UNESCO - United Nations Educational, Scientific and Cultural Organization

09/12/2025 | Press release | Distributed by Public on 09/12/2025 11:27

Supporting Teacher Wellbeing And School Resilience Following Devastating Floods In Brazil

Through support of its SDG 4 Emergency Fund, UNESCO was able to provide timely assistance focused on

strengthening the wellbeing of education professionals, and
enhancing the resilience of schools in the face of future emergencies.
A key element was the development and piloting of Cultivar futuros: Collective practices for teacher wellbeing in emergency contexts. This resource was designed specifically in response to the floods, with the aim of offering psychosocial support to the educational community - especially teachers, who often find themselves on the frontlines of crisis response. By means of collective care strategies and practical tools to support emotional wellbeing and professional resilience, 325 individuals - including school directors, teachers, students, and other education professionals - received direct support.

Rio Grande do Sul in Brazil
© UNESCO/ Ramiro Sanchez
The flood brought many changes to my life, but the training space provided me with many tools to help me act in emergency situations. Most importantly, I felt welcomed and heard-a relief after so much suffering
Teacher at a school in Porto Alegre, Brazil
In parallel, UNESCO provided technical assistance to the Brazilian State Department of Education on the development of a "resilient schools" model. This included a series of technical meetings, the sharing of tools and theoretical frameworks, and capacity-building sessions with SEDUC's Wellbeing and Care Unit. UNESCO also supported SEDUC's participation in the Comprehensive School Safety Global Policy Survey, helping to align local efforts with international standards and frameworks.

These combined efforts contributed to strengthening pedagogical practices and promoting wellbeing among education staff, while also enhancing SEDUC's institutional capacity to respond to future emergencies. The collaboration reinforced the importance of integrating psychosocial support and school safety into emergency preparedness and response strategies.
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