PUBLIC POLICIES OF PSYCHOLOGICAL SUPPORT FOR ELEMENTARY SCHOOL TEACHERS: CHALLENGES AND IMPACTS ON THE INCLUSION OF NEURODIVERGENT CHILDREN

Abstract

This book addresses the challenges teachers face in creating inclusive school environments, particularly within the Brazilian context, where social and economic inequalities exacerbate barriers to teaching and learning. The objective is to analyze the effectiveness of public psychological support policies for elementary school teachers who serve neurodivergent children, identifying challenges and gaps in their implementation. The methodology is based on a critical review of national and international studies, focusing on empirical evidence and qualitative analyses that explore the relationship between teachers' well-being and the quality of the school environment. The findings indicate that emotional support policies significantly reduce teacher stress, strengthen inclusive pedagogical practices, and improve students' academic performance. However, challenges related to policy implementation, such as financial constraints and local adaptations, remain to be addressed. It concludes that adopting well-planned and monitored policies can transform the school environment into a more democratic, welcoming, and efficient space.