The situation caused by COVID-19 has conditioned the forms, resources and strategies to promote learning. The suspension of face-to-face activity in all centers and levels of education posed a challenge for teachers and students, especially when it came to adapting the response of students with special educational needs (SEN). This systematic review study analyzes the use of Information and Communication Technologies (ICT) and the educational response of teachers to students with SEN during the pandemic situation. After consulting the Scopus database, a total of 896 results were found, from which, after reflective reading, 22 articles were selected and analyzed due to their direct link with the study topic. The results confirm on the one hand that ICT is an essential and essential tool to respond to the training needs of students with SEN, and conclude that it is necessary to improve the skills of teachers and students in the use of ICT. In addition, the support of families is a fundamental element in the improvement of the education of their children and for the consolidation of the e-learning methodology as a valid resource in the educational process of these students.

Interest in gamified physical activity has been driven by its potential to benefit student mental health. Integrating gamified practices for mental health improvement represents a significant innovation within multidisciplinary approaches to enhancing mental well-being. This review follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and was conducted using the Scopus and Web of Science (WOS) databases, primary sources for education-related studies. Thirteen papers were analyzed, yielding important insights into the relationship between gamified physical activity and mental health. The findings indicate that gamified physical activity positively influences adolescents’ mental health and well-being. Additionally, there is a need for improved application and game design to enhance learning within school contexts. Tailoring exergames to fit specific disciplines and school-related characteristics can promote healthier mobile application usage and offer significant benefits for the mental health of young individuals. The difference between this study and previous ones is that it focuses on mobile applications for encouraging active living to improve quality of life and mental health.

This study intends to explore the challenges and opportunities in inclusive education using Information and Technologies (ICTs) during the COVID-19 pandemic from the perspective of teachers based in the Canary Islands. It focuses on the digital division and the implications involved while examining the impact of health on students with special needs (SEN) and Specific Educational Support Needs (SENS). For this research, a validated questionnaire was used to assess educators’ perceptions and attitudes toward the use of ICT in inclusive education practices. It reveals insights into the need for enhanced ICT training, age and gender disparities perceived in ICT proficiency, and the essential role of continuous professional development for teachers. The study highlights the importance of developing inclusive and comprehensive training strategies, as well as the need for educational institutions to provide effective digital resources and platforms. The findings show that students perceive both their ICT skills and the effectiveness of remote teaching methods as moderate, thus emphasizing the necessity for strategic interventions and collaborative efforts to enhance digital competencies in this educational sector.

Introduction: inclusive education is a global goal to promote the academic success of all students, regardless of their conditions or disabilities. In Portugal, Decree-Law No. 54/2018 replaced Decree-Law No. 3/2008, establishing a new legal framework for inclusive education. Aims: to assess the perception of primary school teachers in Portugal on inclusive education and the impact of mindfulness programmes on students with Attention Deficit Hyperactivity Disorder (ADHD). Method: non-experimental study with quantitative and qualitative analysis. An online questionnaire was used with 415 teachers, and a focus group was conducted with five school members in Alto Alentejo. Results: teachers perceive improvements in inclusion processes and benefits in attention, impulse control and behaviour of students, especially those with ADHD, in schools that apply mindfulness programmes. Conclusions: integrating mindfulness programmes in the primary education curriculum would be beneficial, promoting socioemotional skills and improving the inclusion of students with special educational needs

Infrahumanization means considering the other or the outgroup as less human than oneself or the ingroup. However, little attention has been given to the variables that determine the selection of which outgroups may be subjected to infrahumanization and the variables that might be moderating this process. This research aims to analyze the role that the relationship with the outgroup plays in the attribution of secondary emotions and the moderator role of organizational dehumanization. Participants (N = 338 students) completed a structured questionnaire that took 15 min. The results show that there is an attribution of humanity to the outgroup when the relationship between ingroup and outgroup is closer. Furthermore, organizational dehumanization had a moderator role between the relationship with the outgroup and the infrahumanization, which shows that when the ingroup perceives that it is being dehumanized by its organization, it attributes less humanity to the outgroup. Our research extends the theoretical understanding of infrahumanization and suggests that the relationship between the outgroup and the organizational dehumanization impacts the attribution of humanity.

The objective of this study was to evaluate the perception of different educational agents regarding the application of a conflict prevention programme through restorative practices. Eighteen teachers, 203 relatives and, 242 students from a Primary School located in the Mexican state of Sonora participated in this study. A pre-test and post-test questionnaire were applied to teachers, families, and students, about their perception of school coexistence. In addition, an attempt was made to confirm the importance of creating an integral educational climate, with educational references that favour healthy and respectful coexistence. The results showed that after applying the conflict prevention programme for five months, the students showed a positive vision regarding the use of dialogue to prevent and solve problems peacefully. In conclusion, it is necessary to build and maintain the bonds of the union to promote a positive coexistence that favours social well-being and an adequate climate of coexistence in schools.