Source: Adobe Stock Author: Redaction Teacher shortage worsens challenges in education Education in Portugal is experiencing a critical moment due to the persistent lack of teachers across various subjects and levels. This issue, evident nationwide, has a direct impact on school operations and equality of opportunity for pupils. In many cases, prolonged teacher absences result in classes without lessons, compromising learning progress and academic success. In this scenario, school leaders warn of the urgent need for measures that allow a rapid and effective response. For these officials, the current system organisation limits schools’ ability to address immediate situations, weakening the public education response. More autonomy to hire and retain teachers One of the main proposals put forward by school leaders is to strengthen schools’ autonomy in hiring and retaining teachers. The ability to keep teachers from one year to the next is seen as essential to ensure pedagogical stability, continuity in ongoing work and better integration within educational communities. Leaders also argue that schools should be able to recruit a proportion of their teaching staff, tailoring profiles to the specific needs of each context. This measure would allow more efficient education management, bringing decisions closer to those who understand daily classroom realities. Transitional model to ensure lessons for pupils Given the shortage of qualified professionals, directors accept the adoption of a transitional model that allows graduates without full teaching training to be integrated. This solution would be supported by in-school training mechanisms and supervision by experienced teachers. The objective is clear: to ensure pupils do not miss lessons. For leaders, education benefits more from supported and temporary solutions than from total absence of teaching, particularly in a problem they recognise cannot be resolved in the short term. Equity and the value of the teaching career The lack of teachers also raises concerns about equity in access to education. Pupils whose schooling has been disrupted face disadvantages compared with peers who have had regular lessons, affecting higher education access and future careers. At the same time, directors emphasise the need to make the teaching career more attractive. Improvements in career progression, evaluation and pay conditions are seen as key factors to retain teachers and strengthen the sustainability of public education. Quality of education under discussion Despite the urgency, debate continues over teacher training standards. Some argue that education quality cannot be compromised by measures that reduce entry requirements into the profession. The challenge is therefore to balance addressing the teacher shortage with maintaining high pedagogical standards. In conclusion, the current education crisis exposes structural weaknesses that require coordinated responses. Increasing school autonomy, combined with transitional measures and career incentives, emerges as a possible path to ensure a fairer, more effective system focused on pupils.
Source: Adobe Stock Author: Redaction Education is gaining a new dimension in the Azores, becoming strategically linked to the development of the space sector in Portugal. This focus reflects a long-term vision that seeks to connect education, science and innovation with the archipelago’s unique geographical position. In this context, education emerges as an essential pillar for preparing qualified human resources, strengthening scientific knowledge and enhancing the country’s competitiveness in a highly technological and global sector. The growing importance of the Azores in the space sector is directly linked to the ability to integrate education and research into structured projects. The island of Santa Maria stands out as a strategic point for space-related activities, creating opportunities for the development of advanced skills and for attracting investment. Education plays a decisive role here by ensuring specialised training and by promoting links between educational institutions, research centres and technological infrastructures. Education as the foundation of the space strategy Strengthening scientific and technological education is essential to support national ambition in the space sector. The creation of educational pathways focused on areas such as engineering, exact sciences, technology and innovation makes it possible to align the education system with emerging market needs. In the Azores, this commitment translates into valuing education as a driver of regional development and as a tool for retaining qualified talent. Education focused on space also contributes to Portugal’s greater integration into European research and innovation networks. By investing in advanced training and knowledge production, the country strengthens its ability to respond to global challenges, from Earth observation to communications and security. Education, in this framework, is not only a means of qualification but also a strategic factor for scientific and technological sovereignty. Regional development and educational capacity building The link between education and regional development is particularly significant in the Azores. The presence of infrastructures dedicated to the space sector creates conditions for education to have a practical and innovation-oriented application. This proximity between teaching, research and economic activity fosters the creation of knowledge ecosystems capable of generating added value and skilled employment. Education also contributes to diversifying the regional economy, reducing dependence on traditional sectors and opening up new opportunities linked to science and technology. The training of specialised professionals allows the Azores to establish themselves as a reference hub with not only regional but also national and European impact. In this sense, education functions as a structural element of territorial cohesion and international projection. Education, science and European cooperation Strengthening education in the space domain is aligned with a European vision of scientific cooperation. Participation in international programmes and projects requires education systems capable of training highly qualified professionals and producing relevant knowledge. Education in the Azores fits into this dynamic, benefiting from its geostrategic position and the existing capacity to host advanced research initiatives. By investing in education and science, Portugal reinforces its presence in areas that are critical to the future of the European Union. The alignment of educational, scientific and innovation policies makes it possible to create synergies that generate medium- and long-term results. Education thus emerges as a key factor in consolidating the space strategy and ensuring that the benefits of this investment are reflected in society and the economy. Future prospects for education in the Azores The future of education in the Azores depends on a continued commitment to qualification, research and innovation. The consolidation of the space sector creates a favourable environment for the development of new educational programmes, the attraction of students and researchers, and the strengthening of the link between knowledge and economic development. This trajectory helps to make education a central element of a sustainable growth strategy. In summary, education plays a decisive role in establishing the Azores as a strategic territory in the space sector. By bringing together training, science and innovation, education helps to strengthen Portugal’s position in the European context, promoting development, competitiveness and international projection.
Source: Adobe Stock Author: Redaction Inspection highlights gaps in student grant monitoring The General Inspectorate of Education and Science (IGEC) identified significant shortcomings in the oversight of student grants awarded in higher education. More than a third of universities and polytechnics do not have formal plans to verify the information provided by students. Between 2019 and 2024, 33 institutions were audited, with 12 of these failing to present any approved oversight plan. These deficiencies compromise the transparency of the system and increase the risk of grants being improperly awarded, highlighting the need to strengthen internal control and auditing mechanisms. Recommendation for mandatory approval of internal procedures The IGEC report suggests that the Ministry of Education consider making the approval of internal audit and oversight procedures mandatory in all higher education institutions. Oversight should not be limited to automatic grants but also include higher-risk applications, such as households with no declared income. This reinforcement would allow more rigorous monitoring and reduce the likelihood of grants being improperly awarded, ensuring greater efficiency in the management of public funds. Issues in verification and improper grant allocation Although most institutions can verify automatic grants by the end of the academic year, non-automatic grants are rarely checked after the final decision. Nine cases of improperly awarded grants were detected, including situations of academic non-compliance. In these cases, institutions are required to ensure the repayment of amounts disbursed. Grant oversight is therefore inconsistent, with gaps that may compromise fairness in access to higher education. Weaknesses in internal auditing and institutional communication The inspection revealed weaknesses in internal auditing, failures in communication between academic and student support services, and the absence of mechanisms to penalise false declarations in most institutions. Although legislation provides for severe sanctions in cases of fraud, none were applied during the period analysed. Improving student grant oversight requires stricter internal processes, adequate training for staff involved, and effective enforcement of sanctions in cases of non-compliance, safeguarding the legitimacy of the student support system.
Source: Adobe Stock Author: Redaction Increased funding for special education schools Funding for private special education schools in Portugal is set to receive a significant boost, with the Government promising to increase the amount allocated per student. Currently, schools receive €651 per month, and many institutions consider this amount insufficient to cover essential operating costs, including teachers’ salaries and maintenance. The aim is to adjust the funding to better reflect the real costs of special education, allowing these schools to continue supporting children and young people who do not find adequate provision in public education. The funding will be updated annually in line with inflation, ensuring greater financial stability for special education schools. This measure aims not only to address chronic underfunding but also to secure the continuity of educational provision for students with specific needs. In numbers, the five schools in the Lisbon area support around 500 students, and the proposed increase would raise the per-student allocation to €1,053 per month. Financial situation and need for intervention Prolonged underfunding has led private special education schools to face significant financial difficulties. Teachers, directors, staff, and families have expressed concern about the sustainability of these institutions, which play a vital role in the education system. The promise of an interim funding update will allow schools to settle any overdue salaries and strengthen staff payments, ensuring the quality of education is maintained. The Government’s plan foresees that the final funding amount will begin to be paid in September, increasing the total annual funding for the five schools from around €3 million to €5 million. Additionally, the law will be amended to ensure that funding is adjusted annually according to inflation, preventing further financial problems and providing greater predictability in planning special education provision. Impact on inclusive education This increase in funding reflects recognition of the importance of inclusive education and the essential role that private schools play when public education cannot meet all needs. The increased funding not only improves the schools’ operating conditions but also reinforces the State’s commitment to providing high-quality, accessible education for all students, regardless of their needs. Adequate funding for special education schools contributes to a more balanced education system, ensures the continuity of educational provision, and supports the development of children and young people with special needs. With these measures, a significant improvement in access to inclusive education is expected, promoting equal opportunities and quality learning.
Source: Adobe Stock Author: Redaction Education in Portugal is once again at the centre of public debate with the proposed changes to higher education entry rules. The Government announced its intention to reduce the minimum number of mandatory entrance exams from two to just one for most courses. This change follows a period of adaptation to stricter requirements recently introduced, which produced unexpected effects on the education system and on the number of applicants to higher education. Access to higher education and impact on education The previous model, which required at least two entrance exams for all courses, was justified as a means to reinforce academic standards and ensure students were better prepared. However, the results showed a significant decrease in the number of applicants, raising questions about the balance between rigour and accessibility in education. The current proposal aims to simplify the application process, keeping one entrance exam as the general rule. This change seeks to make access to higher education more proportional to the secondary school journey, recognising that students have already undergone national assessments before completing that stage of education. Despite the reduction in the minimum number of exams, higher education institutions retain the autonomy to define additional criteria. In more technical or highly specialised areas, such as certain engineering or health courses, two or even three exams may still be required. This flexibility allows higher education to adapt to the specifics of each scientific field without imposing a single model across the system. Balancing rigour and inclusion in education One of the main arguments for the change is the need to avoid excessive barriers to higher education. Requiring multiple exams can disadvantage students from more vulnerable socio-economic backgrounds, who do not always have the same preparation resources. By reducing the number of mandatory exams, the education system seeks to become more inclusive without compromising academic assessment. At the same time, there is concern to ensure that students entering higher education possess the necessary skills to follow their courses. This challenge places secondary education at the centre, highlighting the importance of teaching quality, continuous assessment, and alignment between study cycles. The proposal assumes that completing secondary education, combined with national exams, provides a sufficient basis for entry to most higher education courses. This approach values the overall school journey rather than performance in multiple specific exams, promoting a more integrated perspective on education. Consequences for the education system Changes to entry rules could significantly impact school planning, career guidance, and student preparation. Education now requires clearer alignment between what is taught in secondary school and what is expected at higher education, avoiding redundancies and gaps. For institutions, autonomy in defining entrance exams reinforces responsibility for selecting candidates while demanding greater transparency and clarity in criteria, so students can make informed decisions throughout their educational journey. Overall, this change reflects an attempt to align the education system with the country’s demographic and social realities. The drop in higher education applicants is a warning signal that cannot be ignored. Facilitating access while maintaining quality standards is one of the major challenges of current educational policies. Education as a foundation for development The debate around entrance exams goes beyond administrative issues. It is about defining what kind of education the country wants: more selective or more inclusive, more exam-focused or based on the overall student journey. The solution lies in finding a balance that promotes academic success, reduces dropouts, and values education as a driver of social and economic development. By simplifying access to higher education, the education system seeks to adapt to the needs of students and the labour market, reinforcing the importance of lifelong learning. These changes could contribute to a more accessible, diverse, and future-ready higher education system, consolidating education as a cornerstone of Portuguese society.
Source: Adobe Stock Author: Redaction Increase in budget and education priorities The Government of Madeira has allocated €539 million to the Regional Secretariat for Education, Science and Technology for 2026, reinforcing its commitment to improving teaching quality and valuing teachers. This amount represents an increase of €20 million compared to 2025, highlighting the regional government’s priority for educational policies and the promotion of higher quality and inclusive education. Of the total, approximately €495,800 is intended for the regular operation of schools, while €43.2 million will be applied to structural investments. The budget includes measures focused on continuous teacher training, promotion of scientific and digital literacy from the first cycle, and modernisation of educational infrastructures, enhancing the regional system’s capacity to provide quality education to all students. The allocation of resources also aims to ensure progression, salary updates, and recognition of teachers’ service time, reinforcing the commitment to valuing education professionals. These investments reflect a strategy that places human capital at the centre of educational policies, fostering the development of essential skills for the future of the Region. Investment projects and complementary measures The 2026 budget includes structured investment plans aimed at strengthening the educational system. Initiatives focus on improving teaching conditions, modernising technological equipment, and expanding innovative pedagogical programmes, ensuring that education in Madeira remains aligned with the best national and international practices. Additionally, the Region has strengthened psychosocial support for students, with bullying prevention and psychological support projects, maintaining a ratio of one psychologist for every 420 students. This measure positions education not only as a space for knowledge transmission but also as a safe and inclusive environment, promoting student well-being and holistic development. The planned investment also includes funding for technical and professional schools, such as the School of Hospitality and Tourism, aiming to attract more students and prepare skilled professionals for the regional market. These measures contribute to diversifying educational offerings and aligning training with Madeira’s socioeconomic needs, making education a driver of regional development. Impact of education on the Region The budget increase allows the region to address structural challenges and improve school performance indicators. By investing in education, the regional government not only raises teaching quality but also creates conditions for a sustainable future, promoting social inclusion and professional development of teachers. The budget plan also ensures strict oversight of resource allocation, guaranteeing efficiency and transparency in the use of investment. This approach strengthens trust within the educational community and ensures that every euro invested translates into tangible improvements in the education sector. Education in Madeira also emphasises the integration of students from diverse backgrounds, including those from outside the Region, and implements measures that promote equal opportunities and reduce inequalities. Education is therefore treated as a strategic priority, focusing on forming qualified citizens and promoting modern, inclusive, and sustainable education.
Source: Adobe Stock Author: Redaction Strategies for more inclusive education The education system in Portugal faces significant challenges regarding equal opportunities. Recent data from the National Education Council (CNE) shows that students from disadvantaged socioeconomic backgrounds, as well as foreign students, continue to have lower achievement levels and higher retention rates than their peers. This highlights the need for policies that promote more inclusive and accessible education, capable of addressing the diverse needs of each student. Among the measures adopted by the Government are cultural and linguistic mediators, aimed at facilitating the integration of foreign students and ensuring that all learners can follow the curriculum appropriately. These professionals help reduce language and cultural barriers, fostering a more harmonious and inclusive school environment. With over 170,000 foreign students in the system, around 25% of whom do not speak Portuguese, the presence of these mediators is essential for improving educational quality and academic success for these students. Additionally, the Government has strengthened the autonomy of higher education institutions, allowing them to increase available places by 5% and reuse unoccupied slots, ensuring greater flexibility in course offerings. This measure aims to respond efficiently to course demand and adapts the education system to the needs of each region, promoting better management of available resources and contributing to a more inclusive and diversified higher education system. Reducing inequalities and supporting students The CNE report shows that, despite general stabilisation in completion rates with 92% in the first cycle, 95% in the second, and 88% in the third cycle of basic education, as well as 78% and 69% in scientific-humanistic and vocational secondary education courses, respectively, differences between student groups persist. Students from socially, economically, and culturally fragile backgrounds continue to face more difficult educational paths, directly impacting their academic trajectory. To address these inequalities, the measures also include enhanced teaching resources and personalised support programmes, ensuring that all students, regardless of their background, have access to quality education. The initiatives also involve teacher training and adaptation of teaching methodologies, aiming to respond more effectively to student needs. Focusing on equal opportunities also involves improving educational infrastructure, providing suitable and stimulating learning environments. These actions contribute not only to academic success but also to the social and emotional development of students, reinforcing the importance of education centred on well-being and individual progress. Flexibility and autonomy in higher education In higher education, strengthened autonomy allows institutions to adjust course offerings, responding to market demand and the specific needs of students. The ability to increase places and transfer unoccupied slots ensures greater efficiency in course management and promotes a more dynamic and adaptable education system. This flexibility benefits both students and institutions, allowing courses to be aligned with demand trends and contributing to reduced inequalities in access to higher education. By combining these initiatives including cultural mediators, support for disadvantaged students, flexible places, and strengthened infrastructure, the Government aims to build a fairer and more inclusive education system, where all students have the opportunity to reach their full potential. The challenge is complex, but the measures taken indicate a clear path towards quality education for all, promoting equal opportunities, social integration, and sustained academic development.
Source: Adobe Stock Author: Redaction Greater autonomy to manage higher education places Higher education in Portugal is entering a new phase of course place management, introducing changes that give institutions greater decision-making capacity. From the next academic year, each institution will be able to increase course places by 5% and reuse unfilled spots, enhancing autonomy in planning their offerings. This adjustment comes as higher education seeks to adapt to different applicant profiles and emerging labour market needs. The decision removes previous rules that allowed larger increases in highly demanded courses or in digital skills areas, making it now mandatory to guarantee only the number of places equivalent to those filled in the previous year. Furthermore, the transfer of places between access routes is now more flexible, allowing up to 10% of unfilled spots from special admissions to be transferred to the General Access Regime. This measure encourages more efficient use of available places and strengthens institutions’ ability to adjust their strategies according to demand. Adjusted criteria and new limitations for certain areas The new higher education framework also introduces stricter limits for courses associated with high unemployment rates. Whenever a programme shows unemployment rates above those of the institution and the relevant educational field, it will no longer be permitted to increase places compared with the previous year. This rule aims to balance supply and prevent the expansion of courses with weak employability, promoting higher education more aligned with professional realities. In specific areas such as Medicine, the obligation to maintain the number of places in the national admissions and to transfer all unfilled spots from special admissions to the first phase remains. For Basic Education courses, institutions must ensure that the number of places does not decrease from the previous year, maintaining stability in an area considered essential for the country. Other rules are also revised, such as the requirement for course places to match the total of last year’s admissions, reduced from 100% to 80% in the National Access Competition, allowing greater flexibility. However, for international students, the maximum requirement remains, obliging institutions to maintain the total number of places corresponding to the previous year’s admitted students. This set of measures represents a significant reorganisation of higher education, encouraging diversification of student groups, adjusting course offerings, and ensuring more efficient resource use. With the implementation of these rules, institutions are expected to respond more agilely to future challenges, adjusting the distribution of places to demand trends and strengthening the role of higher education in the country’s economic and social development.
Source: Adobe Stock Author: Redaction Reinforcement of teachers to stabilise education Education continues to face ongoing challenges linked to staff shortages and difficulties in ensuring adequate support for all students. The recent return of 169 teachers to schools represents an important step to strengthen the capacity of the education system and improve the stability of school communities. This move aims to provide more lessons, greater pedagogical continuity, and consistent educational responses, allowing thousands of students to benefit from more balanced learning conditions. The responsible Ministry has reorganised internal procedures to allow these teachers, previously assigned to various public administration services, to return to classrooms at the start of the next school term. The measure prioritises schools with the greatest need, particularly in areas where teacher shortages have the most impact on daily operations and the quality of education. The presence of these professionals helps prevent gaps in teaching provision, especially in urgent replacement situations or retirements. Redistribution improves educational responses and student support Most of the teachers now redistributed belong to recruitment groups with greater staffing shortages and therefore play a central role in maintaining teaching activities. Among the returning teachers are several from primary education, one of the levels where the need to strengthen education has become most evident due to growing student lists and demographic changes in recent years. Reinforcing these professionals will improve student support and ensure schools can provide educational assistance and other essential responses for daily operations. Teacher mobility has been gradually reviewed to ensure education maintains a workforce aligned with real needs. At the beginning of the previous school year, a significant group of teachers had already returned, and this new phase reinforces the commitment to balance administrative organisation with pedagogical requirements. The process of identifying teachers in external roles was carried out taking into account staffing shortages in school clusters and the need to provide lessons in all subjects without compromising educational continuity. Administrative reorganisation strengthens teaching in schools The current reorganisation of central services, including the merger and restructuring of several departments, created the conditions for this redistribution. The transformation of the organisational structure allowed professionals to return to schools and contribute directly to strengthening education. Some teachers remain in the newly created bodies, ensuring essential functions for system operations, but the majority are now available to address school staffing needs. The expected impact is significant: fewer interruptions to the school calendar, greater stability for students, and better management of human resources. Schools will have more teachers to support classes, plan activities, and develop educational support interventions. This strengthened presence is seen as a way to protect students’ educational progress and consolidate confidence in the education system, which has suffered from staff shortages in recent years. The decision is presented as a priority, given that missed lessons compromise investment by families and the State and weaken the credibility of public education. By returning teachers to classrooms, the mission of teaching is reinforced and a more stable environment is promoted, capable of meeting the expectations of school communities across the country.
Source: Adobe Stock Author: Redaction Rejections due to distance calculation errors The extraordinary travel allowance, designed to compensate teachers placed far from home, has faced several technical obstacles. Over three hundred teachers had their applications rejected because the platform calculating distances reported values below the 70-kilometre minimum required for eligibility. Despite thousands of submissions, cases continue to emerge where teachers cannot proceed due to automatic invalidation of entered coordinates or the system defining impractical routes. Some situations show minimal discrepancies between the actual distance and that recorded by the system, leading to rejections that frustrate teachers. Certain educators have highlighted alternative routes generated by the system as the cause of errors, arguing that these paths do not reflect real mobility conditions. These faults raise doubts about the reliability of measurements and contribute to a general feeling of unfairness. Allowance criteria and impact of system errors The travel allowance, created to reduce costs for teachers assigned to schools far from their registered residence, was recently extended to all professionals placed more than 70 kilometres from home. The subsidy amount varies according to distance and the characteristics of the school’s area, ranging from €150 to €500 per month. Shorter eligible journeys receive the minimum amounts, while distances over 300 kilometres correspond to the maximum values. Teachers must also prove they do not own property in the placement municipality to receive the allowance. Errors in application validation are delaying many professionals from receiving their funds. Some fear the subsidy may not be included in this month’s salary, exacerbating the financial impact of daily travel. The uncertainty caused by system errors is particularly felt by those who rely on this support to balance household budgets in a context of high transport costs. Platform difficulties continue to concern teachers Changes introduced this year require teachers to enter GPS coordinates instead of full addresses, a procedure that has caused inconsistencies in distance calculations. In several cases, the platform does not recognise submitted coordinates or considers routes that do not correspond to the real paths used by teachers. These faults create blockages in the process and prevent many teachers from completing their applications. The extension of the allowance increased the number of potential beneficiaries but also exposed technical limitations of the system. Between rejections, validation difficulties, and delays in analysis, concern is growing that many teachers will continue to lack access to a subsidy specifically designed to offset the costs of daily travel to the schools where they work.
Source: Adobe Stock Author: Redaction Introduction to the initiative Education remains a fundamental pillar for individual and collective development, yet access to quality academic support is still unequal across different communities. In several neighbourhoods marked by socioeconomic challenges, many students struggle to learn because they cannot afford private tuition. To address this inequality, Gulbenkian has launched a project designed to make education more inclusive, creating free Study Centres in three areas identified as priorities. The aim is to provide specialised support and improve the academic progress of students who need it most. These new centres will operate as spaces dedicated to enhancing education, with professionals recruited to provide personalised guidance to each student. Participant selection follows specific criteria to ensure resources are directed to those with limited access to private alternatives. In this way, Gulbenkian seeks to guarantee that complementary education reaches students facing the greatest challenges and inequalities in their family and social context. Operation of the Study Centres The project is based on creating environments that promote stability, motivation, and gradual skills development. Education will be organised in regular sessions, where students can reinforce essential knowledge and receive guidance tailored to their learning pace. Many learning difficulties stem from a lack of ongoing support, and this model aims to bridge that gap through structured and accessible education. The support provided covers different curriculum areas, allowing each student to focus on subjects where they face the most difficulties. Education here takes a practical approach, with guided exercises, detailed explanations, and effective study strategies. This method helps consolidate knowledge, improve results, and restore confidence in learning. Through this model, Gulbenkian seeks to reduce inequalities that affect young people and hinder their academic progress. In addition to direct reinforcement, the Study Centres aim to foster a more balanced connection between school, family, and community. Many families struggle to support their children’s studies due to time constraints or limited academic skills. The project offers professional and free support, making education a more inclusive and cooperative process, with positive effects on both student performance and family well-being. Social impact and the future of education in the targeted neighbourhoods Through this initiative, Gulbenkian reinforces its commitment to education and reducing inequalities that persist in various urban contexts. By investing in an innovative and free model, it seeks to create new learning opportunities and encourage academic success. In the medium term, these centres are expected to become local references and contribute to transforming education in the communities where they are located. Education plays a crucial role in young people’s futures, and this approach represents an opportunity to overcome barriers that limit access to academic support. By providing adequate resources and specialised professionals, Gulbenkian demonstrates that education can be transformative when equality of opportunity is promoted. The project marks an important step toward making education more balanced, accessible, and positive for all students involved.
Source: Adobe Stock Author: Redaction Hiring increases to meet the growth of foreign students Schools continue to strengthen their teams with cultural mediators to improve the integration of foreign students, keeping pace with the significant increase in these pupils over recent years. Since 2024, hiring these professionals has become essential to provide linguistic and intercultural support, allowing schools to address communication and social challenges. The constant growth in the number of students from different nationalities has made it urgent to create mechanisms that facilitate adaptation to the Portuguese education system. Hiring now exceeds 290 positions, representing a national effort to keep up with the growing diversity in classrooms. Rising demand and processes still to complete Despite the increase in hiring, some schedules remain unfilled, highlighting the need for more cultural mediators. The influx of foreign students into public schools remains high and underscores the importance of these professionals. In recent years, the system has received tens of thousands of migrant students, posing an added challenge for teachers and school management. Many school clusters now host students from over 20 nationalities, making the role of mediators even more crucial in daily school life. Schools with the greatest need were prioritised, but not all vacancies were filled, requiring additional reinforcement to ensure adequate support. Enhanced importance for school and family integration Hiring cultural mediators has been seen as an effective measure to support communication between schools, families, and students. These professionals facilitate academic adaptation, help overcome language barriers, and promote harmonious interaction between different cultures. Continuity of these contracts is considered vital to ensure stability and consolidate the work developed in the previous school year. As Portuguese public education becomes increasingly multicultural, the need to maintain teams ready to welcome students from various backgrounds inclusively grows. Reinforcing these mediators remains a priority to improve integration and ensure balanced learning conditions.
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