Cyberbullying is a growing problem in the Italian educational sector, with a prevalence of 17%. This study analyzes its impact on the psychosocial well-being and academic performance of Italian adolescents. Method: A cross-sectional study was conducted with 502 students from six schools in different Italian regions, using the European Cyberbullying Intervention Project Questionnaire (ECIPQ) to assess cyberbullying, in addition to collecting data on satisfaction, friends, and academic performance. Chi-square and ANOVA analyses were conducted to identify significant associations between the variables. Results: The analyses showed significant associations between cyberbullying and gender and in psychosocial well-being, with significant differences in personal satisfaction and body satisfaction. On the other hand, there were no significant differences in academic performance or in the ability to make new friends, although victims showed a significantly lower ability to make new friends compared to those who were neither victims nor aggressors. Conclusions: Cyberbullying has a significant impact on students’ psychosocial well-being, especially on personal satisfaction and school happiness, making it essential to implement interventions that promote safe school environments to mitigate these negative effects.

Academic performance (AP) is a topic of particular interest in the academic context. Attributions for academic success (AAS) have been shown to have a significant impact on AP, and more specifically internal controllable attributions (ICA) are closely linked to academic success. Similarly, positive emotions (PE) have a significant influence on AP and may in turn be influenced by bullying. This study examines the connections between ICA of academic success and AP mediated through PE in late primary and early secondary school students and analyzes the relationships between PE and bullying categories. Students (N = 562, 49.46% female, M_age = 11.6 SD = 1.2) reported on their perceptions of ICA and PE in relation to exams and their relationship with bullying through validated questionnaires. The AP was obtained as the average mark of all subjects in the immediately preceding assessment. First, a multiple linear regression analysis considering ICA and PE as predictor variables was carried out, which showed a significantly positive link between ICA and PE, between ICA and AP, and between PE and AP. Subsequently, using the SPSS macro PROCESS, a simple mediation model was implemented to quantify the effect of ICA on AP through PE in exams, and finally an ANOVA between the categories of bullying and PE was performed. The results showed a significant indirect relationship with a positive predictive relationship for AP. The model shows that PE proves to be a significant mediator between ICA and AP, and it is shown that students disengaged from bullying score higher in PE.

The objectives of this research were to establish the differences between Spain and Italy regarding the presence of bullying in primary and secondary schools, as well as to determine whether there are differences between experiencing or perpetrating bullying and gender and age in the practice of school bullying. To assess the EBIPQ scores in terms of country and gender, the chi-squared test was used, and ANOVA was applied for age. A total of 1536 students from primary and secondary schools in Spain and Italy participated in the study. Their ages ranged from 10 to 19 years (mean = 13.01, standard deviation = 2.19). The results revealed statistically significant differences in terms of bullying categories concerning the country of origin and gender, with a higher number of Italian participants in the role of “no victim aggress” and Spanish participants in the roles of “victim” and “victim and aggress”. Additionally, there were more boys in the role of “victim and aggress” and girls in the role of “no victim aggress”. Regarding age, statistically significant differences were found, with older students taking on the role of “aggress” on average, while younger students assumed the role of “victim”.

Despite societal assumptions, women in ancient Rome actively participated in public discussions and policy-making, taking on leadership roles that contributed to developing educational and employment opportunities for themselves, their families, and their communities. The leadership characteristics of Roman women in civic institutions, which differed from those of Roman men or non-Roman women, have yet to be studied in academic literature. The article explores what we have identified as dialogical traits in the leadership of Roman social and political action. We define these traits as ‘dialogical’ because they are built upon and have emerged from equal and intersubjective dialogue between Roman women and their communities. These traits involve leadership assumed relationally, seen as a collective responsibility, developed with others. The focus is on shared values and identity, with a profound understanding of the necessity for intergenerational solidarity to drive organisational action. Competenze umane e donne romane. Proposte per l’educazione umanistica. A prescindere da ciò che la società tradizionale ritiene, le donne romane sono coinvolte nel dibattito pubblico e nella definizione delle politiche, assumendo un ruolo di leadership nella creazione di opportunità di istruzione e di lavoro per loro stesse, per le loro famiglie e per le loro comunità. I tratti specifici del tipo di leadership sviluppata ed esercitata dalle donne romane nelle istituzioni civiche, rispetto al tipo di leadership esercitata dagli uomini romani o dalle donne non romane, sono ancora poco studiati nella letteratura accademica. L’articolo introduce e discute quelli che abbiamo identificato come tratti dialogici nella leadership delle donne romane quando sono impegnate nell’azione sociale e politica. Definiamo questi tratti “dialogici”, in quanto costruiti ed emersi sulla base di un dialogo paritario e intersoggettivo tra le donne romane e le loro comunità. La leadership relazionale, come responsabilità collettiva costruita con gli altri, incentrata sui valori e sull’identità condivisa dei Romani con una forte intuizione della necessità di solidarietà intergenerazionale tra loro come motore dell’azione organizzativa.

Políticas, métodos y tecnologías educativas para la inclusión: los retos ante la inequidad es una obra colectiva impulsada por el Grupo de Investigación Reconocido (GIR) en Multiculturalidad, Innovación y Tecnologías Aplicadas (MITA) de la Universidad de Salamanca. Tras la organización de diversas actividades de difusión y divulgación para la transferencia del conocimiento como el II Congreso Internacional en Interculturalidad, Inclusión y Equidad en Educación (INCLUYE), esta obra pretende dar respuesta a una de las grandes preguntas de nuestro tiempo: ¿cómo construir sistemas educativos que no solo integren, sino que realmente incluyan? En este sentido, el texto que el lector o la lectora tiene entre sus manos representa una apuesta decidida por el análisis crítico y la propuesta de soluciones ante los retos que la inequidad plantea en las aulas y en los marcos institucionales educativos. Más allá del análisis teórico, la obra se nutre de estudios de caso, experiencias de innovación educativa y buenas prácticas que permiten al lector o la lectora aterrizar los conceptos en realidades concretas. Esta conjunción entre teoría y práctica aporta un valor añadido fundamental, especialmente para profesionales de la educación, responsables políticos, investigadores y estudiantes de formación docente, que encontrarán en estas páginas tanto claves de comprensión como propuestas de acción.En de nitiva, este libro no ofrece recetas cerradas, pero sí abre puertas. Nos invita a re exionar críticamente sobre el papel de la educación en la construcción de sociedades más equitativas y a cuestionar las inercias que perpetúan la exclusión en los sistemas educativos. Cada capítulo es una invitación a pensar y repensar; a diseñar y rediseñar; a construir una escuela más humana, inclusiva y democrática.