Family involvement has been identified as a mechanism that explains the differences in academic performance and well-being between students from different socioeconomic backgrounds. The implications of family involvement in students' non-academic outcomes have often been overshadowed by a focus on the academic domain. This study focuses on one type of non-academic attributes which is currently most critical to navigate in school and beyond: social-emotional development. In addition to that, the potential mediating role of school engagement in the association between family involvement and students' social-emotional development remains to be explored. This study aimed to investigate whether family involvement was associated with students' school engagement and social-emotional development and to clarify the underlying mechanism in the relationship. The sample consisted of 170 students from 8 to 17 years old and their parents who live in economically vulnerable situations and experience social exclusion. The analyses were performed using Jamovi statistical software and a GLM Mediation Model module. To address the research objectives, a series of mediation analysis were performed to fit the hypothesized relations among the study variables. The mediational analysis suggested that home-based family involvement could not predict students' social-emotional development, and that the effect of home-based family involvement on students' social-emotional development was fully mediated by school engagement, a variable not included in previous research. The results suggest that families who are actively engaged in their child's education at home positively influence students' level of participation in school, which, in turn, promotes the development of students' social-emotional competences.

Strengthening social and emotional skills can be particularly relevant concerning the emerging skills need as it yields benefits for individuals’ successful development. A growing body of research suggests that social and emotional competences are associated with well-being and positive life and academic outcomes. Despite the notable benefits of social and emotional skills, assessment tools are still scarce or target specific risk and problematic behaviours. This systematic review seeks to address this gap and identify instruments measuring social and emotional skills for students in elementary through secondary education. This review also aims to describe the study characteristics and key features of the identified instruments and to assess the extent to which the instruments comprehensively evaluate the five Collaborative for Academic, Social, and Emotional Learning (CASEL) areas of competence. A systematic search of the literature was carried out in Scopus, Web of Science and ERIC databases. This review resulted in the identification of 25 unique assessments over a 20-year period, reported on the basis of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Our results suggest a rapid growth and notable advancements of social and emotional skills assessment systems and demonstrate the direct influence of the CASEL framework. Our results also show that a combination of multi-method and multi-informant assessment should be employed to effectively assess social and emotional skills. Thus, this paper contributes to support school-based practitioners and psychologists in their efforts to lead social and emotional skills instruction and assessment in routine educational practice.

The aim of this article is to examine how EU lifelong learning policies are trying to reach the vulnerable by looking at what measures against social exclusion they offer and how equitable these measures are. It is a qualitative study that focuses on policy documents that form the European Union’s legal and political frameworks of reference in the lifelong learning area since 1992. The document analysis has been complemented by semi-structured interviews with EU lifelong learning experts. The findings show that early school leavers and migrants are the main target groups in the policies, leaving many other groups at risk of being excluded from learning opportunities. There is not enough attention to measures addressing wider social phenomena. There is also an overemphasis on basic skills which are understood in a very narrow way as literacy and numeracy when referring to the vulnerable. We argue that a greater variety of measures as well as better targeted measures are needed to address the multiple and complex needs of the vulnerable. Such measures would allow a broader understanding of lifelong learning where those that are hardest to reach are offered learning opportunities independent of their personal and social circumstances

Resumen La vida familiar se ha enfrentado a profundos cambios durante las últimas décadas experimentando transformaciones a nivel estructural, valorativo, actitudinal y funcional. En años recientes, especialmente a raíz de la crisis económica de 2008, el debate sobre la creciente desigualdad socioeconómica del mundo ha cobrado fuerza. Este debate se ha visto reforzado no sólo por concebir la pobreza desde una perspectiva económica sino también desde la social y de exclusión. Existen muy pocos estudios realizados en torno al tema de la monoparentalidad y la monomarentalidad. Este artículo se plantea con tres objetivos: Describir la evolución de los conceptos monoparental y monomarental, analizar su realidad y sus necesidades. Y finalmente, examinar la vinculación de la monomarentalidad con la exclusión social. La revisión constata la realidad creciente de estas familias junto a las necesidades vinculadas a las mismas y el riesgo de exclusión. Abstract Family life has faced profound changes over recent decades, experiencing structural, evaluative, attitudinal and functional transformations. In recent years, especially as a result of the 2008 economic crisis, the debate over the growing socioeconomic inequality of the world has gained strength. This debate has been reinforced not only by conceiving poverty from an economic perspective but also from a social point of view of and as regards exclusion. There are very few studies on the issue of single parenthood and single motherhood. This article is presented with three objectives: to describe the evolution of the concepts single-parent and single-mother (Monoparental and Monomarental), to analyse their reality and their needs, and finally, to examine the link between single motherhood and social exclusion. The review notes the growing reality of these families together with the needs linked to them and the risk of exclusion.Keywords Monomarental, single parent, risk of social exclusion, family.

INTRODUCCIÓN. Se analizan, desde una perspectiva ecológico-sistémica, las asociaciones múltiples entre la conducta de acoso escolar o bullying y otras conductas de riesgo violentas, teniendo en cuenta el género y el itinerario educativo. MÉTODO. Se trata de un estudio descriptivo y relacional de corte transversal que analiza los resultados obtenidos de la aplicación de un cuestionario, anónimo y de autorregistro a una muestra de 433 personas de Educación Secundaria Obligatoria (ESO) y Formación Profesional Básica (FPB) de 4 centros educativos del Gran Bilbao. RESULTADOS. Existen diferencias en el acoso escolar en función del género, observándose una mayor prevalencia entre los chicos de ESO, y no contemplando diferencias significativas con el alumnado de FPB. Existe también vinculación, tanto en chicos como en chicas, en la victimación y reproducción de la violencia escolar, siendo en muchos casos agresores/as y víctimas al mismo tiempo. Además, se ha observado que ser víctima de acoso escolar está asociado con la implicación en otras conductas violentas como el maltrato en las relaciones de pareja o la conducta antisocial, así como con la violencia ejercida en el ámbito escolar, observándose diferencias en función del género. DISCUSIÓN. Se discuten los datos obtenidos con otros estudios realizados y se incorpora el concepto de “ciclos de violencia” en los que se dan cita tanto los roles como las conductas de riesgo violentas. De tal manera que una misma persona se implica en diversas conductas violentas, bullying, ciberbullying, violencia con sus parejas o conductas antisociales o infractoras y con diversos roles (agresor/a y víctima), siendo un área de estudio que podría enmarcar diferentes intervenciones socioeducativas con los adolescentes al contemplarles no únicamente como víctimas o agresores/as, sino ante la posibilidad de encontrarnos frente a las denominadas víctimas-agresoras (doble rol) y la implicación de las mismas en diversos tipos de violencias.