change the outdoor game, laugh with friends, imagination, creativity, boredom, hugs, ball in the pasture, hammocks and climbing trees by Excessive time on screens It is destroying our children and young people.
In the city of Buenos Aires, 8 out of 10 students have critical and vulnerable levels of emotional regulationmainly women. And 5 out of 10 students of the secondary level say they do not have an affective assessment of themselves.
There is a correlation between self -esteem and academic skills. Learning includes learning to be, to feel, to express, to recognize their own emotions and make our boys inwardly strong. That is why we decided that emotional well -being is a founding part of learning. It is not a complement, it is not a luxury, it is not a fashion: it is a mandatory public policy in all schools.
We know, with local and international evidence, that Children and young people who develop emotional skills have more tools to learn, to link with others, to face challenges, to build life projects. Unesco says it. The OECD confirms it. We see it every day in our classrooms. According to the OECD, 20% of school performance is explained by emotional factors.
A study by McKinsey consultancy shows that Students with greater self -knowledge and emotional regulation have 50% more likely to persist in their studies.
In the search to improve the academic performance of the students and develop the maximum potential of each child we are working to make the school more effective, more human, more relevant.
Withdrawing the cell phones from the classrooms was not an isolated decision. It was an action consistent with a vision: the urgent need to recover attention, look and listen, shared time. Talk about and be able to express what you feel, to play, move, to get bored too. Because there appear creativity, their own thinking, introspection, knowledge of oneself and others.
Our students need to run, laugh, get dirty, frustrate, imagine, create, be curious. They need contact with nature, free games and clear limits. The limit is a necessary and constitutive part of children’s development. Correct them when they make a mistake is part of the necessary learning. Because without limits there is no care. In the book Anxious generationits author, Jonathan Haidt, highlights the need to teach young people to regulate their emotions, face frustration, link healthy with others and develop in the real world, far from the screens.
The young people themselves They are asking us to meet the demands of mental health and emotional health. Therefore, the City of Buenos Aires decided to include emotions as a founding area of learning and not just change curricular content.
The socio -emotional well -being policy that we implement in schools is not a slogan: it is teacher training, it is a curricular space, it is accompaniment to families, it is violence prevention and is the construction of community. Responds to a lot of evidence that shows us that boys need Learn to know, recognize and regulate your emotions.
The triad “Mind, heart and hands” With which we work from our strategic Buenos Aires plan, it is learned towards the integral education of the boys. What they need to learn and understand (mind), what they feel (heart) and how they put into practice (hands) that knowledge is what guides us in everything we do in each of the schools.
Taking care of the socio -emotional well -being of our boys is taking care of their right to learn, is to guide them to develop their skills and discover and enhance their emotional intelligence, which will be key to their future life. It is, in short, to help them grow, to be. And this, in this city, is a priority.
