Escape rooms and breakout are learning strategies that can facilitate motivation of learning through challenges. In these strategies, students must work as a team and use their reasoning, knowledge, and skills to solve puzzles and challenges related to the content of the curriculum, allowing them to solve the game in a limited time. The aim of this study was to determine the effects of the implementation of an escape room on classroom flow, academic performance, school motivation, and prosocial and antisocial behaviours with higher students in a Special Education master’s degree course. The quantitative results show a significant improvement in classroom flow, academic performance, and classroom climate, and a better score in prosocial and antisocial behaviours. The qualitative findings provide a better understanding of these results, and support the conclusion that the use of escape rooms is fun and motivating for students, and facilitates their learning achievement.

The benefits attributed to emotional intelligence (EI) in a school environment can be observed in areas such as interpersonal relationships, psychological well-being, academic performance, and avoidance of disruptive behaviors. The objective of this study was to analyze a sample of 3451 adolescents from a secondary school to test whether EI is a protector against cybervictimization and the repercussions of cybervictimization, and whether EI has an influence on academic performance. The instruments used in the study included a questionnaire of risk factors for cybervictimization—the Trait Meta Mood Scale 24 (Spanish version)—and the global marks or academic performance of the students. The relationships between the variables were analyzed and a structural equation model was developed. The correlations revealed that there was a positive relationship between EI and student academic performance, but there was also a negative relationship regarding cybervictimization. In other words, students with lower EI were more likely to suffer from cybervictimization and could experience negative repercussions on school success. Through EI training and addressing disruptive behaviors by focusing on school climate, classroom management, and discipline, we can create emotional regulation guidelines among students to eradicate disruptive behaviors.

Parkinson’s disease (PD) is a neurodegenerative pathology classified as a movement disorder. Physical exercise within a physiotherapy program is an important element to improve postural stability, balance and mobility in order to reduce falls in people with PD. The aim of this work was to determine the efficacy of specific balance and trunk mobility exercises, as well as their benefits for and effects on patients with idiopathic PD. A systematic review and meta-analysis was conducted according to PRISMA standards. The search was performed in five databases: Cochrane Library, SciELO, PEDro, Scopus and PubMed, in February 2022 with the following descriptors: Parkinson’s disease, trunk, exercise, therapy and physical therapy. The inclusion criteria were randomized controlled trials (RCTs) over the last ten years. A meta-analysis on static and dynamic balance was conducted with the software Review Manager. Nine articles met the objectives and inclusion criteria, with a total of 240 participants. The trials had moderate methodological quality according to the PEDro scale. The studies included differed with regard to intervention protocol and outcome measures. Finally, eight studies were included in a quantitative analysis in which it was shown that trunk-specific exercises interventions did not significantly improve static balance (SMD = −0.10, 95% CI = −0.29, 0.08; p = 0.28) or dynamic balance (SMD = 0.64 95% CI = −0.24, 1.52; p = 0.15). However, significant differences were found in static balance measured subjectively using the Berg Balance Scale (SMD = −0.52, 95% CI = −1.01, −0.02; p = 0.04). Although some differences were not significant, the studies included in this systematic review consider that specific trunk exercises or balance training combined with muscle strengthening in patients with idiopathic PD should be a complement to pharmacological treatment for improving balance dysfunction and postural instability, preventing falls and promoting wellness.

The study of bullying implies analyzing the emotional competences of students, and it has been demonstrated that this phenomenon is due to the poor management of emotions. This study explores whether high scores in Emotional Intelligence (EI) are positively related to academic performance and negatively to bullying. The sample composition focused on students of Compulsory Secondary Education, formed by 3451 subjects aged between 11 and 18 years (50.88% women and 49.12% men). The selection of the high schools was made for non-random convenience, administering Peer Bullying Questionnaire (CAI), TMM-24 and school grades. To analyze the results, a model of structural equations was used by estimating the maximum likelihood together with the bootstrapping procedure. We concluded that EI stands as a protector against bullying and has a positive impact on academic performance. This infers that having greater clarity, repair and emotional attention correlates with a lower possibility of being bullied, at the same time, a school climate without aggressiveness generates positive links towards the school and towards optimal learning environments.

Less than 20% of the early childhood education and care (ECEC) staff members working in British early childhood centres agree that the inclusion of all children is an essential part of their working agenda, as they feel unqualified to take care of children with complex SEN or disabilities. This study makes a novel contribution by drawing on data compiled from a one-year ethnographic study which addressed the in-service learning experiences of seven teaching staff members that work inclusively. The participants included 2 classroom teachers, 1 SENCo (Special Educational Needs Coordinator), and 4 teaching assistants from a preschool class that teaches 92 children between the ages of 3 and 4, located in a primary school in England. We explore what professional learning means for the participants’ role, which professional learning opportunities are meaningful to them, and under which circumstances had been offered. This study not only does consider their opportunities for professional development on the job but also outside of work. The data were collected through semi-structured interviews, artifact analysis, and ongoing participant observation over one academic year. Data were analysed using interpretative phenomenological analysis (IPA). The results demonstrate that this case study offers a unique perspective of a microsystem that could be at risk due to a lack of awareness by leaders and administration. The study is divided into four themes that directly impact inclusive professional service-development practices: (1) challenges posed to continuous professional development by differing professional roles, (2) motives for in-service training: combining career, school, and authorities’ interests, (3) promotion of meaningful professional development experiences by school, and (4) self-determined classroom motivated by respect and recognition.

En este artículo se trabaja la evolución de la Formación Profesional (FP) en España desde mediados del siglo XX a la actualidad, destacando su papel como elemento modificador ante las cuestiones de discriminación femenina en lo referente a especialización y grado de profesionalización. Tras una primera contextualización sobre la importancia de la Formación Profesional para solventar los problemas de desempleo y la falta de industrialización que caracterizaban a España durante el franquismo, se aborda la integración de la mujer en la FP a mediados del siglo XX, destacando los obstáculos socioculturales y económicos que enfrentaron. Se menciona la creciente presencia femenina en estudios de oficios, con 47 centros que permitían la presencia femenina, aunque persistían estereotipos de "profesiones de mujeres". En las décadas posteriores, se observa una lenta integración femenina en ciertas disciplinas de FP, pero persiste la tendencia de elección según roles de género. El texto continúa realizando un análisis de la la presencia femenina en la Formación Profesional en la actualidad, en diferentes disciplinas, evidenciando estereotipos persistentes. Se añade a esta situación la importancia de superar las barreras de género y de promover la igualdad de oportunidades en el ámbito laboral. Para ello se aboga por una reevaluación de la división de las especialidades de forma que se elimine la discriminación en unas y otras atendiendo únicamente al género. Finalmente, se explora la incidencia de la formación de la mujer en el mercado laboral, destacando las desigualdades en términos de empleo, remuneración y condiciones laborales. Contra lo que se propone un cambio en la percepción de las profesiones y la importancia de la formación integral donde la Formación Profesional es fundamental para garantizar la igualdad de oportunidades. El texto concluye con la necesidad de un compromiso social para superar estigmas y lograr una verdadera igualdad en el ámbito laboral.