Abstract

This study aimed at identifing resilience factors in a school community, during the COVID-19 pandemic. Schools communities have had to adapt their communications and learning methods, increasing the responsibilities and workload of educators. Many teachers have reduced their perception of well-being, developed depression, frustrations feelings and low self-efficacy. Some schools have implemented interventions to support digital and emotional skills, such as the "Me cuido para cuidarnos" psychosocial program. During 2020, 35 private and subsidize schools in Chile, participating in this initiative, reaching 1.599 teachers for 259 hours of online training. Using qualitative techniques (creative workshop and brainstorming). Results showed 5 main clusters of information: community, support, well-being, improve of space and security, concluding that the scholar community has started to generate resilience processes, using their own resources to cope with uncertainty. It's important to continue giving teachers emotional support.