We often read about issues related to concerns about the professional development of young people. Which school curricula or timetable are best suited and focused on preparing these individuals for society, their families and their professional careers? This debate has been gaining momentum, especially in documents published by the OECD, but it still lacks much attention from those who really participate in the daily lives of these young people, namely their families and teachers.

Can issues related to socio-emotional aspects directly influence educational performance? Or are they just aspects directly related to the maturation promoted by age itself? Can we think this way?

So, aiming to focus specifically on issues related to large-scale assessments, such as PISA and here in Brazil, SAEB, I would like to hear from you: How do students' emotions influence their performance on large-scale assessments? What strategies can be implemented to create an emotionally safe environment?