Children’s participation is a universal right recognised by the United Nations Convention on the Rights of the Child. This right corresponds to an image of children as social actors because of their relevant role in achieving inclusive, equitable, and sustainable development. Participation can take different forms and levels of involvement: consultative, collaborative, and child‐led. This study aimed to explore types and results of child‐led participatory practices. A scoping review was carried out to find out what evidence is available on child‐led participatory experiences. Based on 674 identified papers, a total of 33 studies met the inclusion criterion. The qualitative analysis employed in this review allowed us to explore the depth and themes of these experiences. The results obtained showed that the experiences analysed differed in (a) the research design and data collection methods of the studies, (b) the age of the participating children, (c) countries in which the experiences took place, (d) specific topics, and (e) outcomes. Moreover, they all shared a non‐adult‐centric view of children’s capacities for transformative action. The review has contributed to improving our understanding of children’s transformative capacities based on the possibilities offered by adults when they adopt a child‐rights approach and integrate co‐participatory approaches, encouraging us to rethink childhood from other cultural codes inspired by equality, recognition, and agency.

The use of religious signs in schools, as in other areas of the public sphere, is a current topic, given that legislative changes are constantly taking place. In countries as close as Germany, France, England and Spain, the legislation governing the wearing of the Islamic veil differs considerably due to their different historical, cultural, social, economic and idiosyncratic contexts. Leaving aside the ethnocentric perspective, in this paper a comparative study of the situation was carried out in these four countries. The main results include a negative attitude towards the wearing of the Islamic veil in France as opposed to a more tolerant position in England and Spain. In the case of Germany, there is a greater diversity of positions due to the characteristic autonomy of each federal state. Given the different types of veils, the reasons for wearing them, the traditions of each society and regional idiosyncrasies, it is considered that, a priori, there should not be a fight against its use, although it is recommended to adopt a belligerent stance against its imposition.

Entre las consideraciones y cambios propuestos en la Ley de Educación Superior (21.091) de Chile, promulgada en mayo de 2018, se sugiere la modificación del sistema de acceso a la Educación Superior. Esta iniciativa será implementada por la Subsecretaría de Educación Superior que, en coordinación con otros órganos y Comités Técnicos pertenecientes al Ministerio de Educación chileno y a la Universidad de Chile, construyen de manera gradual todo el proceso. Para ello se inicia un periodo intermedio, con nuevos requisitos que se concretan en una Prueba de Transición (PdT) y, a continuación, se gesta la nueva Prueba de Acceso a la Educación Superior (PAES). Su finalidad consiste en aplicar un método diferente en el acceso a la universidad con la intención no solo de evaluar el conocimiento de contenidos, sino también la adquisición de competencias. Al ofrecer más oportunidades para todos los aspirantes a la universidad, se procura alcanzar mayores niveles de equidad en este proceso que tiene en cuenta la diversidad de la población, tratando de convertirse en un modelo más justo. Con todo, se aspira a un sistema de acceso a la educación superior más inclusivo.

Stresses related to illness, hospitalisation, and the disruption of educational activities and daily routines often have a negative impact on children, with panic situations or anxiety states being the most frequent manifestations. This study explores whether participation in routine hospital school activities is associated with short-term changes in children’s resilience during hospitalisation. The present study aimed to examine the resilience dimensions upon entering and leaving the hospital school and to analyse whether the curriculum-based activities and other parameters related to disease and hospitalisation could influence children’s resilience evolution. A prospective study was conducted with 52 children (31 girls and 21 boys) aged nine to 14 years, who attended the hospital school. The average attendance was one week. The School Resilience Scale for children, which includes five dimensions, was used at admission to the hospital school and before hospital discharge. An adapted visual Likert scale was repeatedly applied after school provision to assess children’s satisfaction with the curriculum-based activities. Upon admission, the resilience percentile was 50.19, improving to 63.40 before discharge (p = 0.022). This improvement was higher in children who attended more than three days of school (p = 0.014). Enjoyment of activities (p = 0.029) and the perception that school lessons helped the children not to worry about illness (p = 0.045) were the only variables associated with the SRS improvement. The observed results suggest that educational activities provided in the hospital school during the evaluated period can positively enhance resilience in hospitalised children.

For the sake of quality, most developing countries at certain intervals submit part or all of their school system to evaluation. Without losing sight of the realities of each country and educational model, we analysed two indicators that were used, to a greater or lesser extent, in the educational reforms undertaken in various OECD member countries. These are teachers’ salaries and student/teacher ratio, together with class size. Both are part of an attractive and sometimes profitable strategy to offset the unfavourable results that can be overwhelming for a school system. But they have also been used as a ‘relief’ measure in the face of the adverse results of external evaluations. We also analysed the relationship that these indicators may have with the PISA results. It is generally acknowledged that there is no direct relationship between them, although some marginal influence may exist. In those countries with excellent performance data, teachers usually have good salaries, but not all of those who have good salaries achieve good results. We also found that reducing class sizes is more beneficial in certain contexts, since class size does not acquire an absolute value. It could have more of an impact on the proposed strategies than on the final results. In general terms, what stands above any indicator is the selection and training of teachers.

La enseñanza es una profesión que suscita posiciones controvertidas entre sus profesionales, entre los que la ejercen y en el conjunto de la sociedad. Esta pluralidad nos ha llevado a analizar en este artículo algunos factores que sobresalen e identifican a los aspirantes en su acceso a la carrera docente y posteriormente, en el ejercicio de la misma. En ambos confluyen momentos de satisfacción y de desmotivación. Pensando en esta dualidad, analizamos factores como la vocación, la motivación, el salario o las vacaciones del profesorado, entre otras, que provocan una consideración antinómica sobre la enseñanza.---------------------------------------------------------------------The teaching profession is regarded from different perspectives, even sometimes controversial, among those who belong to its own professional body, as well as in the whole society. This rich variety brings us to analyse in our paper some outstanding factors that identify the candidates in their access to the teaching career, and after that in their teaching practice. Both moments can show examples of satisfaction and non-motivation. Thinking of such duality, we analyse factors such as vocation, motivation, salary or even the teachers’ holidays, which can provoke an antinomic consideration around the education.