Psicologia escolar

0:00the coordinator only from high school.

0:02That's right.

0:03>> Yes, exactly. Year 10, 11, and 12.

0:08See, that's it.

0:10>> Okay.

0:12And what is the number of the students

0:17in high school? You know, you have an

0:19idea like

0:20>> Yes, we have today we have uh the number

0:23is 38 students in year 12. We have uh 46

0:29students in year 11 and we have 60

0:33students in year 10.

0:36>> Okay. 60 or 60.

0:38>> No, 60 plus 46 plus 38.

0:44>> Okay.

0:45>> So, you can do the math. No problem.

0:47>> Yeah. No problem at all. Um, how many

0:52students do you have in like one class?

0:55per class we okay for year 12 we have

0:58two classes of about because it's 38

1:02students it's about 20 students each

1:05class uh in year uh uh 11 we also have

1:10two classes with 25 24 students each and

1:14in year 10 we have three classes with

1:17the same number 24 we don't our classes

1:19are no more than 24

1:22>> amazing

1:24uh Uh

1:25>> I got somebody called Isabelle. No,

1:27nobody. Okay, continue please.

1:30>> So about the physical space

1:35from school, how would you say the space

1:39uh attends the students necessary?

1:43>> Oh, necessities. Yeah. Yeah.

1:44>> Necessities.

1:45>> Yes. Uh I I think that the the school

1:48provides enough space for the students.

1:50The rooms are big for and we keep the

1:54groups small. So for example in your

1:58rooms with no no class has more than 24

2:02students.

2:03>> Mhm.

2:04>> Right.

2:04>> And the space it's it's well lit. It's

2:08it's open. It is

2:13uh well ventilated. Yes.

2:16>> Mhm. uh the space has air conditioning

2:20when it's necess

2:31and the students have now this is a

2:34school that it's a building it's a six

2:36story six stories okay uh so uh it's

2:40it's unusual in that

2:43>> uh we are in the middle of S Paulo so

2:45there is not a lot of space. For

2:47example, we don't have a football pitch,

2:50>> but there are in outside spaces. Okay.

2:54Uh there is a quadra outside.

2:57>> The most the most interesting one is

2:58that we have a a beach volley quadra

3:01which is pretty cool.

3:02>> All right. So the kids beach volleyball.

3:05>> That's pretty cool. All right. So there

3:07is enough space for the the space. I

3:09think it's it's very good. Space for

3:12education is very important. Okay.

3:14Because if you are not comfortable,

3:17>> you are not going to learn.

3:20>> Yes.

3:23Okay. Um,

3:25how is the daily schedule is organized?

3:28All right.

3:29>> Like the student schedule,

3:31>> the student schedule is because this is

3:33a school where you have a dual

3:35curriculum. You have an international

3:37curriculum.

3:38>> Mhm. together with the Brazilian

3:42curriculum, the two together.

3:45>> The day begins at 7:30 in the morning.

3:49>> Yeah.

3:49>> And it finishes at 3:40 every day.

3:53>> Okay.

3:53>> Okay.

3:54>> 7:30 until 3:40. That's when your

3:57brother Hafa goes home at 3:40. Now, we

4:01have a break at 10:00 from 10 to 10:30.

4:06>> Okay. Then we have lunch time from 1 to

4:092.

4:11So what we have is three blocks of 50

4:14minutes in the morning. 1 2 3 until 10.

4:16Then we have three more. 1 2 3 until 1.

4:20And then after lunch we have two more

4:24until 3:40.

4:26>> Okay. Uh they have 1 hour for for lunch.

4:29>> 50 minutes each.

4:30>> 15 minutes.

4:31>> 50 50 minutes each.

4:33>> 50 minutes. Okay.

4:34>> Barbara Mats is here. Yes or no,

4:37Barbara?

4:38>> Uh, yes, that's right.

4:41>> All right.

4:42So, 50 minutes each class, please.

4:46>> Okay.

4:46>> Sometimes Hello, Barbara. They have they

4:50have two Sometimes they have double

4:52periods.

4:53>> Okay.

4:54>> All right.

4:55>> Yeah. Hel talks about this a lot.

4:58>> Yes. Imagine because they're long when

5:01they have two periods. Yeah.

5:03>> Yeah. Yeah. But they're they're very

5:04good actually double periods are very

5:07good because that gives the opportunity

5:09for teachers you know to develop a theme

5:13and to get the students to do some

5:15really good work in class. It's very

5:17important to have double periods.

5:19>> Uhhuh.

5:21And is there some

5:24flexibility

5:26to attend for

5:29uh students individual necessities?

5:33Mhm. That's a very good question. Uh

5:35there is quite quite a lot of in the

5:38Yes, there is flexibility for that. Yes,

5:41the school provides enough uh um

5:44flexibility. We have a team of mental

5:48health. [clears throat]

5:52>> See

5:53>> that is very important. Um we have uh uh

5:57one person who is in charge of Hey

5:59Barbara, good morning. We have somebody

6:02for for high school and we have somebody

6:05for for middle school.

6:07>> All right. Who are psychologists, all

6:10right?

6:10>> Uh they don't they don't see students

6:13individually because this is not a

6:15clinic but

6:17>> but they help us. They help the

6:19coordinators and we also have a a a

6:24school uh therapist

6:27uh Siko Pedagoga. Yeah. who who helps

6:31the students with that. So what happens

6:34is that we have many students who need

6:38special uh uh uh adequations for example

6:41we adequate for what what do we do we

6:44will we will for example make curricular

6:47adjustments if it's necessary

6:50>> all right um students who need more time

6:53they will have more time students who

6:55need a separate room will have a

6:56separate room okay so students will have

7:00adjustments according to what they need

7:03also for the international student for

7:05international programs

7:08uh there is uh adjustments that for

7:11example students are entitled to get up

7:13to 50% more time for the test for

7:16example there is also curricular

7:18adjustments if it's necessary

7:23>> and uh who plans the

7:28um activities pedagogical

7:32Okay. If it is okay for for academic

7:36activities,

7:37>> all right, they are planned between the

7:40heads of faculty or heads of department

7:45G

7:46mater.

7:48>> Mhm.

7:48>> Yeah. Uh the coordinators with the

7:52teachers. So the coordinators with the

7:54teachers with the then then those are

7:59the most important people who plan all

8:01academic activities and then of course

8:03they have the help or consultation with

8:06coordinators

8:08with area coordinators. So you have the

8:11>> faculty leaders you know your math

8:14coordinator you've got your Portuguese

8:17coordinator you have your teachers and

8:19then you have the area coordinators.

8:22And the activities are adaptated when

8:27the students have some specific

8:31um issue like uh Okay.

8:35>> Absolutely. They're all adapted and and

8:36and and they are

8:40not they are adapted even including if

8:43they have some tests they are also

8:45adapted. They can be longer. They can

8:47have a different font. They they can

8:49have more space to write. It all depends

8:52again it's in an individual thing. Some

8:54need

8:55>> something some students need something

8:57else.

8:58>> All right. So I think that this school

9:01>> is very is doing the right thing. Okay.

9:04Because it's not a it's very difficult

9:06to do this. All right. Um

9:08>> but I think that the school is making an

9:11effort to try and accommodate

9:15different uh uh situations with our

9:18students.

9:20>> Okay. [snorts] Amazing. How the teachers

9:23um complain the development of each

9:27student?

9:28>> Okay. So the students So what the

9:31teachers do is that they will they will

9:34anything that is academic. Okay. It's

9:37the teacher will follow up and will do

9:39they have a Google classroom to

9:41accompany the students. So everything is

9:43there. The students have this kind of

9:46communication. If there is anything that

9:48has to do with

9:51if they have any problems with students

9:52that is not academic,

9:54anything that has to do with mental

9:56health, anything that has to do then

9:58they go to coordination.

10:00>> Mhm.

10:01>> So they have a link there with the

10:03coordinator. All right? So that the

10:05coordinator will bring these issues

10:07>> to whoever is necessary whether it be

10:10the psychologist or Sikopaga or whoever.

10:15>> Okay. And what are uh most

10:21uh difficults of learning that the

10:25teachers see in the day by day?

10:29>> Yeah. Well, it it's it it varies. So for

10:32example, you have students with with

10:35attention deficit for example

10:37>> or we do have a number of students who

10:40have you know who are in the spectrum

10:42you know to a certain degree. All right.

10:46So what is most challenging or difficult

10:48is to adapt activities where they can

10:51feel that they are included where they

10:55can feel also that they are achieving.

10:58This is very important. When a student

11:00feels that he or she is not achieving,

11:03not getting good marks, not getting good

11:05grades,

11:07they feel that there is a problem with

11:10them, you know, and they that hurts

11:12their self-esteem

11:13and that

11:15>> damages their education.

11:18So to provide an environment,

11:22>> all right, an atmosphere

11:24>> feel

11:26comfortable

11:28>> where they get more time.

11:31>> Uh they can if they don't like to write

11:34stuff by hand, they can use uh their

11:37iPad for example or they can use their

11:39laptop.

11:42Uh uh if they want to sit on the floor,

11:45they can sit on the floor. It's fine.

11:48Okay.

11:49>> Okay.

11:50>> So, we try to provide and we we help the

11:52teachers we help the teachers with the

11:55organization of telling them that they

11:57have flexibility for the organization of

12:00the space. All right? They can them in

12:03circles or they can sit them you know uh

12:06in groups. So, there is a lot of we're

12:08trying to to improve collaborative work

12:12uh so that the students feel more

12:15comfortable. It's not easy. All right.

12:17But that's why we're trying to keep our

12:19numbers inside the classroom low. You

12:21know, 24 students, no more.

12:25>> Okay.

12:28Um so sometimes the there is students

12:32that they are they don't have like allow

12:36they are not um

12:38>> but they start to show some difficult.

12:43>> Yes. How the school uh sees when the

12:47this kid is starting to show a difficult

12:52and how you decide that this difficult

12:56uh deserve uh better attention?

12:58>> Yes, good point. Well, we have a we

13:01share with all of the teachers a a a

13:06collaborative document. It's usually

13:08like a a a an Excel spreadsheet and we

13:12ask the the teachers at the beginning of

13:14the year to start writing observations.

13:18Okay, observations the students new

13:21students or older students doesn't

13:23matter anyone they because they see them

13:26every day you see so they so they can go

13:31and take a look at the students and

13:33inform. So what we do as coordination

13:36then we have a meeting and we see who

13:40seems to be having a problem.

13:43We talk to the teacher and then we talk

13:44to the parents of that child.

13:47>> First step talk to the parents. Talk to

13:49the family. Okay. We have this problem.

13:53Uh he has difficulty concentrating or he

13:56has difficulty arriving in school or he

13:58seems unhappy or he doesn't communicate.

14:02he doesn't like to talk to anyone. He

14:04seems to be alone etc.

14:08>> So we see two things. We see their

14:10academic adaptation but also their

14:12social

14:13>> adaptation is very important especially

14:15for teenagers.

14:17>> All right. So when we see this then

14:19that's the second step. The third step

14:21would be all right if the parents say oh

14:23yes he's having problems then we as a

14:28school begin to help them. We have then

14:31we ask our secoped pedagoga to have to

14:34start following that student

14:37have conversation but the sikopedoga

14:40will evaluate

14:42the the student.

14:43>> Mhm. and she will decide ah this person

14:47has dyslexia for example or this person

14:51may or may not have

14:53you know uh uh something else cuz you

14:57know that at the school at copedago she

14:59cannot really diagnose people

15:02>> but she can for example say maybe she

15:05needs or he needs outside help

15:09>> and that's what we do okay so with with

15:13the school therapist will say ah I think

15:15that this student and the therapist will

15:18talk to the parents and will say I think

15:20this person needs to go to a

15:23psychologist

15:26or or or or an outside therapist

15:30and and they the psychologist or the

15:33psychiatrist

15:35will they will diagnose something and

15:38then we will work with them.

15:41>> Okay.

15:43And how uh is the family participation

15:48when this teenager starts to show some

15:52difficult?

15:53>> Well, it's very important for the school

15:56and we need to call them we call them

15:57for meetings immediately.

15:59>> All right.

16:00>> Uh uh and and

16:02most of the families they they they're

16:06very thankful and they they are okay.

16:08They want to help. You see?

16:11>> Mhm.

16:11>> And they go and and do it. Other

16:13families, sometimes a family doesn't

16:15want to believe this. All right? They

16:17are a little bit resistant. They're

16:19like, "No, it's okay. He's like this or

16:21she's like that. He's a bit boner or I

16:23don't know whatever." All right? But um

16:26if the school continues seeing the

16:28problem, we will continue with our

16:30communication,

16:33>> you know.

16:34>> Yeah.

16:35And when would you say the school says,

16:39"Okay, these students need uh some

16:42outside help."

16:44>> Yeah. That's when when when we see that

16:46whatever we're doing in the school,

16:49>> it's just not changing.

16:51>> Mhm.

16:51>> If the student doesn't get better or if

16:54the student for example, if the student

16:56doesn't want to come to school, that's a

16:58big problem.

16:59>> Okay. That is that is for psychologist

17:01and for everybody involved. That's

17:04that's sign number one that something is

17:06bad.

17:08>> Okay?

17:08>> When the student says to the family,

17:10"Oh, today I don't want to go to

17:11school."

17:13>> All right? Because that means that

17:14something is happening and that student

17:16needs some help.

17:17>> Okay? for example,

17:20or when the student for example doesn't

17:21have any friends in the school. When he

17:23or she feels lonely, uh is always

17:26hanging around alone

17:28uh and and and and not being and and

17:32looking unhappy, that is also something

17:34that needs help.

17:36>> Who sees that this happening? Like if

17:38it's something outside class like lunch

17:41or break, who is checking the students

17:44to see if him or she is alone or sad or

17:50>> Well, we we do have we have uh people

17:55outside who care about the students. All

17:58right. So, there are people who who take

18:01a look uh who care for the students in

18:04the brakes.

18:06>> Mhm.

18:07And there we have estagiarios and we

18:09have assistants. All right. Uh they

18:13report they report on this

18:16>> to us

18:18and we too we are always there.

18:20Coordinators are always there. We're

18:22always around. Okay. So that's also

18:24important. We have coordinators for for

18:27we have two coordinators for 10 11 and

18:3012. We have two coordinators for six,

18:33seven, eight and nine. So yeah. So there

18:35are a lot of people plus the

18:37psychologist. So there are a lot a lot

18:39of people around

18:42>> and the coordinators have a lot of um

18:45contact with the kids.

18:47>> Yes.

18:47>> Or they are more distance.

18:49>> No no we we that's very important for

18:52us. We try to keep a lot of contact with

18:55the students.

18:56>> Mhm.

18:57>> We are very we are very present. The

18:59students uh always come to our rooms.

19:02They talk to us like Rafael. Now you see

19:05he just came to talk to me about this.

19:07All right. So it is obvious that there

19:10is contact.

19:12>> Amazing. And when a students have um

19:19diagnostical

19:20from

19:22uh outside professional this change how

19:27uh he or she is um um

19:34professor is like how the teachers

19:37>> Yes, of course it all depends because it

19:39depends on what because in some cases

19:42the psychologist will say to us ah this

19:46person needs this for example needs more

19:48time

19:50needs flexibility

19:52>> okay

19:53>> needs less test needs more free time or

19:58needs to to have a break in the middle

20:01of the class. It all depends on the case

20:04and yes the the teachers are very open

20:06to do that.

20:08>> But that that is because we have a

20:10contact you know every time a psychology

20:14says okay we need this then coordination

20:16will will will communicate to the

20:19teacher. So for example three weeks ago

20:21we had a student who had a problem at

20:23home and and she didn't want to come to

20:25school and she she she she had a a

20:28crisis of anxiety.

20:31So the psychologist said to us

20:35uh this person uh is having this crisis.

20:37She's feeling very very vulnerable. All

20:40right? She needs more time but she needs

20:43to be in school. Okay. She being at home

20:47is not good for her. So she came back to

20:50school and we are helping in with that.

20:52She we we and we send a message to all

20:55of the teachers saying, "Okay, this

20:56student, she wants to do all her work,

20:59but she needs more time, more

21:02flexibility,

21:04uh uh you know, and and and more uh uh

21:07accommodations for the test." And now

21:09she's fine.

21:12Okay. Um,

21:14how would you say this school

21:18separates uh difficult that could be

21:23relation to um learning process like

21:27TDH?

21:28>> Mhm.

21:28>> Or something that is

21:33that really needs um sorry let me start

21:36again. Okay,

21:37>> I understand your question. Yes.

21:39>> Yeah. how the school

21:42um separates academicans.

21:45>> Yeah. Like these students have uh

21:49difficult that it's coming from uh home

21:53or for uh the social life or when it

21:58really needs uh clinic evaluation.

22:02>> Yeah. Well, we don't really separate.

22:05I mean we we we follow you use the word

22:09a companion. A companion.

22:11>> Mhm.

22:11>> That's a word that's important. We we

22:14follow the student. We

22:17try to communicate with the student on a

22:19regular basis and we do the same with a

22:21family. So if a student has academic

22:24problems or behavioral problems, they

22:26usually go to they tend to go together.

22:29>> All right? M

22:30>> so we just accompany the family uh and

22:34and if necessary we are going to talk to

22:37their therapist too.

22:39>> We for example we had a very difficult

22:41case in year 11 this year and we have

22:43had three meetings already with their

22:47therapist. So they talk to us and they

22:50give us some ideas and they love to hear

22:52from us.

22:53>> All right, how can we help? So it's all

22:56about communication really in terms of

22:58it's communication and and working with

23:01the person.

23:03>> Okay.

23:04[snorts]

23:05Um,

23:10so

23:11sometimes there's

23:14um

23:16students that show some behavior

23:18problems

23:20that um

23:24um

23:26like master the class.

23:29>> Yeah, they do. Some sometimes these

23:32students can uh be they can be seen in

23:38another way after uh deeper

23:41investigation.

23:42>> Mhm.

23:44>> How does it work? Like because we in

23:46psychology

23:48talk a lot about sometimes like always

23:54actually these behaviors have something

23:57deeper.

23:59They do. Yes, they they do. We we do

24:02have I mean we don't have a lot of

24:04problems here but yes we do also have

24:06some students again it is who have

24:09behavioral problems. Mhm.

24:11>> We are we are working with one student

24:13now. We are trying

24:16to to work we're working with a family.

24:19That's very important.

24:21>> Okay.

24:22>> Uh uh and also we have recommended in

24:26some cases. Okay. We have recommended uh

24:30a therapist. All right. Which is good.

24:33>> Okay. Um

24:36uh but also

24:39we need to remind the families, you

24:42know, that sometimes like you said, uh

24:47here's the problem. Here's the problem,

24:48Karolina. The problem is that you have

24:51students like you said that they have

24:53problems at home. Yes, they have

24:56>> psychological issues sometimes,

24:59but also they

25:02are messing up the class sometimes.

25:04>> Yep.

25:05>> You know, they're being not nice to

25:07other people.

25:09>> You see,

25:09>> they do things which are socially

25:12unacceptable sometimes.

25:15So that is a very difficult thing

25:17because what happens is that students

25:20and other parents

25:22they say hey what are you doing what is

25:24the school doing

25:26so what those people they want

25:28punishment

25:30you see

25:32>> punish yeah

25:33>> the parents wants punishment

25:35>> well yeah that's exactly you see

25:37>> okay

25:38>> but we we as you know these things are

25:41not easy and usually punishment

25:44doesn't work very much. Okay. Uh it

25:47doesn't work very well. All right. Um

25:50it's more of a it's more of an image

25:54that something is happening. Okay. So

25:57yes, it's a very difficult. So what we

25:59do is we do what we do. We are a school.

26:03Our main purpose is to educate.

26:06Okay. Teachers educate

26:10the police. They do police work. We are

26:13not policemen, okay? We are not the

26:16legacia. We are teachers. We do what we

26:20do. We educate. We help students. We

26:24believe in our students and we help

26:26them. Sometimes it's very difficult

26:29because we have one or two, not many,

26:31but we do have a couple of students who

26:33misbehave and they do stupid things and

26:35they need help.

26:37>> Mhm.

26:38>> And we're trying to help them and and

26:40we're working with the family. Yes, the

26:43families are here. We talked. We want

26:45them here. We talk them. We tell them we

26:48are going to help them like this. But

26:50you parents, you need to help us as

26:56well. Okay? Talk to your child.

27:00Give them limits. Set them rules.

27:03Help the school. If you need therapy,

27:06please go to therapy.

27:08All right? So that we can work together.

27:11It is not easy.

27:14>> Amazing. And

27:17do you have students that takes um

27:21outside medications from this style?

27:24>> Yes. Yes.

27:25>> How the school uh sees these

27:29medications? Do you believe that maybe

27:32is there um

27:35overuse of medication sometimes?

27:39>> Okay. I I think that

27:42>> uh I think over time it's been going

27:45down. I remember I remember and in maybe

27:4820 years ago

27:5120 years ago

27:52>> Mhm. very old. There was there was a

27:55peak, you know, a peak of medication. A

27:58lot of people with a lot of medication.

27:59I think that's going down now.

28:02>> Okay.

28:02>> I think that I can see now that

28:04psychologists and psychiatrists because

28:07especially psychiatrists, they are the

28:09ones who give medicine. I think they're

28:11they're not giving you medicine

28:13immediately.

28:14>> Waiting. They are treating the person

28:18first.

28:20All right? They are doing it without

28:21medication. And they will only do this

28:24with medication when the person needs

28:26medication.

28:28>> Very good. I think it's getting better.

28:31>> Wow.

28:31>> I remember that 20 years ago

28:35it was it was bad because too many kids

28:37with medication that was not good. They

28:40would give them medication for anything.

28:42I think that now psychiatrists are using

28:46less medication. Yes, we have a few, but

28:49they're not very many.

28:51>> Not many really. Maybe two, three per

28:54class or less. Less depends. Some

28:57classes nobody and some other classes

28:59maybe one or two students

29:01>> but not very many.

29:04>> Okay. Um

29:07when uh the kids start to take

29:10medication,

29:12does the family tell school about it?

29:16>> Yes. Yes. Yes.

29:17>> Always.

29:18>> Yes. Well, that's what we think.

29:20>> Yeah. Because because they tell us. They

29:23tell us. They we ask for it. We are very

29:25Because the thing is that this you see

29:28it's very interesting. It's a good

29:29question because the students will tell

29:31us. The kids are very honest. They say,

29:33"Oh, I need to I need to go to a toilet

29:35to take my medication." Okay, good. What

29:38medication is it? [laughter] All right.

29:40Now, most of the time we know. So it's

29:42fine the because they're not many. You

29:46see

29:47>> the families will tell us because

29:50>> they will need we need to inform our

29:53nurse because the nurse needs to know

29:56what medication are people taking. It's

29:58very important.

29:59>> Yeah.

30:01And

30:03does the teachers

30:05uh see some changes on the behavior on

30:11or on the

30:14uh academic

30:17uh

30:17>> with the medication?

30:19>> Yeah. After medications, how the teacher

30:22sees the students after they takes they

30:24they start taking medications.

30:27>> Yes. But this is very interesting. You

30:29see, because we don't know the kids, you

30:33know, they're very young. You're talking

30:34about 15, 16, 17 year olds. They're

30:37super young. They are developing.

30:40>> You know, the preffrontal cortex has not

30:43developed yet.

30:44>> You see, so obviously the students

30:47continue developing and they develop. So

30:50I don't know

30:52how much is the medication and how much

30:55is growing maturing

30:59>> nice

31:00>> it's a mixture I think it's a mixture of

31:03the two what happens is that many kids

31:06use medication for some time only you

31:09know six months and then they get better

31:12>> in some cases specific cases yes

31:15medication is something very important

31:16when for example students have

31:18difficulty controlling their impulses.

31:22>> Mhm.

31:22>> Have if you have a big problem with

31:24impulse control, you know, and they can

31:27be dangerous to themselves and to other

31:29people. All right. On that or they

31:32cannot focus,

31:34you see, maybe medication is good.

31:36>> All right, maybe. [snorts]

31:38>> But also many students change, you know,

31:41they become more mature. So when they

31:43are in year 11, year 12, they don't

31:46really need medication anymore.

31:49Yep. And when they keep they keep

31:52medication for anxiety, some of them.

31:56>> Mhm. [clears throat]

31:58>> And does this school um

32:02participate of this discussion about if

32:05the students need or doesn't need

32:07anymore the medication?

32:11>> No. With the school that we we don't

32:13participate in that because it's not our

32:15task. It's not our specialty. Mhm.

32:18>> We are going to accept what the family

32:21say and the therapist say.

32:24>> Mhm.

32:24>> So if the therapist said if the

32:26therapist says okay this person needs to

32:28be on medication the school we will say

32:31okay fine we are going we are okay.

32:33We're going to make sure that that

32:35person you know is given time to take

32:37medication. We are going to communicate

32:39that to the to the teacher so that they

32:41know. Mhm.

32:43>> Also

32:45the opposite,

32:47you know, if the family or the doctor

32:50says therapy says no more medication, we

32:52are cool with that too.

32:55>> Okay.

32:56How you see the limits between school,

33:00family and health professionals.

33:05>> I think we all do everything. I mean, I

33:08think that the school needs to work with

33:10the family.

33:11>> That's very important. The family works

33:13with a prof with with a with a health

33:14professional. All right. But we as a

33:17school, we see that health professionals

33:19can be very helpful in some situations.

33:22So we we love to work with them

33:25>> when it's necessary. All right? We are

33:28not going to interfere with the

33:30professionals,

33:32but we are going to because you see they

33:35don't see the students at school.

33:39So they need information too. So I think

33:42it's it's it's it's got to be an open

33:44communication with the family first. We

33:47were with the family and if it is

33:50necessary we're very open to work with

33:53the health professionals too.

33:56>> So it has to be uh a very good

33:58professional relationship. Yes.

34:02In your point of view, is there some

34:05risk of behavior or difficults in school

34:11be misunderstood

34:13quickly like uh medical problems?

34:20>> It it is possible. It is possible. Uh

34:23but we we when you have experienced

34:27educators

34:28all right it is very easy to know when

34:32you have a problem which is unusual.

34:35All right. Or when there is a problem of

34:37maturity.

34:39All right. There are certain behaviors

34:42there are certain personality traits

34:44that are very common.

34:46>> All right. So for example, boys are very

34:50difficult when they are in year eight,

34:53year nine. That's very common. All

34:56right.

34:56>> Mhm.

34:57>> They're those are the crazy years for

35:00especially for boys.

35:02>> Yeah.

35:02>> Okay. So you can expect a certain

35:06spectrum of behavior.

35:09All right. and they usually begin to

35:13slow down or settle down you know year

35:1610 11.

35:19So you need to be get very careful in

35:21that at that time.

35:22>> Mhm.

35:23>> You see something unusual for example

35:25students who are aggressive that's a

35:27problem.

35:28>> Mhm.

35:28>> All right. That is a problem.

35:31students who cannot focus anytime

35:34[snorts]

35:35who who for them it's very difficult to

35:37focus because yes some students are

35:40crazy at year 8 year nine but when they

35:43go to class you tell them to please be

35:46quiet they will be fine

35:49all right they will say they but they

35:52will be fine but there are some students

35:54who are unable to do this also students

35:57who don't seem to be to be having any

36:00social connections

36:02or [clears throat]

36:04students who don't talk to adults

36:07because I think that what I have noticed

36:10from Brazilian students in my experience

36:12is in Brazil

36:16uh students are very communicative with

36:18the with the adults. They have a good

36:20relationship with the adults. That's

36:22very I like that it's not the same

36:24everywhere and I have worked in many

36:26places but and I've noticed that here.

36:30So for example, if a student doesn't

36:32communicate to an adult at all, there's

36:34no communication. That's also a problem.

36:36Something's going on there because here

36:39the majority of the students are very

36:41good in the relationship with adults.

36:43They communicate, they express

36:45themselves, they ask for help. You see?

36:49>> So all of those things when you see

36:51something unusual is when you have to

36:53pay attention.

36:54That requires experience.

36:57>> Mhm. You have to have experienced

36:59teachers. You have to have experienced

37:01coordinators because the problem with

37:04schools is that you're working with

37:05people. People, as you know, because you

37:08study psychology, they're all different.

37:11>> Yeah.

37:11>> It's impossible to standardize people.

37:15You cannot standardize. You cannot say,

37:17"Ah, all children are the same." They're

37:18not.

37:20>> And every year they're different. Every

37:22every ta is different from the other.

37:25you know, every year is different from

37:27the next.

37:29>> Uh, so people want to sometimes

37:31standardize education and say, "Oh,

37:33everybody needs to be educated in the

37:35same way." Yes. Really? Really? Is that

37:38what we're talking about? You know, oh,

37:41we need to have the best results because

37:42if we have the same teachers, the same

37:45program, the same curriculum, the same

37:47everybody should have the same result.

37:49Well, that's not true because you can

37:53say that if you are, for example, making

37:57chairs, if you're making chairs, then

38:00it's easy to standardize.

38:03It's easy. All chairs are the same.

38:07Okay? And if a chair doesn't work, I do

38:10it again.

38:11If a chair has a shorter leg, I do a new

38:14leg.

38:16With students, you cannot do that. The

38:18objective have to see what are their

38:21individual problems. Some students if

38:24like I said if you are uncomfortable if

38:26you're unhappy if you have anxiety if

38:30you feel that the teachers don't like

38:33you are not going to learn. And the

38:36objective of the schools the only

38:38objective of schools is for students to

38:40learn.

38:42And if you don't learn something's

38:44wrong.

38:46>> Mhm.

38:48Okay. um

38:51which strategies the school

38:55uses to avoid that sometimes uh

39:03um academic

39:05uh difficulty is u exclusive like

39:10students fault because sometimes it's

39:12not only students fault sometimes

39:15something can happen inside the class.

39:18Yeah, this is very important.

39:20>> Again, monitoring,

39:23talking to the teachers,

39:25observation,

39:26we coordinators, we observe a lot of

39:29lessons. We go inside the classroom too

39:31to observe students and teachers.

39:33>> Mhm.

39:33>> So following

39:35up, making sure that if anybody has been

39:40flagged, we need to talk to them first.

39:43Communication, observation, and

39:45following.

39:49Uh, okay. This you already answered.

39:54>> I only have three more minutes. So, if

39:56you can ask me the last question,

39:57please, cuz I have another meeting now.

40:00there's any change that you should do

40:04that you consider necessary for

40:10uh

40:12any changes would you do to like change

40:14how these academic

40:18difficult are seeing on those days?

40:22Well, I think that the changes that

40:23schools need to make, we are trying to

40:25make this

40:26>> um private schools probably doing better

40:28than public schools. I think we need to

40:31first of all

40:33>> start thinking that mental health is as

40:36is very important that mental health

40:40could be sometimes more important than

40:44academics.

40:45M you see we need to make sure that

40:48schools are providing

40:50a very healthy environment for the

40:52students to learn because then it's not

40:54going to happen like I said you before

40:56and many schools today they just do more

40:59tests more hours more teaching more

41:03content

41:05all right and that's not how it works

41:07more content is not the same as better

41:10education

41:11>> you see more hours is not

41:15If you have a bad math teacher and your

41:18students are having math very bad

41:21results in math, doing more lessons of

41:24math is not going to help. It's just

41:27going to be more of the same problem.

41:30>> Yes.

41:31>> And the schools are not doing anything

41:33about it. Okay. You have in Brazil what

41:37people call scholas.

41:41>> Yeah. like I don't know like bandant

41:45people talk about that for example ahist

41:48okay those schools they are many people

41:52think that they are good schools

41:54those schools are operating in the 20th

41:57century

41:59that is the problem with those schools

42:01you see they are operating in the 20th

42:05century they're doing things in the

42:071950s

42:091960s that is not possible We are in the

42:12year 2026. We have no idea what's going

42:15to happen.

42:17We are being now threatened by

42:19artificial intelligence.

42:21The guy for anthropic last week said

42:24that artificial intelligence is going to

42:26kill us in 10 years.

42:29That's what he said. And we are trying

42:32to get our students to learn mathematics

42:35without a calculator.

42:37What the hell is that? Oh, don't use a

42:40calculator.

42:42What is that? Oh, because you have to do

42:45a test.

42:47You know that is absolutely education is

42:49in the in the 19th century.

42:52>> Mhm.

42:53>> So, and it's not working.

42:56It's just not working. You see that

42:59happens in all of Latin America. The

43:01education system is broken.

43:04You see, so there is a lot of change

43:06that needs to be done.

43:08>> Amazing, Marcelo. Thank you so much.

43:11>> Okay, I enjoyed that very much. Great

43:14questions. Thank you so much. It was

43:16lovely to meet you, Karolina, Barbara,

43:19Victor. Thank you so much for your time.

43:21>> Thank you.

43:22>> No worries, Karolina. I hope I hope this

43:25is good. Okay.

43:26>> Yes, this is amazing. It was perfect.

43:28>> Lovely to meet you guys. All the best.

43:29Nice to meet you, too. Cheers. Thank

43:31you.