On 29 October 2024, Spain suffered the impact of an Isolated Depression at High Levels (DANA) that caused severe human and material damage. As seen in cases of natural disasters of similar magnitudes, the impact on children requires sustained interventions, with educational communities being key settings for providing protection and accompaniment. Although numerous studies highlight the role of schools in preventing and mitigating the socio-emotional impact of natural disasters on children, the literature on concrete educational actions to address the consequences of flood disasters is limited. This study analyses the co-creation process of six actions developed between researchers and teachers from 18 schools in the most affected areas of Valencia. For this purpose, a communicative research methodology was used. The techniques used to co-create actions were six dialogic focus groups, one dialogical scientific gathering and one WhatsApp community with teachers affected by the DANA. The results provide information on the redevelopment of the following six evidence-based actions and their impacts in the first weeks after the DANA: (1) the mapping of educational communities; (2) the planning of dialogic gatherings; (3) the creation of solidarity networks; (4) the creation of optimal learning environments; (5) the preservation of violence-free networks; and (6) the giving of specific support to vulnerable groups. The study offers guidelines for educational practises in flood-related disaster interventions, focusing on enhancing community resilience.

Mental health is being reframed as a fundamental right for all people, and mental health literacy is a tool that can enable patients to gain the knowledge, personal skills, and confidence to take action to improve their mental health, and their lives overall. This exploratory study analysed the power of dialogic literary gatherings (DLGs) to foster it in a group of patients with mental health disorders who gathered for 1 h once a week to share their readings of literature masterpieces. During the year-long study, a total of 140 patients participated in the DLGs in groups of 12 to 15 people. Results suggest that DLGs promoted the development of the participants’ mental health literacy and produced gains in emotional and social wellbeing by strengthening reading, speaking, and listening skills, fostering supportive relations, contributing to overcoming stigma, and enhancing agency. The transferability of DLGs to mental health care is discussed.

Some programs and actions contribute to the reduction of violence in schools, but the relevance of studying isolating gender-based violence for overcoming school-related gender-based violence has not been analyzed. This article delves into the analysis of the relevance of identifying isolating gender-based violence in schools through the implementation of the Zero Violence Brave Club program in five primary schools and one special education school in Spain. The process of data collection has focused on the realization of six focus groups and eight in-depth interviews with 21 teachers, 29 students, and 8 families. These instruments follow the communicative research methodology aimed at identifying successful actions that have reached social impact. Results suggest that the Zero Violence Brave Club program contributes to overcoming isolating gender-based violence breaking the isolation of victims and their defenders, and succeeding in creating a safe context for reporting gender-based violence at school. Therefore, drawing on these findings, the Zero Violence Brave Club is effectively contributing to preventing gender-based violence at school which is directly related to the identification and the overcoming of isolating gender-based violence.

Research demonstrates that overcoming school violence is crucial for ensuring a safe environment and quality education for all students. The scientific literature shows that educators can significantly impact school violence, but their effectiveness hinges on the quality of their training. Therefore, identifying the most effective training types is essential. This literature review aims to identify and synthesize the characteristics of teacher-training programs that have effectively reduced school violence. Inclusion criteria were studies focusing on interventions to reduce school violence, with either quantitative or qualitative outcomes. Exclusion criteria were studies not specifically addressing school violence or lacking evaluative measures. Data sources included Web of Science, EBSCO Host, Medline, Scielo, and Scopus, with searches conducted in December 2023. From an initial pool of 2128 articles, 13 studies were included. The results, synthesized through narrative analysis, reveal the key features of teacher-training programs that effectively address school violence, including the nature of the training, the content covered, and the social impact achieved.

Communication concerning sexual consent among young people is a significant concern for prevention in our society today. While sexual consent awareness campaigns (SCACs) hold importance in various communication modes, they predominantly rely on speech acts despite scientific literature providing other elements beyond these. This research aims to fill this gap through dialogues between young people and the scientific literature. A content analysis of 23 international and national campaigns was conducted alongside fieldwork in Spain with 77 young participants (18–25 years old) and 24 professionals from the field of education and society engaging in dialogue with scientific evidence on sexual consent. The results provide three aspects for future campaigns: (a) to be based on scientific evidence, (b) to introduce clear examples of coercive discourse and interactive power, and (c) to aim at new alternative masculinities rather than targeting potential victims.

En las publicaciones de este viaje de Freire, se detectan errores que invisibilizan tanto su impacto como a quienes lo hicieron posible. Se ha realizado un análisis de la documentación, 6 entrevistas a personas que hicieron posible el viaje, 6 a profesionales y 2 familiares de Valencia que están transformando sus escuelas y 2 observaciones dialógicas. Los resultados dejan claro: 1) Quienes proponen este viaje tanto a Freire como a la Consejería son Flecha y Jesús Gómez “Pato”. 2) El motivo es la aprobación por el parlamento valenciano de la Ley de Formación de Personas Adultas, cuyo “Informe y borrador para su anteproyecto” se había encargado a Flecha, quien fue contratado para elaborarlo. 3) Algunas publicaciones obvian ambos hechos deformando el sentido de este viaje y la propia obra Freireana. 4) El impacto ha sido más profundo en su educación infantil, primaria y secundaria, y más pasajero en su educación de personas adultas. 5) Los valores compartidos por la educación valenciana llevan a que cada vez más personas reclamen superar esas deformaciones y dar merecido reconocimiento a quienes nos proporcionaron la oportunidad de tener aquí a Paulo.