisboa universities seeing the largest rises. In the polytechnic sector, the picture is mixed. Some institutions reduce places, such as the polytechnics of Guarda and Viana do Castelo, while others increase significantly, like the Polytechnic Institutes of Porto and Coimbra. Increase in Medicine and teacher training The rise in public higher education places is particularly noticeable in strategic areas. In Medicine, 1,656 places have been set, 62 more than the previous year. Of these, 40 come from a new course at the University of Trás-os-Montes and Alto Douro, and 22 from an increase at the University of Coimbra. In Basic Education, public higher education places increase again, with a 12% rise in the National Access Competition, totalling 1,344 places. This increase results from programme contracts aimed at initial teacher training. To address the shortage of teachers, 2,500 annual scholarships equivalent to tuition fees will be awarded to students enrolled in undergraduate and master’s degrees leading to teaching qualifications. Alternative routes and digital skills The increase in public higher education places also includes a diversification of access routes. Places for holders of Higher Technical Professional Courses rise by 19%, alongside growth for graduates of technological specialisation courses, dual certification courses, and international students. At polytechnic institutes, although the General Access Regime sees a modest increase, special competitions provide 706 more places, broadening entry opportunities into public higher education. A total of 9,290 places have also been allocated to courses focused on digital skills, reflecting an investment in technological qualification. Including private higher education, the system offers 107,598 places next academic year, 2,882 more than in 2025, consolidating the expansion of educational opportunities in Portugal.
Source: Adobe Stock Author: Redaction Priority interventions in schools in Lisbon Lisbon City Council plans to invest over €600 million in 28 schools in Lisbon considered a priority for refurbishment works. The aim is to ensure safety, comfort and energy efficiency, especially in buildings that currently do not meet seismic and habitability standards. The municipal report includes competitive funding tenders, with the State expected to cover 100% of the costs, according to decrees and agreements with the National Association of Portuguese Municipalities. Greater provision and careful planning Among the interventions are projects that require detailed studies of seismic resistance and energy efficiency, with an estimated duration of five to six years from project to completion. The €600 million investment includes around €30 million for projects, with the total municipal school network comprising 141 schools. The executive ensures that urgent works continue to be carried out, including the removal of asbestos from 13 schools in 2022/2023, with an investment exceeding €400 million. The City Council also intends to create municipal maintenance plans for Lisbon schools to ensure that future interventions are timely and well planned. Accessible school facilities and community involvement Education and maintenance of schools in Lisbon are a priority for the current executive, which aims to involve school directors and parish councils. The City Council also intends to clarify responsibilities and establish efficient coordination for all interventions. Quality assurance and sustainability Lisbon City Council’s school plan reinforces the importance of safe, efficient and comfortable buildings. Each intervention will be carefully planned to meet standards of quality, thermal insulation and energy efficiency. The investment in Lisbon schools aims not only to refurbish buildings but also to create a sustainable model for the coming decades, ensuring that students have access to adequate learning conditions and that the city maintains a safe and modern school network.
Source: Adobe Stock Author: Redaction The new challenges of education Education today plays a central role in a context marked by uncertainty, technological acceleration and profound social changes. It is no longer enough to transmit knowledge in a linear, static way. Education must address new challenges, preparing citizens who can think critically, adapt to change and actively participate in shaping society. In an increasingly competitive global scenario, education becomes a decisive factor for economic and social development. It is through education that solid foundations of trust, cohesion and collective capacity are built to face crises and transform difficulties into opportunities. Education and innovation as a driver of change The link between education and innovation is now unavoidable. The education of the future must integrate new pedagogical approaches, promote experimentation and encourage creativity. The ability to innovate does not emerge in isolation but results from an education that values autonomous thinking, curiosity and continuous learning. In this context, education is no longer confined to the classroom and now involves collaborative networks among institutions, communities and different areas of knowledge. This integrated vision of education aligns individual skills with collective goals, reinforcing society’s ability to respond effectively. The importance of collaborative education Collaborative education emerges as a clear response to current challenges. By promoting knowledge sharing, teamwork and shared responsibility, this model enhances education’s impact on human and social development. Learning ceases to be a solitary journey and becomes a collective, richer and more effective process. Through collaborative education, it becomes possible to develop essential social, ethical and professional skills for a constantly transforming world. This approach helps to form more aware citizens, prepared to act responsibly and with solidarity. Education, citizenship and freedom Education is also a fundamental pillar of citizenship. Access to knowledge allows understanding of the world’s complexity, participation in public debate and the exercise of freedom in an informed way. Without a solid education, civic participation becomes limited and vulnerable to simplifications and inequalities. In a democratic context, education plays an essential role in promoting individual autonomy and a collective sense of responsibility. Investing in education is therefore investing in a freer, more critical society capable of shaping its own future. Education as a strategic investment The challenges of education require a long-term strategic vision. More than isolated reforms, a consistent commitment to quality, innovation and inclusive education is necessary. Education should be seen as a structural investment, with direct impact on competitiveness, social justice and national sustainability. In conclusion, education is the main driver of societal transformation. Focusing on collaborative, innovative and people-centred education ensures a more resilient, balanced future, capable of meeting global challenges with confidence and ambition.
Source: Adobe Stock Author: Redaction Portuguese higher education is undergoing a phase of consolidation and growth, reflected in a stronger presence in international rankings and a positive evolution of overall institutional performance. Continuous improvements in teaching, combined with investment in research and links to the labour market, have allowed Portugal to stand out among European systems showing the most progress. This scenario translates into broader recognition of the quality of education delivered and the universities’ capacity to train skilled professionals. Evolution of higher education in Portugal In recent years, national higher education has achieved significant progress across multiple dimensions. The increased number of institutions evaluated internationally demonstrates greater openness of the system and a clear commitment to transparency and continuous improvement. This growth is not limited to large universities, also encompassing smaller public and private institutions that have established themselves through high-quality teaching and specialisation in strategic fields. The observed progress results from a joint effort to modernise teaching, updating curricula, strengthening applied research, and enhancing links with the economic sector. These changes contribute to an education system better aligned with current needs, emphasising practical skills, critical thinking, and innovation. Indicators reinforcing the quality of education International evaluation of higher education relies on multiple indicators, allowing a comprehensive analysis of institutional performance. Among the most relevant factors are academic reputation, employer perception, and the scientific impact of academic output. Portuguese higher education has shown consistent improvements in these areas, demonstrating greater competitiveness in the European context. Another relevant aspect concerns the internationalisation of teaching. Despite challenges such as attracting foreign staff and students, there is positive progress in integration within international research networks. This dimension is essential for higher education, as it promotes knowledge exchange, joint project development, and access to external funding. Teaching and employability: an increasingly strong link A clear sign of the maturity of Portuguese higher education is the strengthening of the link between academic training and the labour market. Graduates benefit from education that prioritises skills valued by employers, resulting in better professional integration and stronger career prospects. Institutions have invested in internships, corporate partnerships, and practice-oriented programmes, bringing students closer to professional realities. This approach helps build confidence in the education system and reinforces its social and economic relevance. Challenges and opportunities for higher education Despite progress, higher education faces structural challenges that require ongoing attention. Greater international engagement, talent attraction, and sustainable funding are central themes for the future of teaching. Addressing these challenges requires consistent policies, strategic investment, and a long-term vision. At the same time, significant opportunities arise. Lifelong learning, digital transformation, and investment in emerging fields create new dynamics within the system. Portuguese higher education is thus well-positioned to consolidate gains and strengthen its role in national development. In summary, recent developments demonstrate that higher education in Portugal is on a positive trajectory. International recognition, coupled with improved teaching quality, confirms the institutions’ ability to meet current and future challenges, contributing to a more skilled, competitive, and adaptable society.
Source: Adobe Stock Author: Redaction A project designed to strengthen higher education The former headquarters of the ministry responsible for education, located in one of Lisbon’s most central areas, was for years associated with a structural solution for student accommodation. Converting the building into an academic residence was presented as a direct response to the difficulties higher education faces in accessing housing at prices compatible with students’ incomes. Despite the interest shown by several public education institutions, the project did not move forward. The lack of a clear decision ultimately generated frustration within the academic community, which saw this initiative as a way to enhance the attractiveness of education in Lisbon and support thousands of displaced students. Education, housing and financial sustainability The proposal envisaged the creation of hundreds of rooms, with different typologies and prices below those practised in the private market. The aim was to ensure diversified solutions tailored to the real needs of higher education, including accommodation for national and international students, as well as visiting lecturers. However, the supervising authority considered that the proposed model did not ensure financial sustainability within the framework of public education, particularly without recourse to European funds. This assessment raised doubts about the education system’s ability to find alternative solutions when there are vacant public buildings and projects largely financed by capital external to the State. Impact on Lisbon’s education ecosystem The decision to allocate the building to other purposes keeps it within the sphere of education, but removes a function considered a priority by students and institutions: academic accommodation. Lisbon remains one of the European cities where higher education faces the greatest difficulties in accessing rooms at controlled prices, which conditions academic choices and increases inequalities. Even with the increase in the number of beds planned for the coming years, student associations warn that the response will continue to fall short of the real needs of education. Pressure on the private market remains high, penalising above all displaced and international students, who are essential to the diversity and internationalisation of Portuguese education. The future of education and academic residences The case of the former ministerial headquarters illustrates the structural challenges of education in Portugal, where coordination between public assets, funding and strategic planning does not always produce effective results. Projects that could strengthen social cohesion and the competitiveness of education end up falling by the wayside, even when they do not imply direct costs for the State. Higher education requires integrated solutions that consider not only the educational offer, but also students’ living conditions. Housing is now a critical factor for academic success and for the attractiveness of the national education system. Until new solutions emerge, the academic community continues to argue that any additional opportunity should be analysed with transparency and a long-term vision. Ensuring decent housing conditions is increasingly a central element in the sustainability and quality of education in Portugal.
Source: Adobe Stock Author: Redaction More than 1,600 teachers placed in areas with a shortage of teachers A total of 1,639 teachers placed have joined the staff of areas of the country with a shortage of teachers, according to the results of the new extraordinary external competition published by the Government. The measure covers regions such as Lisbon and the Tagus Valley, the Setúbal Peninsula, Alentejo and the Algarve, where the lack of teachers has been most felt. Extraordinary competition fills most of the available vacancies In this competition, 1,800 vacancies were opened, of which 1,639 were filled by teachers, demonstrating strong engagement with the process. The vacancies were intended exclusively for areas marked as having a shortage of teachers, allowing reinforcement of the Pedagogical Zone Staff and responding to the most urgent needs of the education system. Lisbon Metropolitan Area concentrates the largest number of placements Most of the filled vacancies, totalling 1,220, corresponded to the Pedagogical Zone Staff of the Lisbon Metropolitan Area, identified as the region with the highest incidence of pupils without lessons. The Ministry of Education also highlighted that all 215 vacancies for the 1st cycle of basic education, one of the levels most affected by the shortage of teachers, were completely filled. Government measures to mitigate teacher shortages The Government assures that the 161 unfilled vacancies do not correspond to missing teaching hours, but rather to Pedagogical Zone Staff places. This extraordinary external competition is part of a set of measures to combat the shortage of teachers, including financial incentives for relocation. Currently, more than six thousand teachers benefit from support between 150 and 500 euros for working far from their homes, especially in areas with the greatest shortage of teachers.
Source: Adobe Stock Author: Redaction Access to education with strong territorial disparities Access to education in the district of Santarém reveals persistent inequalities between municipalities, both in the availability of educational institutions and in the possible educational pathways. Despite the existence of an extensive network of primary schools, the distribution of educational provision is not homogeneous, reflecting demographic, territorial and social differences that affect population qualifications. Municipalities with higher population density tend to concentrate more educational resources, while areas with fewer residents face greater limitations in access to education. Municipalities with a higher concentration of educational institutions Santarém stands out as the main educational hub of the district, concentrating a significant number of nursery schools and primary schools. Other municipalities such as Tomar, Ourém, Torres Novas and Vila Franca de Xira also have a more robust school network, in line with higher demand and a wider range of provision. In these municipalities, access to education is facilitated by the proximity of schools and the existence of different levels of education, contributing to higher levels of educational attainment. Municipalities with more limited educational provision In contrast, municipalities such as Constância, Golegã, Alpiarça or Ferreira do Zêzere have fewer educational institutions. This limitation particularly affects access to education from secondary level onwards, forcing many students to travel regularly to neighbouring municipalities. The lower diversity of educational provision conditions educational pathways and may contribute to school dropout or lower qualification levels, especially in areas with an ageing population. Secondary education, qualifications and future challenges Secondary and vocational education is heavily concentrated in a small number of municipalities in the district, reinforcing inequalities in access to education and limiting training options in several areas. The lack of vocational education in some municipalities reduces alternatives for young people and adults seeking pathways better suited to the labour market. Recent analysis shows that improving access to education in Santarém requires differentiated policies by municipality, considering not only physical proximity to schools, but also diversity of provision, educational success and population qualifications. These factors are decisive for the district’s sustainable social and economic development.
Source: Adobe Stock Author: Redaction Transformation of education in the early cycles The Portuguese education system is set for a major change, with the revision of the 1st and 2nd cycles scheduled to be completed by 2027. This process seeks to align curricula with 21st-century needs, incorporating digital skills and knowledge of artificial intelligence. The education update responds to the growing importance of digital technologies in everyday school life, promoting more adaptive and innovative learning. The curriculum revision will directly affect the Essential Learning documents, which guide what should be taught at each school year. Portugal’s education is entering a phase of modernisation that balances traditional learning with technological skills, preparing students for future challenges and an increasingly demanding labour market. Essential learning and curriculum framework The revision process is not limited to subject content. The curriculum framework, which sets the teaching hours for each subject and organises the school timetable, will also be updated to reflect changes in contemporary education. Digitalisation and artificial intelligence will be integrated across the board, influencing how students learn and engage with knowledge. Digital and technological education does not replace classical fundamentals but complements them, ensuring that students develop critical thinking, creativity, and problem-solving abilities. The goal is to make education more efficient, promoting teaching that is both humanistic and technological. By expanding the revision process, education in Portugal strengthens its formative role, ensuring that the early cycles of basic education are prepared for future challenges. Impact on learning and school organisation With this update, Portuguese education aims to improve teaching quality from the early years, creating a solid foundation for subsequent academic progress. The reorganisation of the 1st and 2nd cycles allows education to be more flexible and tailored to individual student needs, promoting interactive and student-centred methodologies. Education will include digital skills from an early stage, enabling students to become familiar with emerging technologies. This approach enhances integration between traditional subjects and new areas of knowledge, making education more inclusive, practical, and aligned with contemporary demands. Preparation for innovation and the future of education The curriculum revision also provides an opportunity to address globally relevant topics, such as sustainability, digital ethics, and technological citizenship. Incorporating artificial intelligence into education allows not only resource optimisation but also the creation of personalised learning experiences that foster critical thinking and student autonomy. Investing in digital and technological education reflects the Government’s priority to prepare students for a rapidly changing world. Integrating these skills into the curriculum strengthens the education system’s ability to form capable, adaptable citizens ready to contribute to the society of the future. Conclusion In summary, Portuguese education is undergoing profound modernisation, with the revision of curricula and organisation of the 1st and 2nd cycles by 2027. Integrating digitalisation and artificial intelligence aims to create more adaptive, inclusive education aligned with technological demands. This process places education at the heart of innovation, preparing new generations with solid and up-to-date skills to face future challenges.
Source: Adobe Stock Author: Redaction Education and the challenge of artificial intelligence Higher education is going through a period of deep reflection in the face of the increasing use of artificial intelligence in learning processes. Across several universities, the debate focuses on the effects of these tools on students’ intellectual development and on the role of the lecturer as a mediator of knowledge. For many academics, education risks losing its human, reflective and critical dimension when it becomes excessively mediated by automated technological solutions. The expansion of artificial intelligence raises questions about how education is experienced in everyday academic life. Easy access to quick answers and automatically generated content can undermine individual effort, intellectual curiosity and the ability to question, all essential pillars of a solid and transformative education. Impact of technology on student education At the centre of the concerns is the effect of artificial intelligence on university students’ education. Frequent use of these tools tends to standardise academic work and reduce personal involvement in research and writing processes. For higher education, this phenomenon represents a weakening of learning, replacing autonomous thinking with standardised solutions. Education thus loses space for experimentation, error and the gradual construction of knowledge. Instead of promoting critical and analytical skills, the indiscriminate use of artificial intelligence can encourage superficial practices, weakening students’ relationship with knowledge and intellectual effort. Education, lecturers and assessment models Technological transformation also directly affects education from the lecturers’ perspective. The difficulty in distinguishing original work from artificially generated content forces a rethinking of assessment models that had evolved towards more participatory, student-centred methodologies. In many cases, education ends up reverting to more closed and standardised formats, limiting pedagogical innovation. This context generates professional strain and a sense of powerlessness among lecturers, who see education constrained by technological and bureaucratic pressures. The requirement to ensure academic rigour becomes more complex in an environment where the boundary between learning and automation is increasingly blurred. Education, critical thinking and sustainability Beyond the classroom, the debate on artificial intelligence in education involves broader issues such as environmental sustainability, the human costs associated with technological development and the organisation of the academic system itself. An education driven by excessive metrics and productivity may lose the ability to question the world and to form critical citizens. Higher education is called upon to preserve its social, cultural and scientific role, resisting dynamics that prioritise speed and volume over depth. Thinking, analysing and transforming reality remain central objectives of education, which cannot be replaced by automated solutions. Paths towards a more human-centred education In this context, the idea of rethinking the place of artificial intelligence in university education is gaining ground. Suspending or limiting its use in teaching and learning processes emerges as a possible way to protect academic integrity and reinforce the human dimension of education. The challenge lies in finding a balance that allows education to benefit from technology without abandoning its fundamental principles. Preserving critical thinking, intellectual autonomy and the pedagogical relationship is essential to ensure that higher education remains a space for knowledge, questioning and intellectual freedom.
Source: Adobe Stock Author: Redaction Education once again takes on a central role in social intervention policies with the launch of a new financial support programme dedicated to Education and Training, Inclusion, and Mental Health and Health Prevention. This initiative aims to stimulate projects with a positive social impact, strengthening responses for vulnerable groups and promoting a more structured, transparent and strategic approach to supporting organisations in the social sector. The programme, called Apoiar Mais, begins as a pilot phase through an open call inviting non-profit organisations to submit applications. Education and training are identified as priority areas, recognising their decisive role in promoting individual autonomy, reducing inequalities and supporting the sustainable development of communities. Education as a driver of training and inclusion Education is understood within this programme as a tool for social transformation that goes beyond formal schooling. Projects that promote personal, social and professional skills are valued, contributing to employability, social integration and improved living conditions. The focus on education is linked to training, reinforcing the idea that knowledge and skills are essential to breaking cycles of exclusion. By supporting initiatives in this area, the programme seeks to respond to concrete needs identified on the ground, from training vulnerable groups to developing innovative educational projects. Education therefore takes on a practical, results-oriented dimension, with a direct impact on individual and collective well-being. Structured and transparent financial support Apoiar Mais establishes a clear and regulated funding model, allowing social economy entities, non-governmental organisations and other non-profit legal entities to apply for financial support. Each project may receive funding of up to €10,000, with a total allocation of €60,000 planned for this pilot phase. This framework enables a more objective and systematic evaluation of applications, ensuring rigour, fairness and transparency in the allocation of funds. In the field of education, this model facilitates the selection of projects aligned with well-defined social priorities, ensuring that resources are applied effectively and with measurable impact. Education, mental health and prevention as an integrated response Although education is one of the programme’s central pillars, its connection with inclusion and mental health reinforces an integrated vision of social intervention. Educational projects that promote emotional skills, health prevention and social inclusion are particularly relevant, reflecting a holistic approach to current societal needs. Education emerges, in this context, as a foundation for prevention, empowering individuals and communities to deal with social, economic and emotional challenges. This link between education and mental health contributes to more comprehensive and sustainable responses, capable of generating lasting change. A model with growth potential The Apoiar Mais programme was designed as a pilot initiative, allowing methodologies, criteria and impacts to be tested before any future expansion. If results meet expectations, a more structural model is planned, with increased funding and an expansion of areas of intervention in future editions. This growth potential reinforces the importance of education as a strategic area capable of justifying sustained and expanded investment. By prioritising educational projects with social impact, the programme contributes to a logic of strategic philanthropy, focused on results and continuous learning. Education with lasting social impact With this new framework, the Santa Casa da Misericórdia de Lisboa strengthens its proximity to communities and organisations working on the ground. Education stands out as one of the main drivers of social change, enabling people to be empowered, promoting inclusion and preventing risk situations. In summary, Apoiar Mais represents an evolution in how financial support is designed and allocated, placing education at the centre of an integrated social development strategy. By investing in structured educational projects aligned with clear social priorities, the programme contributes to a fairer, more skilled society better prepared for future challenges.
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