Table II.

School educators’ perceptions about the utility of the life skill programme during the COVID-19 pandemic

Categories	Subcategory	Code	Verbatim examples
Theme 1.1: Positive impacts on health promotion
Objectives	Health promotion	Promoting healthy behaviours Avoiding unhealthy behaviours	‘Healthy behaviours’ ‘Avoiding cyberbullying’
Content: students’ skill	Personal skills	Anxiety, decision-making, problem solving, anger, self-improvement, goal setting Self-awareness, self-efficacy, emotions	‘In particular techniques for coping with anxiety and anger; I also find everything about decision-making and self-improvement, in general, very useful.’
	Social skills	Communication skills, assertiveness Active listening, empathy	‘Lessons on (..) successful communication, communication languages’
	Social resistance skills	Addictions, advertising, social media Creativity, critical sense, stress	‘In a broad sense advertising and media (correct information)’
Method	Comprehensive approach	Multifactorial aims	‘It never focuses on just one aspect of the substance abuse problem but addresses all the most important factors that lead adolescents to use drugs.’
	Active learning	Interactivity units Behaviour simulations Training and reinforcement	‘The interactivity of the units’ ‘In particular techniques proposed during the lessons about behaviour simulations’
Theme 1.2: Positive impacts on learning and teaching
Students’ skills	Developing transversal competences	Learning to learn Knowing awareness Finding resources Enhancing metacognition	‘Seeking and finding within oneself the energy and resources to cope..’ ‘Deepening thoughts, self-reflection on motivations, self-reflection on cognitive phenomenon, directing learning processes’
	Learning management skills	Management of teaching activities Time management	‘Those relating to the organisation of didactic activities’
Teachers’ skills	Class management	Class management during a crisis	‘Additionally, on how to manage the class when there is a period that involves great emotional fragility’
	Teaching customization	Supporting student growth Enhancing students’ personal characteristics	‘The possibility for each student to participate with their own personal characteristics, social background and skills’
	Difficulties management	Observation and identification of students’ personal difficulties	‘Starting from there (..) the ability to observe students and grasp their difficulties’
Class climate	Communication	Sharing Discussion Listening	‘The chance they give the children to talk’ ‘The chance they give the children (..) and to be heard’
	Relationships	Relationship improvement	‘I think the aspect of the LST program that can be most useful is the one (..) that creates relationships’.