UPDATE: Project details updated during the EPSA 2025-26 edition. Awarded Special Recognition for continuous improvement and long-term sustainability.
The ‘Units of support for high performance in schools’ (UAARE) project aims at an effective cooperation between schools, parents, sports federations and their agents, sports clubs, sports medical centres and local authorities. It aims to successfully reconcile school and sports success of athlete-students with high-performance status, playing in national teams or revealing potential sports talent. This follows the Conclusions of the Council and of the Representatives of the Governments of the Member States on dual careers for athletes (Official Journal of the European Union, 14.6.2013 2013/C 168/04). According to these conclusions, the term ‘dual career’ should mean that an athlete can combine, without unreasonable personal effort, their sporting career with education and work in a flexible way. This is achieved through high-quality training to protect their morale, health, educational and professional interests, without compromising both objectives.
The double life of a UAARE student means lack of time and high pressure to perform, both academically and in sports, with 10-hour ‘working’ days and intensive training (two to three times a day). In addition, there are competitions and internships (national and international), school absence (with increased frequency and duration) and demands in family and social life (due to relocation). However, there are several dual career benefits for athlete-students, such as the improvements in health, life skills in sport, relationships, post-career preparation and professional life.
To support athlete-students in dealing with these challenges and achieving these benefits, UAARE acts through a network of 16 schools across the country, with dedicated pedagogical teams in each. These provide pedagogical and psycho-pedagogical support for the students’ particular needs, including:
- personalised learning plans that improve conditions of equity and social justice;
- adaptations of curriculum and schedule to the sports demands;
- justification of absences and special assessment dates, combined with distance support and distance education in a virtual learning environment (VLE).
The VLE is integrated with a physical innovative learning environment (‘Study Room Learn More’), in which pedagogical teams work together within and among UAARE schools in developing personalised open educational resources.
Developments
Since receiving the EPSA Best Practice Certificate in 2019, Unidades de Apoio ao Alto Rendimento na Escola (UAARE) has evolved from a pilot initiative into a nationally institutionalised programme. The network expanded from 16 to 27 schools, now supporting over 1600 student-athletes (38% girls), reflecting a strategic reassessment of target group needs and a commitment to equity and excellence.
Key developments include the integration of lessons learned into a redesigned monitoring and evaluation framework. The original UAARE data system was upgraded with Power BI dashboards, enabling real-time tracking of academic and sports performance, stakeholder-specific filtering, and personalised reporting. A longitudinal dashboard, under development for UAARE’s 10th anniversary, will consolidate a decade of data from over 4000 student-athletes, supporting evidence-based planning and policy alignment.
UAARE broadened its scope to higher education through the 2024 launch of the UAARE Superior pilot in six universities, encompassing 150 elite student-athletes, which addresses the critical transition from secondary to tertiary education. In 2025, a 225-hour VET training programme (the first stage of a Level 5 qualification) was introduced for sports tutors, aiming for formal professional recognition. The first cohort, including tutors from Portugal’s top five football clubs, graduated in early 2026.
The programme’s coherence with national reforms has been reinforced through alignment with the Student-Athlete Statute in higher education and post-sports career legislation. A UAARE National Structure is now being designed – an interministerial body ensuring strategic coordination, institutional continuity, and multi-annual funding, supporting the dual career of athletes from high school to higher education and post-career. This structure is embedded within the national education and sports governance framework, and aligned with the National Sports Development Plan.
UAARE has also enhanced its communication strategy, using newsletters and social media to engage municipalities, federations, clubs, schools, the Olympic/Paralympic committees, and other sports stakeholders. The 2025 Quinas de Ouro Medal for Development and Training, awarded by the Portuguese Football Federation, further validated UAARE’s national impact.
International collaboration has expanded through multiple Erasmus+ projects and staff mobility, including a 2024 mission to Belgium (Administration de l’Éducation physique, du Sport et de la Vie en Plein Air – ADEPS) involving 19 school psychologists, and a 2025/26 application for sports tutor exchanges. UAARE has hosted delegations from Belgium, Iceland, and Brazil, and contributed to the 18th Council of Europe Conference of Ministers Responsible for Sport.
Finally, UAARE initiated the development of two public sports schools in partnership with major football clubs, higher education institutions, and the Portuguese Football Federation. These schools will offer a new secondary-level curriculum in sports science and management, integrating academic and sports learning with VET pathways.
These developments demonstrate UAARE’s capacity to adapt, scale, and institutionalise its model, ensuring long-term sustainability, cost-effectiveness, and continued relevance in a dynamic policy environment.
Long-term impact
UAARE has consistently exceeded its original objectives, delivering sustained impact across academic, sporting, and institutional domains. Its core goal – to reconcile academic achievement with high-performance sport –has been realised through a comprehensive support model, including personalised learning plans, psychological support, and coordinated school sport calendars.
Academic outcomes remain strong: dropout rates are consistently near 0%, and academic performance exceeds national benchmarks. In 2024/25 99 562 school absences were managed, and 38 923 pedagogical support sessions and 10 882 psycho-pedagogical sessions were delivered. The school performance rate reached 96.10%, with 80.06% of students passing all subjects.
Sporting achievements are equally significant. In 2024/25, UAARE student-athletes represented 355 clubs across 47 sports and 45 federations, achieving 58 world podiums, 337 European podiums, 2116 national team call-ups, and 2669 international competition participations.
Impact evaluation is robust and data-driven. Power BI dashboards and longitudinal analytics provide real-time insights into academic and sports indicators. Stakeholder consultation is embedded in the governance model, with regular meetings between the national coordinator, sub-coordinators, and school teams, ensuring continuous feedback and alignment with evolving needs.
Recognition by the Portuguese Football Federation and inclusion in international forums confirm UAARE’s national and international relevance. The programme has fostered a culture of inclusive, evidence-based dual-career support, contributing to broader education and sports policy goals.
Adjustment in the objectives
UAARE has demonstrated exceptional adaptability and transferability. During the COVID-19 pandemic, it leveraged its digital infrastructure to maintain uninterrupted support for student-athletes. Strategic reorientation aligned the programme with new national policies, including the Student-Athlete Statute and post-sports career legislation.
Organisational structures are evolving with the future creation of the UAARE National Structure, ensuring interministerial coordination and long-term sustainability. A EUR 1 million budget has been allocated for the Olympic cycle ending in 2028, supplementing the core state budget to support new initiatives such as UAARE Superior and the development of specialised sports science secondary schools in partnership with top football clubs, higher education institutions, and the Portuguese Football Federation.
Political and administrative support remains strong despite changes in government, with commitments embedded in national legislation and in the 2024–2028 programme contract between the government and the Portuguese Olympic Committee. These adaptations confirm UAARE’s resilience, scalability, and value as a sustainable public service innovation.