El acceso a los recursos digitales y el rendimiento académico (RA) son variables de gran interés en la sociedad actual. Sin embargo, hacen falta estudios que profundicen en la asociación entre ellos y la salud mental. Este estudio tiene como objetivo a) conocer si existen diferencias en el RA en función del acceso a los recursos digitales (móvil, ordenador, acceso a Internet y tiempo de conexión diario a Internet). b) Establecer perfiles de estudiantes según su RA y el acceso o no a dichos recursos digitales y, por último, analizar la relación de estos perfiles con la salud mental. Se seleccionó una muestra de 1448 alumnos españoles de Educación Secundaria Obligatoria (ESO) y de Bachillerato, de los que 708 eran hombres (48.90 %), con una edad media de 14.5 años (DT = 1.57). Se utilizó un cuestionario sociodemográfico, se midieron las calificaciones en el curso anterior y se utilizó la escala SDQ para la medición de la salud mental. El RA se ve influenciado positivamente por el tiempo de conexión a Internet, acceso al ordenador, Internet y móvil. Sin embargo, las diferencias entre los alumnos con buen RA y un RA bajo no vienen asociados exclusivamente al acceso a los recursos digitales sino a la presencia de dificultades en salud mental. Los alumnos con bajo RA presentan mayores dificultades emocionales, hiperactividad, problemas de conducta y problemas con compañeros. Por último, parece que los problemas emocionales destacan exclusivamente en aquellos alumnos con bajo RA que disponen de recursos digitales por lo que podría ser la variable más relevante para futuras intervenciones educativas.

Current scientific evidence points to the importance of studying the link between mental health and problematic video game use in adolescents. The aim of this study was to analyse the correlation between gender and stage of adolescence and problematic video game use, as well as to study the correlation between internalizing and externalizing symptomatology, prosocial behaviour and video game use, and the correlation between video gaming and mental health issues in Spanish 12- to 18-year-olds (M = 14.51; SD = 1.57). For this purpose, the Strengths and Difficulties Questionnaire (SDQ) and the Video Game-Related Experiences Questionnaire (VGEQ) were administered to 1448 secondary school students in Extremadura (Spain), of which 50.8% were women and 49.8% men. The results show that (a) males present more problematic video game use, (b) prosocial behaviour negatively correlates with problematic video game use, and (c) mental health issues and problematic video game use correlate in a negative way. However, the stage of adolescence was not seen to have any effect on the problematic video game use. In conclusion, this study points the effects that problematic video game use can have on the mental health of adolescents and the possible protective role that prosocial behaviours can have on the prevention of problematic video game use.

This study addresses the relationship between the use of video games and social–emotional learning in adolescents, in line with the Sustainable Development Goals (SDGs) of the United Nations, highlighting SDG 3 (Health and Well-being) and SDG 4 (Quality Education). The Video Game Experiences Questionnaire (VGEQ) was administered to 1146 high school students in Extremadura, Spain, aged 12 to 18 (M = 14.51; SD = 1.57). The VGEQ assessed dependence, negative consequences, and emotional experiences. The results highlighted significant gender differences, with men showing greater dependence and negative consequences related to video games than women. Furthermore, differences were observed by age, with more notable effects in late adolescents. A valuation was found between emotions such as unhappiness, fear, and anger and dependence and negative consequences. This study highlights the complex relationship between video game use, dependence, negative consequences, and emotions in adolescents, with important implications for the well-being and education of young people. Recognizing gender and age disparities underscores the need for a nuanced approach to addressing the social–emotional effects of video games in line with the United Nations SDGs 3 and 4.

Feelings of loneliness and sadness are increasing among the global youth, especially in disadvantaged settings. Young people with disabilities from low-income countries may be at greater risk of experiencing such emotions. This study aims to assess the dependence between difficulties/disability and sadness, loneliness and crying for no reason in young people from low- to middle-income countries and to test the risk of experiencing these emotions in young people with different disabilities versus the overall population. A cross-sectional study was conducted based on the Programme for International Student Assessment for Development survey, with 34,604 participants aged 15 years from seven countries: Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia. Dependent relationships were found between difficulties/disabilities and loneliness, sadness and crying. People with disabilities had a higher prevalence of these emotions. The probability of experiencing sadness, loneliness and crying was higher among people with difficulties/disabilities. Young people with disabilities in low-income countries are at a higher risk of experiencing feelings of loneliness, sadness and crying compared to the general population of the same age.

Families are the primary caregivers and the main source of support for their children. Family resilience involves coping and adapting to stressful situations. This study explored the impact of previous treatment experience on parental resilience, in families, as well as the relationship between family history of communication and language disorders and parental stress. These variables were assessed through the Resilience Scale and the Parental Stress Index in parents of 220 children aged 3 to 6 years attending mainstream schools and early intervention (EI) centers in Caceres (Spain). The results revealed significant differences in resilience between parents who had received previous treatments and those who had not (p = 0.11). Furthermore, a significant association was found between having no family history of communication and language disorders and the Dysfunctional Parent–Child Interaction subscale from the Parental Stress Index (U = −2.079, p = 0.038). These findings highlight the relevance of previous experience in EI to build family resilience as resilient parents are more likely to be actively involved in their children’s education and create a supportive environment. Thus, promoting resilience in educational settings may have positive effects on children’s and families’ quality of life during the EI process.

Bullying is a serious psychosocial problem with negative consequences that affect both childhood and adolescence as well as adulthood. The present study with 300 secondary school students revealed a high incidence of physical, verbal social and coercive bullying. Victims experienced anxiety, depression, and self-esteem problems. It is crucial to implement prevention and intervention programs to address bullying and create a safe and healthy school environment.