SANTA CRUZ DE TENERIFE, Aug. 29 (EUROPA PRESS) –
The Ministry of Education, Vocational Training, Physical Activity and Sports of the Government of the Canary Islands, through the General Directorate for Education, Inclusion and Innovation, has created a commission to design the protocol for action and accompaniment for students in the areas affected by the fire in Tenerife.
With this initiative, called ‘Mobilizing educational responses to the fire in Tenerife’, it aims to provide a “coordinated and organized” response to the affected educational communities, activating preventive strategies and measures focused on their needs.
To this end, in the first week of September, coordination and training sessions will be organized for the management teams of these centers in which guidelines for action and information will be offered on the aspects of the students that they must evaluate for “in cases where necessary, activate personalized protocols for students or groups”, points out David Pablos, general director of Teaching Planning, Inclusion and Innovation.
The aforementioned commission is made up of, among other representatives of the Educational Inspectorate, the Territorial Directorate of Education in Santa Cruz de Tenerife, staff and coordinators in the affected areas of different areas and services (Specific Educational Support Needs, Teacher Centers, Guidance Teams Educational and Psychopedagogical) or the coordinator of the Health Promotion and Emotional Well-being area, Calixto Herrera, an expert in the treatment of grief in an educational context.
“To normalize situations like these, students need their teacher, their classmates, the classroom, their routines, the moment of play, the idea is that educators observe them in their context and act if necessary “, it is explained from the Ministry in a note.
Thus, given the traumatic and stressful moments experienced during the fire that began on August 15 and has affected 12 municipalities in Tenerife with close to 13,000 people evacuated, the Ministry raises the need to configure educational centers as “privileged and strategies” for the healthy and resilient recovery of the child and adolescent population.
With this action protocol, support will not only be provided to the management teams, teachers and families of the affected centers, but efforts will be focused on consolidating a collaborative care network that offers the psycho-pedagogical keys that allow detecting needs and providing the responses necessary for the recovery, normalization and strengthening of these educational communities.
