Educational systems face crises in special needs support and emotional well-being

Educational systems in Chile and Colombia are facing significant challenges regarding special educational needs (SEN) and emotional well-being within schools.

In Chile, the early stimulation system is currently overwhelmed. A lack of specialized professionals, such as occupational therapists, speech therapists, neurologists, and psychiatrists in primary care, prevents early detection of developmental delays. This forces families to seek expensive private care. Additionally, teacher training lacks the multidisciplinary perspectives needed to manage diverse classrooms, and rigid curricula often hinder the progress of students with SEN despite existing inclusion laws.

In Colombia, schools are experiencing a silent crisis characterized by emotional and relational difficulties. Students frequently enter classrooms carrying family problems, violence, and frustration, while teachers face emotional exhaustion, burnout, and inadequate medical services due to fiscal rationing. This crisis suggests that the school's role as a social space for dialogue and transformation is being undermined by these underlying systemic pressures.