Leisure has been acquiring a leading role in families to the point of being represented in different areas of society. In fact, a diversified practice is necessary to obtain maximum benefit. Thus, the purpose of this study was to examine which are the types of family leisure activities most exercised. The degree of frequency of 11 types of family leisure activities was measured on a four-point Likert scale. The same consisted of 1054 Compulsory Secondary Education students from the southeast of Spain. Results revealed that gastronomic, digital, and commercial leisure are the most frequently practiced, while solidarity and spiritual leisure are the least practiced by adolescents with their families. In addition, age, academic performance, and parents' level of studies were variables significantly associated with the types of family leisure activities. In this way, there is a need to offer a more diversified model of family leisure activities.

Smart schools prioritise work in the educational community, identifying the participation of families as an opportunity, rather than a form of intrusiveness. There are currently a multitude of ways of sharing education with families, ranging from communication to training, with teachers being the driving force in promoting the different roles that families can assume. In this respect, the aim of this cross-sectional, evaluative, non-experimental and quantitative study is to establish the family participation facilitation profiles of 542 teachers working in schools in a multicultural municipality in the autonomous community of the Region of Murcia, in south-eastern Spain. They completed a validated questionnaire with 91 items regarding the different dimensions of family participation, carrying out a cluster analysis to determine the teacher facilitation profiles. The results obtained from the application of the questionnaire show two statistically differentiated teaching profiles. The first of these, with a smaller number of teachers, with fewer years of experience and linked to the pre-primary and secondary stages in public schools, shows less participation in all the modalities considered. In contrast, the profile with the greatest commitment to promoting participation is characterised by having a greater number of teachers, predominantly from state-subsidised centres, that are experienced and linked to the primary stage. In relation to the previous literature, it was possible to confirm the presence of a differentiated profile, finding, on the one hand, teachers interested in the involvement of families and, on the other hand, teachers who do not identify the family–school relationship as a priority. This highlights the need to improve the prior and ongoing training of teachers to raise awareness and sensitise them to the inclusion of families in the educational community.

La dimensión comunicativa de la relación familia y escuela supone un elemento de condicionamiento en las vivencias académicas, personales, sociales y familiares de los discentes, que se muestra sensible a las variables contextuales, siendo las áreas de residencia una de ellas. El presente estudio descriptivo-inferencial, transversal y cuantitativo tiene como finalidad identificar las diferencias entre rural y urbano en la relación comunicativa familia y escuela, además de verificar qué variable sociodemográficas y académicas son significativas en cada contexto al respecto. Una muestra de 3547 familias de un municipio murciano participó a través de la cumplimentación de un cuestionario. Los resultados ponen de manifiesto unas familias residentes en áreas urbanas que tiene una mejor comunicación con los centros educativos que aquellas que son del ámbito rural y, en ambos contextos, el nivel de estudios de los padres, la nacionalidad de los padres, tiempo de estancia en el municipio, la etapa educativa, la calificación media y la repetición de curso son variables significativas. Así, se reclama la articulación de políticas públicas y acciones educativas que eliminen el sesgo comunicativo por motivos de área de residencia o vulnerabilidad socioeducativa.

In order to clarify the role of different agents in relation to family leisure from the perspective of parents and children, this study was carried out on a total sample of 763 parents and 286 children living in Spain, who completed a Likert-type questionnaire from 1 to 5, assessing the role played by the following agents: new technologies, school, public administration, associations, the media and the family itself, as well as indicating age and number of family members. The results show that younger parents have a more optimistic view of the agents and, especially, of new technologies, in contrast to older parents who are sceptical about them. In the case of children, their perception is worse as they get older, with a more positive view among adolescents. Dwellings with more family members appreciate the role played by agents and see new technologies as a useful support resource for family leisure. In this way, re-education policies and interventions should be promoted to banish the single vision of these media as a source of rupture between family members.

Family leisure increasingly plays a fundamental role as an educational resource that enhances human development and enriches intrafamily relationships. Theoretically, the conceptualization of free time and leisure, the typologies and agents of family leisure, and the benefits, difficulties, and satisfaction are discussed at home. This empirical study aims to describe the family leisure patterns shown by adolescents according to the context in which they reside, allowing a comparison of the rural leisure profile with the urban leisure profile, which are traditionally considered as differentiated contexts. The sample consisted of 1054 adolescents (51.6% boys and 48.4% girls) from Spain, stratified by place of residence (48.2% urban and 51.8% rural), who were administered the questionnaire “Evaluation of family leisure practices”. The data were processed using SPSS, and the results indicate that scarcity of time and economic resources in an urban setting and repetition and family conflicts in a rural setting are the most representative difficulties. In addition, the adolescents living in urban environments identify more benefits, have a more diversified practice, and have greater family satisfaction than the adolescents in rural areas. Both coincide with the importance of the family itself as a promoter of family leisure. In conclusion, the reconversion of social policies and the promotion of family educational procedures in rural areas to reduce the differences between the two contexts are highlighted.

El ocio familiar entendido como el tiempo no obligado destinado al disfrute en el marco de las relaciones intrafamiliares, es reconocido por los beneficios que aporta al desarrollo socioeducativo y emocional. La investigación sobre ocio comenzó en el ámbito laboral y sociológico, aunque ha adquirido cada vez mayor protagonismo el enfoque educativo. Si bien, las investigaciones previas ya habían señalado las dificultades del ocio, las circunstancias inigualables del confinamiento abren nuevos interrogantes respecto esta temática. Este trabajo tiene como objetivo conocer los obstáculos y dificultades que las familias han percibido en su ocio familiar durante el confinamiento y la influencia del número de hijos y miembros de la familia y la situación laboral de estos. La muestra estuvo compuesta por 763 padres o madres de familias residentes en España que cumplimentaron un cuestionario online que incluyó 13 ítems contestados a partir de una escala Likert de 1 a 5 grados. Se realizó un análisis descriptivo e inferencial a partir de las pruebas ANOVA de un factor y Test de comparaciones múltiples de Bonferroni. El trabajo y las obligaciones del hogar junto a la repetición de las actividades y los conflictos familiares se identificaron como los obstáculos y las dificultades, respectivamente, más presentes en el ocio familiar en el tiempo de confinamiento. Tanto en los obstáculos como las dificultades, se halló significación estadística en el número de hijos y miembros familiares en el hogar, sin embargo, la situación laboral de los padres no resulta significativa con las dificultades. Se pone de manifiesto la necesidad de instaurar nuevas políticas familiares ante los periodos de confinamiento junto un apoyo y asesoramiento de instituciones como la escuela o las empresas de manera que ayude a sobrellevar mejor la situación de conciliación.