This study focuses on the concept of gender equality in education, examining the role of national and European Union legislation, as well as international frameworks like the United Nations' CEDAW, in promoting gender parity. The research analyzes the structural causes of gender inequalities and discrimination, highlighting how societal norms and individual stories about gender contribute to these disparities. Special attention is given to barriers in achieving educational equity, considering both access to education and the learning process itself. Additionally, the study explores the significance of parental education programs, addressing gender perspectives in their development and implementation. It examines the gender dynamics within parental education, including the gender of educators, participants, and the challenges of measuring the impact of such programs. Through a thorough review of relevant policies and strategies, the study suggests practical measures to enhance gender equality in education, advocating for the continuous promotion of gender-sensitive practices in both school curricula and extracurricular activities. The findings emphasize the need for greater attention to gender equality in educational policies and the importance of fostering an inclusive environment for both women and men in Romania and across the European Union.

Parental education within the school system plays a crucial role in student development, positively influencing their engagement in educational activities and overall school culture. This study explores the benefits of parental education on academic success, student involvement, and the school-family relationship, analyzing how parental support contributes to enhanced academic performance and student discipline. The study emphasizes the importance of initiatives that support parents and suggests concrete measures for strengthening school-family partnerships and fostering a culture of collaboration. These benefits significantly contribute to creating a friendly educational environment and enhancing cohesion among all parties involved in the educational process. This research examines the influence of parental education on school culture and climate, highlighting the benefits of parental involvement in school life and its impact on reducing school dropout rates. The study analyzes both school-related and external factors - familial and community -that affect student participation, as well as the perceptions of parents and teachers regarding the school-family relationship. Based on data collected through various data collection methods from parents and teachers, the study identifies barriers to parental involvement and ways in which parental education programs can help create an inclusive and supportive educational environment. Results show that active parental involvement reduces dropout risk and improves academic outcomes, while also encouraging adjustments in teaching methods and support from educators. Conclusions suggest the broad adoption of parental education as a permanent practice in schools and recommend measures to expand these programs to reach a larger number of participants.

The study follows the interaction between the individual and the social context regarding the development of adolescents protected in residential houses from the child protection system in Iasi County, Romania. Starting from the evidence that in situations of providing relatively identical material and social resources, the results obtained by these children vary greatly, we examine how the meaning (understood mainly as purpose and mattering) can constitute a developmental resource. Considering theoretical models and previous research, the study aims to describe, through a qualitative approach, how these young people see themselves and the external environment (family and residential care), how they project their future (their purpose and objectives), and how these constructions and perceptions can influence their quality of life and social integration. We conducted three focus groups with 35 adolescents and young people (the ages 13-21) protected in and for different periods in residential houses (period 1-20 years). The results highlighted that a specific meaning is reconfigured as compensatory when affected by a trauma or adverse external event and thus can be a resource for resilience. On the other hand, the research highlighted that only the existence of goals alone is insufficient to generate action, and the unrealistic meanings given to own persons, experiences, and resources can be dangerous.

The paper "Adolescent Clubs in Schools: Best Practice Models" presents a qualitative study focusing on the impact of school clubs on adolescent development, highlighting the importance of non-cognitive skills in their personal growth. The study examines how these skills, such as self-confidence, creativity, responsibility, cooperation, and leadership, are developed through active participation in various school clubs. The analysis is based on interviews with club members, who reported significant changes in their behaviors, attitudes, as well as in interpersonal and leadership skills. The study also explores the influence of the school and family environment on these skills, and how they can be transferred to the students' personal lives. The research emphasizes the importance of school clubs as instances of socialization and personal development, with a focus on formal education that includes non-cognitive skills as an objective of the educational process. The goal is to highlight the role of clubs in shaping more responsible, creative, and capable young people who can collaborate and lead, thus preparing students for future challenges in their personal and professional lives.

This study focuses on the concept of gender equality in education, examining the role of national and European Union legislation, as well as international frameworks like the United Nations' CEDAW, in promoting gender parity. The research analyzes the structural causes of gender inequalities and discrimination, highlighting how societal norms and individual stories about gender contribute to these disparities. Special attention is given to barriers in achieving educational equity, considering both access to education and the learning process itself. Additionally, the study explores the significance of parental education programs, addressing gender perspectives in their development and implementation. It examines the gender dynamics within parental education, including the gender of educators, participants, and the challenges of measuring the impact of such programs. Through a thorough review of relevant policies and strategies, the study suggests practical measures to enhance gender equality in education, advocating for the continuous promotion of gender-sensitive practices in both school curricula and extracurricular activities. The findings emphasize the need for greater attention to gender equality in educational policies and the importance of fostering an inclusive environment for both women and men in Romania and across the European Union.

The study follows the interaction between the individual and the social context regarding the development of adolescents protected in residential houses from the child protection system in Iasi County, Romania. Starting from the evidence that in situations of providing relatively identical material and social resources, the results obtained by these children vary greatly, we examine how the meaning (understood mainly as purpose and mattering) can constitute a developmental resource. Considering theoretical models and previous research, the study aims to describe, through a qualitative approach, how these young people see themselves and the external environment (family and residential care), how they project their future (their purpose and objectives), and how these constructions and perceptions can influence their quality of life and social integration. We conducted three focus groups with 35 young people (the ages 13–21) protected in and for different periods in residential houses (period 1–20 years). The results highlighted that a specific meaning is reconfigured as compensatory when affected by a trauma or adverse external event and thus can be a resource for resilience. On the other hand, the research highlighted that the existence of goals alone is insufficient to generate action, and the unrealistic meanings given to own persons, experiences, and resources can be dangerous because it risks accentuating some social vulnerabilities of these young people.