Romina Díaz Meza, Patricia Guerrero
Teaching in Chile has become increasingly complex. The crisis of meaning stems from structural factors that have eroded both educators’ well-being and the profession’s ability to thrive under optimal conditions. Grounded in the action-research principles of Clinical Sociology, this article presents the development and implementation of the board game "Nadie Queda Afuera" (No One Left Behind) as a tool to diagnose the occupational health of public-school educators in Santiago. Methodologically, the game was administered to 176 teachers across 20 educational institutions. Through reflexive thematic analysis of the discussions it prompted, the study aims to elucidate the challenges educators face in a post-COVID-19 context. Findings reveal that the device not only provided a contextualized diagnosis of occupational health but also functioned as a micro-intervention: by ritualizing dialogue through gameplay, participants collectively processed work-related suffering, transforming individual grievances into situated critique. This underscores the potential of Clinical Sociology to democratize discourse while offering concrete tools to reimagine occupational health in education.