Introduction

The global crisis scenario posed by the COVID-19 pandemic brought new challenges to schools and policymakers. In Portugal, new rules and procedures were quickly created and implemented, requiring schools to provide a broad response to the student needs. This is described by the National Education Council (CNE) as follows: “For the first closure of schools, there was no possible preparation. The Portuguese educational system had to react, with the forces and means at its disposal and which it could invent, to ensure educational continuity, in a ‘live’ experience” (National Education Council, 2021, p.13).

In such a context, widespread apprehension emerged about all students, especially the most vulnerable, putting equity at the center of all concerns (Costa et al., 2022a). Students with less access to digital materials– such as computers and conditions to work at home– and students with special educational needs who are considerably vulnerable, were of particular concern to public authorities (Education International, 2020).

Therefore, diverse policy initiatives were established, with the publication of guidelines and diplomas produced by the Ministry of Education and the use of informational and communication tools– such as a TV program, YouTube channels, Facebook, and a platform for school principals.

In schools, there was a collective effort to prevent and control the pandemic and maintain social stability. Schools put together their E@D (education at a distance) Plan, to guide students, teachers, and families. This was a strategic instrument for schools to organize their work during distance learning and an essential tool for communicating with the community. Also, schools made decisions at the local level to mitigate the educational effects of the public health crisis, involving a vast network of actors (e.g., municipalities, scouts, post offices, parents’ associations, etc.). that proved to be fundamental to support the most vulnerable students.

Despite the efforts made by all, these were also times of overcoming challenges. In line with Fernando Reimers’ introduction to this volume, schools had outdone themselves and urgently searched for solutions to the unexpected and dangerous circumstances. In Portugal, this resulted in a national endeavor to build new solutions and different ways of doing things.

Considering previous works about policy measures to assure equity and learning during the pandemic in Portugal, the importance of networking in emergencies, and reflecting on teacher agency and creativity in crisis management, this chapter focuses on lessons learned and initiatives adopted following the COVID-19 pandemic in Portugal (Baptista et al., 2020, 2022; Costa et al., 2022a, 2022b). Therefore, it is intended to: analyze the policy measures adopted by the Portuguese government after the pandemic and examine teacher perspectives on measures taken by schools regarding the policy measures.

This chapter comprises three parts. The first part of the paper includes the policy measures implemented by state authorities during the emergence of COVID-19, the pandemic period, and in the post-pandemic phase, where we present measures to recover students’ learning. The second part examines teacher perspectives on measures taken by schools after the lockdown. The chapter closes with a summary of the key lessons and what remains in the post-COVID-19 period.

Policy Measures Taken by Public Authorities During the Pandemic

In the 2019–2020 school year, the arrival of COVID-19 prompted public authorities to move quickly with measures to provide teachers with digital tools to work with students at a distance. In Portugal, COVID-19 forced emergency distance learning to be used in two moments– from March to June 2020 and from January to February 2021.

Several measures were launched to support schools, students, and families. During the first period of distance learning (March–June 2020), the Ministry of Education (MoE) provided schools with a website with tools, strategies, and support in different domains (i.e., assessments and digital teaching). Likewise, a daily program of classes in different subject areas (except secondary education) was created on state television. A ‘Digital Teacher Training Plan’ (PTDP) was also developed, which consisted of a large-scale training of teachers across the country to develop their digital skills so they could develop Action Plans for Digital Development in their schools. Moreover, there was concern about schools responding to all children and students within the scope of distance learning plans, and several platforms and digital tools were offered free to students as part of Office 365. Schoolbook publishers also contributed to free teaching platforms with strategies and suggestions. Likewise, there were changes in school functioning and organization regarding health procedures both inside and outside of the classroom. Furthermore, the school year was extended, and class breaks and moments of interaction between students and their peers were reduced.

In the second period of interruption of face-to-face teaching (January–February 2021), the website continued to be expanded and improved, as well as the TV Program and the PTDP, which included two massive implementation phases of teacher training. Moreover, exceptional measures were implemented for the promotion and monitoring of apprenticeships, as well as the enhancement of the teaching and learning process, curriculum management, student tasks, and the recovery of learning losses (PORTUGAL, 2020). Figure 8.1 shows the timeline with the main measures by public authorities during these two periods.

Fig. 8.1
A timeline depicts supporting the school website in March 2020 and distance learning from March 2020 to June 2020 of 1st period and distance learning 2nd period from February 2020 to January 2021. Daily television classes, and other details are labeled.

Timeline with the main measures taken by public authorities during the pandemic

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Next, we present each of the measures succinctly.

Website “Apoio às Escolas”

Since March 16, 2020, the MoE across the Directorate-General for Education (DGE), in collaboration with the National Agency for Qualification and Vocational Education (ANQEP) created a website called “Apoio às Escolas” [“Supporting Schools”], which contained information for the use of digital platforms and distance assessments. The platform also included a functionality that made it possible for teachers to share practices with other teachers.

Daily Television Classes: #EstudoEmCasa Program

Since April 20, 2019, the MoE and the State television, Rádio Televisão Portuguesa (RTP), launched a program called #EstudoEmCasa [Studying at home] with the support of the Calouste Gulbenkian Foundation that consisted of daily television classes. It was broadcast until the end of the school year from 9:00 A.M. to 5:50 P.M. with relevant content for student learning for different school years. The program was made up of 30-minute sessions structured in thematic blocks. #EstudoEmCasa was developed by teachers from eight schools in the country, who created it in addition to continuing their current positions. Each segment was inserted into the program sequentially but could be used independently and contained instruments and resources with diverse methodologies. The program was used in different ways, complementing and/or constituting the basis of distance classes. In the specific case of lower secondary education (Grades 5 through 9), students were confined for the rest of the school year, and the program was the base from which teachers developed their work for these students.

In 2020 and 2021, the TV Program returned with two novelties: the 1st- and second-year classes. These were conceived together at the end of the previous school year but are now separated, which is an upgrade that the Minister highlighted since these groups of children have different needs. The upper secondary level was also included.

The Digital Teacher Training Plan

On April 21, 2020, the Digital Teacher Training Plan (PTDP) (PORTUGAL, 2020) was developed by the Directorate-General for Education (DGE) in collaboration with the Teachers Training Centers (CFAE). It comprised three training workshops (Levels 1, 2, and 3) to develop the digital skills of teachers, depending on their level of digital proficiency, and contribute to the Plan for the Digital Development of the School (PDDS). The training of teachers took place on two levels: (1) participation in training in digital skills; (2) participation in complementary training and other initiatives, according to the school’s strategic plan.

Moreover, there was a massive training of teachers to train their peers in schools. The schools benefited from PTDP ambassadors, who provided training and accompanied schools in developing their Action Plans for Digital Development. The PTDP Ambassadors were teachers with 50% mobility in each CFAE, who articulated with the DGE and CFAE and the various associated schools. They provided technical and pedagogical advice and organized teacher training in response to the needs identified by the schools.

Teaching at Distance Through Audiovisual and Digital Tools

Since the beginning of May 2020, 80% of schools provided digital activities to all groups of preschool children compared to only 54% before the pandemic. There was an increasing concern about schools responding to all children and students within the scope of distance learning plans that involved cross-cutting responses to the respective educational communities (DGEEC, 2020, p.27).

Microsoft Teams was offered free to students as part of Office 365, providing a space for tasks, videos, proposals, and more recently for student assessment and feedback. Moreover, schoolbook publishers contributed by providing free teaching platforms with strategies and suggestions (e.g., Escola Virtual [Virtual school]). In addition, several Portuguese start-ups helped distance by learning offering different teaching platforms.

Changes in Schools’ Functioning and Organization

On May 18, 2020, schools organized themselves to guarantee the return to face-to-face classes of upper secondary students (Grades 10 through 12) to prepare them for the national exams. At that time, most secondary schools decided to rotate face-to-face activities on separate days (or periods of the day), reducing the concentration of students in the facilities and creating “bubbles” that minimized the risk of contagion (DGEEC, 2020, p.29). Most schools also opted to split classes and reduce the number of students in each classroom (DGEEC, 2020, p.29). However, about 40% of schools did not follow this option, and 10% of schools adopted it only in a small number of classes (DGEEC, 2020, p.29). In Vocational Education and Training (VET) courses, more than 50% of students who started face-to-face classes on May 18, 2020, began face-to-face teaching in practical activities (DGEEC, 2020, p.31).

The following year (2020–2021) started in a face-to-face format for all levels of education. Also, contingency plans were prepared in advance by schools to face the possible resurgence of the pandemic. These plans added to the physical distance requirement internal circuits for circulation in schools, as well as rules for cleaning rooms and equipment. Schools were prepared for different scenarios, depending on the evolution of the pandemic (such as mixed or distance education). Many held meetings with families and other actors working in the education sector to raise awareness of the new rules and school contingency plans. In addition, the school year was extended, and class breaks and moments of interaction between students and their peers were reduced.

In the first cycle (Primary Education), student schedules, breaks, and meal periods were organized to avoid contact with other classes. They had a fixed room and a fixed desk. Breaks were as short as possible, and students were directed to stay as much as possible in specific areas defined by the school.

From the second cycle onwards, students were required to always wear masks and take breaks of only five minutes, and classes started earlier and ended later. Students also helped to disinfest rooms, and canteens started with takeaway services. Schools were given autonomy to decide schedules in the second and third cycles. The classes were divided, mostly in Grade 7 and onward: some students attended classes only in the morning and others in the afternoon.

The Response of the Public Authorities after the Pandemic: The 21|23 Escola+ Plan

The 21|23 Escola + Plan (PORTUGAL, 2021) is an integrated plan for recovery learning in primary and secondary education that was implemented to mitigate the effects of COVID-19. It is in line with the educational policies currently underway to reinforce the autonomy of schools and differentiate strategies that aim to promote school success and fight inequalities through education (PORTUGAL, 2021).

The 21|23 Escola+ Plan Axis and Domains

The Plan is structured around three axes of action, with the following objectives:

  • Axis 1: Teaching and Learning: It aims to promote an autonomous and contextualized management of the curriculum.

  • Axis 2: Support Educational Communities: It aims to give schools resources to strengthen learning, inclusion, and community involvement.

  • Axis 3: Knowing and Evaluating: It aims to develop indicators and instruments for monitoring the Plan, sharing strategies and practices, and evaluating it in PORTUGAL (2021) (adapted).

Each of the Axes integrates several ‘domains’ for which actions to be taken by schools are suggested (Table 8.1).

Table 8.1 Axes of action and domains of the 21|23 Escola+ Plan
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Each of the domains contain recommended actions that are presented in Table 8.2.

Table 8.2 Actions by domains of the Axis 1: the 21|23 Escola+ Plan
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Axis 1. Teaching and Learning

The 21|23 Escola+ Plan has a contingency and structural nature, as it articulates measures adopted to face the pandemic and other within the framework of the new policies of inclusion, autonomy, and curricular flexibility that were already underway. In this sense, the different domains of the plan are related to different aspects of education, such as adult training, with a view to better preparing and empowering families, relationships between schools and their territories, and improving student competencies in the field of reading and writing skills.

This chapter focuses on some of the domains of Axis 1 and how it is related to student assessment and teaching and learning strategies, assessment, and digital resources from an organizational point of view. Therefore, we can note the description of each of the domains of this axis in Table 8.3.

Table 8.3 Axis 1 domains
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Within Axis 1, some domains and actions gained greater prominence (see Table 8.4).

Table 8.4 Domains and recommended actions of Axis 1 adopted by schools
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Domains Adopted by the Schools

Then, we focus on understanding the content of the recommended actions presented in Table 8.4, which are included in Axis 1 of the 21|23 Escola+ Plan and were adopted by the schools of the teachers interviewed.

Curricular Autonomy

School Calendar

Changing the school calendar consisted of organizing the school year into two semesters rather than three academic periods. It was tested in six school clusters for three years, within the framework of a pilot project that ended in the 2018/2019 school year. In 2019/2020, the experience was opened to other schools and gaining popularity. The pilot’s external evaluation showed that teachers, students, and parents were enthusiastic about it (Costa & Almeida, 2019). Presently, the 2021/2022 school calendar welcomes the possibility of adopting a semester organization of the school year, in addition to other measures that may be adopted– such as weeks/days with specific activities aimed at strengthening the priority areas of intervention– to promote the quality of learning and success of all students (PORTUGAL, 2021). Currently, the organization of the school year by semesters is closely associated with the idea that it helps to promote and monitor student apprenticeships and enhance the recovery of learning losses are being carried out.

Cycle Management

In the context of the substantial disruption of two academic years, it was considered difficult and even penalizing for schools and teachers to organize curriculum development with watertight annual goals. Thus, it was suggested that different organizing and articulation strategies of the contents and competencies be allowed.

Educational Teams

One of the most effective measures developed within the framework of the new policies of autonomy and curricular flexibility was the constitution of educational teams, which consisted of fixed sets of teachers concentrated in shared sets of classes, in which the same teacher can teach more than one subject in the same class. This measure allows teachers to have fewer students from different classes.

Educational Resources

#EstudoEmCasa Support

The availability of educational resources through television and other platforms was essential support for students and their families during the pandemic. Originally conceived as a resource for students with greater accessibility problems, over the two academic years of the pandemic around three thousand thematic blocks were produced that will remain accessible as a repository of support for students, including for integration into face-to-face classes. In the future, these resources will be on an open-access platform to provide support tools for students, including autonomous methods of study, explanations given by experts from different areas, forums, webinars for discussion around recurring issues, and suggestions that allow families to monitor usage.

Digital Library / “Apoio às Escolas” Website

Under the 21|23 Escola + Plan, the Directorate-General for Education (DGE) and the National Agency for Qualification and Professional Education (ANQEP) produced a Digital Library of Educational and Training Resources with a wide range of educational and training resources made available on the “Apoio às Escolas” website. These support materials and other resources that were quickly developed are being reorganized more clearly and intuitively to be used by teachers.

Students’ External Assessments

External assessments are carried out through national tests and exams for different purposes, namely, student achievement and monitoring in lower secondary education and certification of access to higher education in upper secondary education.

In 2019–2020 and 2020–2021, lower secondary education tests and exams were suspended, and the number of exams in upper secondary school for admission to higher education was reduced. During the two school years, national exams would only be carried out on the specific exams required for access to higher education.

In 2021–2022, given the impact of the COVID-19 pandemic on student learning, in line with the last two academic years, the government decided (PORTUGAL, 2022) to maintain exceptional and temporary measures. Therefore, schools were instructed to:

  1. (a)

    Carry out all the measurement instruments foreseen to have indicators on the development of learning and be able to monitor the applied learning recovery strategies, aiming to adjust the measures to support schools and students.

  2. (b)

    Carry out the Grade 9 tests for benchmarking purposes, complementing the instruments developed to monitor the system. From the results of the Grade 9 tests, school reports disaggregated by subdomains should be produced, similarly to what happens with the second, fifth, and eighth grades tests.

  3. (c)

    Extend the exceptional conditions for completing Secondary Education, with national exams taking place only for access to higher education.

It should be noted that this measure is not included in the plan, having been legislated separately. However, the fact that it was very well received by students, families, and schools makes it one of the most acclaimed by all stakeholders who want it to become definitive in the future.

Inclusion and Well-being

Social and Emotional Competences

The pandemic context worsened inequalities, especially among students from more vulnerable contexts, for multiple reasons. Students were isolated from regular interactions with colleagues and teachers and distanced from school rules and routines, which had consequences for their well-being and psychosocial balance. As a result, students returned to schools more anxious, aggressive, and individualistic. In the 2020–2021 school year, some schools hired more technicians to develop support plans for learning recovery focused on psychosocial support, community involvement, and well-being.

Lessons Learned by Schools

In this section, we present the data collected in interviews with 12 teachers from secondary education who teach in diverse schools. The interviews were carried out to examine teacher perspectives on how schools put policies into action after confinement and our key takeaways.

Following the domains and recommended actions of Axis 1 adopted by schools (Table 8.4), four main dimensions emerged from the results, showing which aspects are most valued by the interviewees and which lessons learned. The four dimensions are as follows: (i) organizational changes related to the possibility of the academic year becoming a semester, allowing the management of the curriculum by cycles, facilitating work teams, and getting better time management for teaching, evaluating, and learning; (ii) student well-being related to the return to school of more anxious, aggressive students and those with interaction and communication problems; (iii) the use of digital resources, allowing a better inclusion of students by contributing to improving learning, but also the relationship with families; (iv) the widespread willingness to maintain the changes made to external student assessment during the pandemic.

Therefore, each one must be examined.

Organizational Changes in Work Structures and Time Management

According to the interviews, the changes in the school calendar were very significant. There was a better distribution of time, which helped to relieve pressure on teachers and students. Moreover, it enabled the development of other work methodologies and new classroom dynamics, allowing students to consolidate their learning.

Teachers in the interviews highlighted how the organization by semesters impacted students’ activities and learning. Teacher 9 stated,

One of the measures in my school was the organization of the year by semester instead of having three periods. It is working in terms of the time we have to consolidate student learning (Teacher 9).

Moreover, the reduction from three to two summative assessments that took place at the end of each semester permitted more time for formative assessments and regular feedback from students. Pauses made students and teachers feel less anxious. Teacher 9 also said,

There is no rush to do tests, grades, or evaluations. We can give more time to what is important: learning and doing different activities that involve group work (Teacher 9).

Also, the teachers stressed that the changes in the school calendar made it possible for more articulation between teachers and more teamwork, as can be seen in the following example:

Working in groups, together with colleagues from various disciplines, is an asset for students. We prepared very interesting Curricular Autonomy Domains that involved students and allowed them to recover their learning in a logic of integration of several programs. In the same activity, we have Portuguese, chemistry, languages… We have had great experiences! (Teacher 8).

Moreover, this measure helped to create opportunities to recover the learning that was lost during the pandemic, especially by changing teaching based on a logic of academic years (seventh, eighth, and ninth grades) to teaching based on a learning cycle rationale (Third cycle).Footnote 1 As one teacher revealed, cycle management was a solution. Teacher 10 stated,

During the confinement, students couldn’t learn everything that was foreseen in the essential learning and, therefore, when we resumed, we did this learning management, but in a cycle logic (Teacher 10).

In addition, it facilitated greater articulation between the subjects. Teacher 10 also said,

At the end of the Third cycle, in Physics and Chemistry, students must be able to learn what was expected. This also forced more articulation between physics and mathematics or between other disciplines. For the students, it is working, and the experience is positive (Teacher 10).

Students’ Well-being: More Interaction and Sharing

Other measures of the plan were much appreciated in schools. Student well-being, for example, was supported through the creation of more cohesive and extended teams consisting of technicians and teachers responsible for supervising groups of students. These multidisciplinary teams were an asset to better supporting student learning, facilitating teamwork, and working with one another.

This was particularly important because, according to the interviewees, students, especially from more disadvantaged backgrounds, returned to face-to-face school more individualistic and aggressive, and with difficulties communicating and sharing. Faced with the consequences of confinement, these educational teams had to implement some measures to overcome it, such as promoting group work (inside and outside the classroom) and mutual help.

During the interviews, all teachers mentioned that students’ individualism and aggressiveness were two main aspects they observed in students when they returned to school after confinement. As an example, an excerpt from Teacher 1 is presented:

The students arrived at the school and had many difficulties in sharing, in knowing how to be. For whatever reason, they attacked each other verbally and physically. They spent a lot of time on platforms, having distance classes, and closing in their rooms without socializing with each other. Socializing and knowing how to be in a group are very important, and you must learn that there are rules. Now, without this component during the two years, they arrived at school, especially the children from the most disadvantaged backgrounds, with more economic needs… they didn’t even have a computer to communicate with the school… they arrived with aggressiveness, intolerance, and without competence to work with others… this is very visible (Teacher 1).

Confronted with this scenario, schools had to act and take urgent measures under Plan 21/23. The following examples illustrate this:

My dilemma and that of my school was: how do we get these young people to share? For now, let’s start with the classroom. Work in groups and teams and preferably do activities that depend on everyone. Within each group, assign them roles: one is the organizer, the other the team controller, the other the supervisor, and the other the spokesperson, making them depend on each other (Teacher 2).

Moreover, this is challenging for teachers and educational technicians, especially when dynamics are established inside the room and are expected to continue outside the classroom. However, many of these students needed supervision when they left the classroom, as Teacher 2 highlights:

I did investigative activities with them. They formulate hypotheses, plans, etcetera. It requires teamwork. But there is a problem at recess, as we had students who insulted each other… this had to be worked on! With these kids, families are not present, so it’s not worth calling their parents. The school must respond… How? Some group games or activities with tidying up in the cafeteria, going together, talk (Teacher 2).

As can be seen in the previous excerpts, schools and teachers faced several challenges in returning to school, and strategies that fostered student cooperation were essential to help them work as a team, interact with each other, and know how to be within a school community. In this sense, groups of classes called bubbles were created at recess. This was another measure adopted by schools that had positive effects on breaking the isolation of students. Teacher 3 stated,

We try to find breaks and lunches in the school cafeteria, the so-called ‘bubbles’ to avoid COVID contamination. It was positive because were fewer students, and the staff could pay more attention when they became aggressive. And even the kids, at first, were afraid of contact, but then they relaxed and interacted even more with others because they were fewer and had ‘more time’. This grouping organization … we make a positive balance, after COVID we will keep it (Teacher 3).

From the words of Teacher 3, it is possible to realize that one of the measures designed to face problems related to student interactions and aggressiveness was the organization of recess and school space. As a result, the school intends to maintain this in the future. Furthermore, schools developed other activities that sought to promote inter-help and solidarity and to address the individualism of the students. Teachers 1 and 3 highlighted these aspects in the interviews:

There were dramatic situations. The two unemployed parents who worked in catering… were already resorting to food banks. We think as a group in helping and involving students. It is also a way to break with isolation, individualism and think about actions that help others. We made some very interesting initiatives about this (Teacher 1).

At Teacher 3’s school, mutual assistance and solidarity initiatives were also promoted, which, in turn, helped to break with the aggressiveness of the students. She said,

There was greater aggression and sometimes it was even related to not having bread at home or to the father who, due to isolation, became depressed. We answered some questions like these and promoted solidarity campaigns for a week. It was very positive, and I think it will be maintained when the pandemic is over (Teacher 3).

Digital Resources for Inclusion: Improve Learning and Communicating with Families

The digital tools adopted during the pandemic brought innovation to the classrooms and most of them remained, as Teacher 5 mentioned,

We all went home. At first, it was difficult to get everything working. We were all lost and had the option of #Estudo em casa. But how was that possible to teach physics like that!? I looked like a crazy person looking for interactive simulations, videos, and platforms to record things. I will continue to use this with my students in the future because they have a lot of potential. Just this week, I used it, and I could have done it another way, but this works (Teacher 5).

Regarding the materials of the television program, Teacher 12 pointed out,

I needed to take advantage of some of the materials produced in the #Estudo em Casa. I used them this year with my students because they are educational resources that are well done and interesting, allowing me to explore some things in my discipline. So, in one or another class, I used them as homework and asked students to see resources and try it (Teacher 12).

Digital tools were also an instrument of communication with families during the pandemic and continued in the post-pandemic period via email and in other ways, such as ‘Padlets’. These often included weekly activities completed by students. The teachers during the interview underlined these aspects. Teacher 8 stated,

For some students… the confinement did not help them to evolve though they could not leave their homes, they would go to their friends in the neighborhood. Distance school? They have the ‘elsewhere’ in mind. Then, they were back to school, and we had to think about what to do with them. During the pandemic, we used email and phone a lot to talk to families, and now we continue to maintain that. It was a way for us, together with parents, to help these students. With my class director I did this ‘look at him he’s more aggressive now’, ‘look at how he needs to improve his behavior’, ‘look how he didn’t do the job’ (Teacher 8).

In the same sense, Teacher 2 reflected,

When we were confined, we used a ‘padlet’ with the days of the week and the time for the activities that students had to do. The feedback from the parents was very positive because it helped them to keep up with their children’s work. When we resumed, we decided to continue using this feature (Teacher 2).

Teacher 4 also highlighted the need to keep communication with families and parents through email after reopening schools, especially for students with disabilities. Teacher 4 stated,

The reopening was beneficial for all students, teachers, and parents. Students enjoyed going back to school with friends. Families can’t play the role of teachers, but they have an important role. Who got a gift? Confined, we try to do our best to call the parents of some and send things by email. We reopened. I think it was good to keep some things, such as email communication, that we didn’t use to do in such a systematic way (Teacher 4).

Moreover, teachers continued to inspect the potential for student learning that they discovered during the pandemic (e.g., virtual laboratories). In the interviews, several teachers mentioned it:

During the pandemic, I was forced to look for resources I could use in physics and chemistry classes. I invested in this and found great things I did not know. It is true. Necessity forced it. I used a remote lab that allowed students to do the inclined plane activity, collect data on the fly, and in the background experience the experience. I have a more disadvantaged group. What I did was... now that they were back, I paid more attention and saw if they had any doubts. This is an excellent resource that I will use again after the pandemic is over. There are other examples (Teacher 7).

Another teacher mentioned that he explored a virtual laboratory with students after returning to school to provide a more individualized follow-up to the most disadvantaged students who, during the pandemic, did not have access to digital/internet resources or had difficulty:

I had students who didn’t have access to the internet, and we had to find solutions. Kids with siblings had to share; others couldn’t buy it... I resorted to the e-lab virtual laboratory for the experimental activities. So, what then? Some didn’t get a chance to use it! When the face-to-face classes returned, I had to, especially with these kids, introduce them to the virtual laboratory, we explored and that… Yes, I will continue to use them in classes (Teacher 6).

Keeping Changes Made to External Student’s Assessments

During the pandemic, there was a government measure highlighted in the interviews related to student assessments regarding national exams, as can be seen in the two excerpts that follow:

For students who do not want to continue [studies for higher education] not having to take an exam, or in the case of the physics and chemistry exam, the students were able to select the group of questions... it was all an asset; I think it should be kept. For a student who wants to finish the 12th grade and doesn’t want to continue, not taking the exam was a great option because it’s heavy for someone who wants to leave school and enter the job market, having to take the exam. I think this example during the pandemic should be kept for the future (Teacher 11).

Teachers consider the measures implemented during the pandemic to be positive, related to the assessment of students at the end of secondary education, and many expressed that this measure should be maintained even after the end of the pandemic. Teacher 12 stated,

The student’s assessment to enter higher education and finish secondary school is always complicated. I think the measure of not using this instrument for students who do not want to continue studying was a good measure. The pandemic brought this discussion. We should summarize this issue and discuss it. It is a complex discussion that has even had positive results during the pandemic (Teacher 12).

Conclusions

In this chapter, we investigated the policy measures adopted by the state authorities after the pandemic and analyzed teachers’ perspectives on how those measures were enacted in schools. Official and public documents created and made available during the two periods of confinement (March to June 2020 and January to February 2021) were examined, as well as those after the pandemic period. Data was also collected through interviews with secondary education teachers who teach in diverse Portuguese schools. The interviews aimed to examine teachers’ perspectives on how schools turn policy measures into action after the confinement period and what lessons were learned.

The results show that the policy measures implemented during the first period of confinement continued and were extended in the second period. To respond to the pandemic, various resources were made available to help solve teaching problems. Changes were made to the organization of the school year, which has had an impact on student assessment, team building, and time management. Exceptional measures were also taken in the external assessment of students. Digital training for teachers was developed, and the dissemination of good practices was encouraged.

Moreover, the post-pandemic strategy brings all the measures taken during the pandemic together into a single instrument. This instrument combines the resources used with the initiatives and good practices of the autonomous and curriculum management policies that have been implemented in the last decade in Portugal. The main initiatives fall within the scope of curricular autonomy (such as the school calendar, cycle management, educational teams, and student external assessments), at the level of educational resources (such as a TV program, digital tools, and teachers training, as well as communication with families), and students well-being.

The results showed that the measures were received positively in the schools. According to teacher perspectives, those measures have positively influenced the distribution of time, teaching practices (e.g., promoting collaboration between teachers as well as innovative approaches such as inquiry-based learning), teaching methodologies (e.g., greater emphasis on formative assessment, rather than summative), and the articulation between teaching cycles. The plan also responded to issues related to student well-being through more cohesive and broader multidisciplinary teams (e.g., teachers and technicians responsible for supervising groups of students). These teams worked together to minimize some effects felt in schools after confinement, such as aggressiveness and individualism. Some of the actions carried out were related to promoting group work (inside and outside the classroom), mutual assistance, and solidarity. In addition, teachers gave positive feedback regarding the digital resources developed within the framework of the television program that they continue to use even after the pandemic, as well as in the maintenance of instruments of communication with families (e.g., email and Padlets).

Regarding the question of what lessons can be drawn from the pandemic and which ones remain, it is possible and necessary to innovate, seek solutions to crises, and go further. Moreover, despite the drama inherent in the pandemic situation, it appears that the concrete problems imposed by public health issues have given rise to innovative solutions in different contexts. Therefore, the COVID-19 crisis has inevitably forced schools to try to do things differently. However, the temporary and contingent nature of many changes affected the education system and those in it beyond the health crisis, being implemented to solve other problems.

From the perspective of teachers, most of the solutions implemented and developed are maintained in the classrooms now and are seen as positive. Therefore, they considered it is needed to give continuity to the reorganization of the school calendar and to work in teams. Moreover, it seems to be relevant for Schools to invest in innovative teaching practices and assessment by teaching cycles and use digital resources (e.g., simulations, virtual laboratories, and use of materials from the television program #Study at home), as well as maximize communication with families through digital means of communication.

Finally, the role of public authorities had an organizing effect on schools allowing for the filtering and selecting of solutions that best met their internal needs. Likewise, adapting or creating new solutions, schools made innovations emerge locally.