<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1645-0086</journal-id>
<journal-title><![CDATA[Psicologia, Saúde & Doenças]]></journal-title>
<abbrev-journal-title><![CDATA[Psic., Saúde & Doenças]]></abbrev-journal-title>
<issn>1645-0086</issn>
<publisher>
<publisher-name><![CDATA[Sociedade Portuguesa de Psicologia da Saúde]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1645-00862023000300855</article-id>
<article-id pub-id-type="doi">10.15309/23psd240306</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Saúde psicológica e bem-estar: uma consulta às escolas portuguesas]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychological well-being and health: a consultation of portuguese schools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[Margarida Gaspar de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A3"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Branquinho]]></surname>
<given-names><![CDATA[Cátia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Noronha]]></surname>
<given-names><![CDATA[Catarina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[Bárbara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaspar]]></surname>
<given-names><![CDATA[Tania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Nuno Neto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Aventura Social/Instituto de Saúde Ambiental ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Universitário de Ciências Psicológicas, Sociais e da Vida  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Católica Portuguesa Faculdade e Ciências Humanas ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Lusófona  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Direção-Geral de Estatísticas da Educação e Ciência  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>3</numero>
<fpage>855</fpage>
<lpage>868</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S1645-00862023000300855&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S1645-00862023000300855&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S1645-00862023000300855&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Na seque&#770;ncia do estudo &#8220;Observato&#769;rio Escolar: Monitorizac&#807;a&#771;o e Ac&#807;a&#771;o | Sau&#769;de Psicolo&#769;gica e Bem-estar&#8221; (Matos et al., 2022), foi aplicado um questiona&#769;rio a 60 Agrupamentos de Escolas/Escolas na&#771;o Agrupadas que se voluntariaram, com o objetivo de conhecer a sua realidade, e tendo como finalidade identificar, antecipar, alertar e recomendar ac&#807;o&#771;es necessa&#769;rias a curto, me&#769;dio e longo prazo. No total foram obtidas 83 respostas, por parte dos diretores ou subdiretores escolares, coordenadores de educac&#807;a&#771;o para a sau&#769;de, psico&#769;logos e outros membros do ecossistema escolar. Constatou-se que os diversos atores envolvidos convergem globalmente. Consideram a importa&#770;ncia atribui&#769;da a&#768; sau&#769;de psicolo&#769;gica como superior ao conhecimento, a&#768;s preocupac&#807;o&#771;es e a&#768;s ac&#807;o&#771;es desenvolvidas, independentemente da sua função no ecossistema escolar. Em relac&#807;a&#771;o a&#768; sau&#769;de psicolo&#769;gica e bem-estar, num extremo, os psico&#769;logos sa&#771;o percebidos como os agentes que lhes atribuem maior importa&#770;ncia, que possuem mais conhecimentos, que te&#770;m mais preocupac&#807;o&#771;es e que desenvolvem mais ac&#807;o&#771;es na a&#769;rea. Noutro extremo, os alunos e os encarregados de educac&#807;a&#771;o sa&#771;o percebidos como os grupos que lhes atribuem menor importa&#770;ncia, que possuem menos conhecimentos, que te&#770;m menos preocupac&#807;o&#771;es e que desenvolvem menos ac&#807;o&#771;es na a&#769;rea. Salienta-se a necessidade de se promover formações viradas para a ação transformadora, recomenda-se uma ac&#807;a&#771;o concertada entre as instituic&#807;o&#771;es de ensino e os servic&#807;os de sau&#769;de, bem como uma maior articulac&#807;a&#771;o entre os Agrupamentos de Escolas e Escolas na&#771;o agrupadas, na partilha de boas pra&#769;ticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Following the study &#8220;School Observatory: Monitoring and Action | Psychological Health and Well-being&#8221; (Matos et al., 2022), a questionnaire was applied to 60 voluntary Schools or School Groups, with the aim of understanding their reality, and identifying, anticipating, alerting and recommending short, medium and long term actions. In total, 83 responses were obtained from school directors or deputy directors, health education coordinators, psychologists and other members of the school ecosystem. It was found that the different actors involved converge globally. They considered the importance attributed to psychological health to be greater than the knowledge possessed, the concerns taken and the actions taken, regardless of their role in the school ecosystem. In relation to psychological health and well-being, at one extreme, psychologists are perceived as the agents who attach greater importance, who have more knowledge, who have more concerns and who develop more actions in the area. At the other extreme, students and parents or guardians are perceived as the groups that attach less importance, that have less knowledge, that have fewer concerns and that carry out fewer actions in the area. The need to promote teachers&#8217; training focused on transformative actions is highlighted and recommended the relevance to align action between educational institutions and health services is highlighted, as well as greater coordination between Schools or School Groups (Agrupamentos), in sharing good practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ecossistema escolar]]></kwd>
<kwd lng="pt"><![CDATA[Saúde psicológica]]></kwd>
<kwd lng="pt"><![CDATA[Bem-estar]]></kwd>
<kwd lng="pt"><![CDATA[Comunidade escolar]]></kwd>
<kwd lng="en"><![CDATA[School ecosystem]]></kwd>
<kwd lng="en"><![CDATA[Psychological health]]></kwd>
<kwd lng="en"><![CDATA[Well-being]]></kwd>
<kwd lng="en"><![CDATA[School community]]></kwd>
</kwd-group>
</article-meta>
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