Schools are a fundamental context for processes of promotion and generation of resilience, since they focus not only on aspects of academic development, but also of personal and social development. Resilience in the teacher has a dual function. On the one hand, as resilient professionals, teachers can foster the development of resilience in their students; on the other hand, teaching resilience facilitates their own personal and professional well-being. Despite research highlighting the benefits of resilience in education, there is scarce research focused on assessing resilience in teachers. Thus, the aim of this paper is to analyze the psychometric properties of the Spanish version of Connor and Davidson’s 10-item resilience scale (CD-RISC 10©) in a sample of 290 teachers. A confirmatory factorial analysis (CFA) is performed, which shows that the 10 items on the CD-RISC 10© Resilience Scale form a one-dimensional structure, with high reliability, McDonald’s Omega coefficient (ω = 0.80) and Cronbach’s alpha coefficient (α = 0.87). The results obtained in this work support the use of the scale for the assessment of resilience in teachers of Infant, Primary and Special Education, which is considered very useful, not only to know their degree of resilience, but also to assess the effectiveness of training programs.

Vocational indecision refers to the difficulty students face when making decisions about their future careers. It can increase academic stress due to the pressure adolescents feel when having to make important decisions. Resilience is a crucial skill for coping with and adapting to these challenges and stressful situations. This study aims to analyse the relationship between different dimensions of academic stress and vocational indecision, including the influence of resilience factors. This study included 345 students in their final year of compulsory secondary education who completed a Resilience Scale, an Academic Stress Inventory, and a Vocational Indecision questionnaire. The findings indicate that the vocational indecision variables most related to academic stress are information-seeking and psycho-emotionality. The stress symptoms dimension (concentration problems and anxiety) best explains vocational indecision. Persistence, tenacity, and self-efficacy are resilience variables that significantly explain both academic stress and vocational indecision. The reciprocal relationship between vocational indecision and academic stress highlights how uncertainty about the future can increase pressure in school. Resilience helps adolescents face these challenges by developing coping strategies and maintaining a positive attitude. An integrated program is proposed for secondary education to improve vocational decision-making, reduce academic stress, and foster resilience in students.

En este artículo se describe la experiencia llevada a cabo en la asignatura “Educación para la Diversidad” del Grado de Maestro/a de Educación Primaria, durante la pandemia por el COVID19. El objetivo es ampliar el concepto de inclusión, incorporando el desarrollo de la dimensión personal como un elemento clave para la formación inicial del profesorado. Participaron ciento veintidós estudiantes y las técnicas de obtención de información fueron el análisis documental y el cuestionario. Los resultados ponen de manifiesto la importancia de desarrollar la dimensión personal en el Grado de Maestro/a de Educación Primaria; los objetivos establecidos fueron alcanzados con éxito, a pesar de la situación vivida en ese momento. Como conclusión, destacamos la necesidad de trabajar la dimensión personal en la formación inicial de docentes e incorporar dichos conceptos al modelo de educación inclusiva.

There was a mistake in Figures 1 and3 as published. The images were swapped.As published, Figure 1

Background: Promoting resilience is a proven pathway to well-being, participation, and quality of life in childhood; it is particularly critical for learners with neurodevelopmental disorders (NDD), who encounter layered academic and socio-emotional challenges. Yet existing resilience measures rarely target the 6- to 12-year age band and none offer the inclusive, visually supported format required by many neurodivergent pupils. Objective: To design and provide evidence of validity and reliability for RES-PRIM, a child-friendly, picture-augmented scale that captures both individual strengths (e.g., self-esteem, problem-solving) and contextual supports (e.g., family, peer, and teacher backing) in children with and without NDD. Method: After an evidence-guided item-generation process rooted in universal-design principles, RES-PRIM was administered to 529 Spanish primary-school students (465 typically developing, 64 with NDD). Confirmatory factor analysis (CFA) was conducted to provide evidence of validity regarding internal structure, and reliability was examined for the overall scale and each factor using Cronbach’s alpha and McDonald’s omega. In addition, external measures of emotional regulation and academic stress were applied to analyze evidence of relations to external variables. Results: CFA supported a nine–first-order/two–second-order structure with excellent fit (χ²/df = 1.61, RMSEA= .038, SRMR= .045, CFI= .934, TLI= .922). Reliability was satisfactory for the total scale and all dimensions, with Cronbach’s alpha ranging from.70 to.87 and McDonald’s omega from.72 to.88. Evidence of relations to external variables emerged through the expected associations: higher resilience correlated with better emotion regulation and lower academic stress. Conclusions: RES-PRIM provides researchers and practitioners with a robust, inclusive assessment tool that can (a) identify resilience profiles in diverse classrooms, and (b) guide evidence-based, multi-tiered interventions aimed at enhancing children’s quality of life and full participation.