The teacher-student relationship (TSR) is an important factor for promoting academic success. Even though students with autism spectrum disorder (ASD) experience more educational difficulties, the TSR in ASD students has been understudied, and there is a significant empirical gap in the perception that ASD adolescent students themselves have of their relationships with their teachers. The present study followed a non-experimental, correlational, cross-sectional and comparative design to analyze the TSR in ASD adolescents in comparison to the TSR of their typically developing (TD) peers. Sixty-four students (33 females, 31 males) who were in their first year of secondary school ( participated in the study. 32 of them had ASD and 32 had TD. The TSR subscale of the SEI was applied (Appleton et al., 2006). The results show significant interaction effects between student condition and gender, where female ASD students reported a worse relationship than their male ASD peers. These findings differ from existing research indicating that ASD students experience worse TSR and that female students experience better relationships than male students. The important role of the existing school integration program in Chilean schools, and guidelines for future research to explain the gender differences found in this study are discussed.

El burnout docente es un problema crítico en el ámbito educativo y un riesgo laboral psicológico, con impactos negativos tanto en el bienestar del profesorado como en los resultados académicos del estudiantado. Desde el modelo de demandas y recursos laborales, se propone que el burnout docente es predicho por las percepciones de demandas y recursos laborales. Por ello, el presente estudio tuvo como objetivo analizar cómo el compromiso escolar percibido por los docentes (recurso) impacta en su burnout. En esta asociación, se consideró el rol mediador del enfado (demanda) y el rol moderador de la relación docente-estudiante (recurso). Se empleó un diseño transversal correlacional de tipo explicativo; participaron 338 docentes de Chile (76 % mujeres) de entre 23 y 73 años (M = 41; DE = 10.29). Se utilizaron medidas de compromiso escolar (percibido por el docente), emociones docentes, relación docente-estudiante y burnout. Para testear las relaciones propuestas, se realizó un análisis de mediación moderada a través de la macro PROCESS (modelo 14) de Hayes. Los resultados obtenidos muestran una mediación moderada del enfado y de la relación docente-estudiante en la asociación entre compromiso escolar percibido por el docente y el burnout. Es decir, la calidad de la relación docente-estudiante modera el impacto mediador negativo que tiene el enfado en la relación entre el compromiso escolar percibido y el burnout docente. Los hallazgos subrayan la importancia de promover el compromiso estudiantil y las relaciones docente- estudiante positivas en tanto que recursos laborales para mitigar el burnout docente. Así, mejoraría el clima educativo y el bienestar de los y las docentes.

In an educational context increasingly affected by psychosocial challenges, emotional competencies are recognized as essential for student well-being, social interaction, and holistic development. These include abilities such as recognizing, expressing, and regulating emotions and empathy, which are key elements for building healthy relationships and managing conflict. Despite their importance, low emotional competencies have been reported in secondary students. This scoping review examines the impact of emotional education programs on secondary students. The PRISMA Scoping method was used with the Web Of Science, Scopus, and Scielo databases. Out of 23 studies identified, five met the inclusion criteria. Findings indicate significant improvements in emotional awareness and regulation, interpersonal skills, and emotional understanding following school-based interventions. While results support the effectiveness of these programs, methodological limitations and limited systematization in Ibero-American contexts were observed, underscoring the need for more culturally grounded and pedagogically informed approaches to emotional education in secondary education settings.

The teacher-student relationships, school participation, and student engagement strongly influence adolescent well-being and learning. However, these factors often represent barriers for students with autism spectrum disorder (ASD) compared to their typically developing (TD) peers. A non-experimental, correlational, cross-sectional design was used to assess the teacher-student relationship and school engagement of adolescents with ASD compared to their typically developing peers and to examine their impact on school engagement. A total of 102 adolescents between 5th grade and 12th grade (M = 13.29; SD = 1.75) participated, 51 of whom had ASD. The Teacher Student Relationship subscale of the Student Engagement Instrument (Appleton et al., 2006), the School Engagement Scale (SPS; John-Akinola & Nic-Gabhainn, 2014), and the Multidimensional Scale of School Engagement (MSSE; Wang et al., 2019) were applied. Results indicate that teacher-student relationship and school engagement are high in both groups, but adolescents with ASD show lower overall school engagement. A significant positive association was found between teacher-student relationships, school participation, and school engagement in both groups.

School engagement, comprising behavioral, emotional, cognitive, and social components, is crucial for students’ academic and emotional development. This study evaluates the psychometric properties of the Multidimensional School Engagement Scale (MSES) in a Chilean sample and its measurement invariance with a US sample. Using a non-experimental, cross-sectional design, data were collected from 2,436 Chilean and 3,632 US students (5th–12th grade). In Chile, the MSES demonstrated strong internal consistency. Confirmatory factor analysis validated its bifactor structure with two global and seven specific factors (ꭓ ² (593) = 3004.64, p < .001, CFI = .915, RMSEA = .041). Criterion validity was supported through significant correlations with the Student Engagement Instrument ( Appleton et al., 2006 ). Measurement invariance analysis with the US confirmed metric and scalar invariance for specific factors, allowing latent mean comparisons, though scalar invariance for global factors was not achieved. This study highlights the MSES’s relevance in underrepresented cultural contexts and its potential to advance cross-cultural research on student engagement and disengagement in diverse educational settings.

RESUMEN La pandemia de COVID-19 y el cierre de escuelas hicieron que padres asumieran un papel educativo más activo, antes desempeñado por docentes. Se examinó el involucramiento de padres de estudiantes con y sin NEE en su último año de secundaria en Chile durante la pandemia, y la relación con su compromiso escolar. Mediante un diseño comparativo y transversal, se evaluó en línea a 494 padres y sus hijos/as: 147 con NEE (29.75%) y 347 sin NEE (70.25%) (M = 18.83 años, SD = 0.87). Se aplicaron cuestionarios de autorreporte para medir el involucramiento parental (reportado por padres y madres) y el compromiso escolar (reportado por estudiantes). Los resultados mostraron un alto nivel de involucramiento parental, con mayor apoyo directo y menos monitoreo por parte de padres de estudiantes con NEE en comparación con los sin NEE. El involucramiento parental influenció positivamente el compromiso escolar, en las dimensiones cognitiva y emocional.