The high incidence of Type 1 Diabetes Mellitus (DM1) increases the likelihood of teachers having students with this illness in their classrooms. The objective of this study is to investigate the needs of students with DM1 during the school day from the perspective of both teachers and parents. A mixed methods study was designed and a questionnaire was administered to practicing teachers in Pre-primary Education, Primary Education, Compulsory Secondary Education, and Further Education, as well as Vocational Education within both the province and the city of Burgos (Castile and Leon, Spain) who may have students with DM1. Semi-structured interviews were also conducted with mothers and fathers, members of the Burgos Diabetics Association (ASDIBUR). In the questionnaires administered to the teaching staff, 54.8% affirmed that they knew of students with DM1 at their centers. Of those questioned, 51.2% affirmed that they knew of the existence of action protocols on DM, and 45.2% declared that they had received specialized information on the illness; 92.8% believed that there was no discrimination at their center towards students with DM, and 82.8% thought that the educational center raised no objections to students with DM departing on trips during the school year. In their interviews, both family and teachers assessed the material and human resources as insufficient and called for the presence of school nurses at the educational centers. It is important to raise the awareness of the educational community about the needs of students with DM1 and to provide guidelines on emergency situations to teachers and staff at the centers.

School nurses and pediatric nurses play vital roles in providing healthcare for children and adolescents in educational and healthcare settings. School nurses operate within educational institutions, serving as caregivers and facilitating communication between the school, families, and the healthcare system. These professionals closely collaborate with pediatric nurses. The primary objective of this study was to examine the state of school nursing in Spain. The research comprised 27 nurses, including 18 school nurses and 9 pediatric nurses, chosen through theoretical sampling. These nurses participated in in-depth interviews as part of the data collection process. Grounded theory, following Charmaz's process, was employed for data analysis. The findings underscore the nurses’ call for their mandated presence and regulation in all Spanish educational institutions to address contemporary health challenges and ensure inclusive education.

The Sexuality Knowledge Assessment Questionnaire (SEKAQ) was designed to assess sexuality‐related knowledge among adolescents and future health and education professionals, particularly within the context of school‐based health education initiatives. This study developed and validated the SEKAQ, an instrument aimed at evaluating critical aspects of sexuality education, such as sexual risks, STIs, pornography, sexual diversity, gender stereotypes, sexual violence, body image issues, and societal pressures regarding virginity. Developed collaboratively with healthcare professionals and educational institutions, the SEKAQ comprises 11 items, each with multiple‐choice answers and only one correct option. Psychometric evaluation was conducted using data from 454 participants, including high school, nursing, educator, and health sciences students. The SEKAQ demonstrated strong internal consistency, with a Cronbach's ⍺ of 0.84 and an average score of 7.04 (SD = 3.18). Factorial analysis confirmed the reliability and validity of the SEKAQ as a single‐factor tool, identifying knowledge gaps in sexuality to guide healthcare interventions. The results showed higher knowledge among women and nursing students, while younger participants and teachers had lower scores. SEKAQ provides a valuable tool for health and education professionals to evaluate sexuality knowledge, supporting the development of sexual well‐being education strategies for teenagers and youth.

La danza tiene beneficios en todas las edades, grupos étnicos y socioeconómicos; en todas las culturas y en diferentes partes del mundo. Investigación y práctica han demostrado que las experiencias de danza pueden mejorar el desarrollo socioemocional, pero los mecanismos por los que esto ocurre no se conocen bien. El objetivo de este estudio es analizar el impacto social de la danza para promover la inclusión en la infancia a través de actividades creativas. Se analizaron 202 artículos sobre la literatura teórica y empírica de la danza, realizando una revisión sistemática de Web of Science (110), Scopus (38), ERIC (32) y Dialnet (22). Los resultados apuntan a que las evidencias son más sólidas a través de estudios de intervención longitudinales que vinculen la danza con beneficios e impactos a largo plazo. Además, aunque los tamaños de las muestras varían, a menudo son insuficientes para medir las diferencias grupales. Las conclusiones sugieren que la práctica regular de la danza puede tener un enorme impacto en el desarrollo integral del alumnado, así como en sus percepciones sobre la calidad de vida relacionada con la salud. Palabras clave: aprendizaje, competencias socioemocionales, creatividad, danza, educación inclusiva. Dance has benefits across all ages, ethnic and socioeconomic groups, cultures, and different parts of the world. Research and practice have shown that dance experiences can enhance social-emotional development, but the mechanisms by which this occurs are not well understood. The aim of this study is to analyse the social impact of dance in promoting children's inclusion through creative activities. A total of 202 articles on the theoretical and empirical literature on dance were analysed through a systematic review of Web of Science (110), Scopus (38), ERIC (32) and Dialnet (22). Systematic review results suggest that the evidence is strongest for longitudinal intervention studies linking dance with long-term benefits and outcomes. Furthermore, although sample sizes vary, they are often insufficient to measure differences between groups. Findings suggest that regular dance practice can have an enormous impact on students' holistic development as well as their perceptions of health-related quality of life. Keywords: creativity, dance, inclusive education, learning, social and emotional skills.

Objective: To validate the Inventory of Teachers' Negative Attitudes towards the Care of Students with Diabetes Mellitus type 1 (INAPAD) and to study its reliability using Cronbach's Alpha and McDonald's Omega coefficients.Methods: This study describes the design and validation process of the INAPAD nursing scale in a sample of 382 teachers in the stages of Early Childhood Education, Primary Education, Compulsory Secondary Education, Baccalaureate and Vocational Training in a Spanish province. In order to validate the INAPAD, its reliability has been studied using Cronbach's Alpha and McDonald's Omega Coefficients. Hence, the construct validity has been evaluated through exploratory factor analysis by principal components and varimax rotation. Results and conclusion: The findings obtained inform the viability of the INAPAD to be used as an effective instrument for the diagnosis of prejudice or predisposition of educators towards the care of learners with type 1 DM and for the prediction of the success of psycho-pedagogical measures and of the care for children and adolescents with diabetes. Objetivo: Validar el Inventario de Actitudes Negativas del Profesorado hacia la Atención del Alumnado con Diabetes Mellitus tipo 1 (INAPAD) y estudiar su fiabilidad mediante los coeficientes Alfa de Cronbach y Omega de McDonald.Material y método: Este estudio describe el proceso de diseño y validación de la escala enfermera INAPAD en una muestra de 382 docentes en las etapas de Educación Infantil, Educación Primaria, Educación Secundaria Obligatoria, Bachillerato y Formación Profesional en una provincia española. El INAPAD pretende valorar diversas dimensiones actitudinales sobre la atención educativa al alumnado con Diabetes Mellitus tipo 1, incidiendo tanto en el perfil docente y profesional del profesorado, como en las características y necesidades específicas de este alumnado. Por su parte, la validez de constructo se ha evaluado mediante análisis factoriales exploratorios por componentes principales y rotación varimax. Resultados y Conclusión: Los resultados obtenidos informan de la viabilidad del INAPAD para ser utilizado como un instrumento útil para el diagnóstico del prejuicio o predisposición del profesorado hacia la atención del alumnado con DM tipo 1 y, por ende, para predecir el éxito de las medidas psicopedagógicas y los cuidados del niño y adolescente con diabetes. Objetivo: Validar o Inventário de Atitudes Negativas dos Professores face ao Atendimento de Alunos com Diabetes Mellitus tipo 1 (INAPAD) e estudar a sua fiabilidade através dos coeficientes Alfa de Cronbach e Ómega de McDonald. Método: Este estudo descreve o processo de conceção e validação da escala de enfermagem INAPAD numa amostra de 382 professores das etapas de Educação Infantil, Ensino Primário, Ensino Secundário Obrigatório, Bacharelato e Formação Profissional numa província espanhola. O INAPAD tem como objetivo avaliar várias dimensões atitudinais do atendimento educativo a alunos com Diabetes Mellitus tipo 1, centrando-se tanto no perfil docente e profissional dos professores como nas características e necessidades específicas destes alunos. A validade de construto foi avaliada por meio de análise fatorial exploratória por componentes principais e rotação varimax. Resultados e Conclusão: Os resultados obtidos demonstram a viabilidade do INAPAD ser utilizado como um instrumento útil para o diagnóstico do preconceito ou predisposição dos professores em relação ao atendimento de alunos com DM tipo 1 e, portanto, para predizer o sucesso de medidas psicopedagógicas e o atendimento de crianças e adolescentes com diabetes.

Over time, sexuality has become a crucial aspect in people's lives, regardless of physical, intellectual or social conditions, ranging from sex and sexually transmitted diseases to gender identity and sexual orientation. The aim of this study was to carry out a review of the scientific literature on sexual orientation in people with intellectual disabilities from the Education and Health Sciences and to analyse how sex education is addressed in this group. To this end, a systematic review of research on sexual orientation in people with intellectual disabilities was carried out. The results obtained reveal that there is hardly any scientific corpus on this subject, so emphasis should be placed on the attitudes towards LGTBIQA+ people with intellectual disabilities, as well as on the training and understanding of the different sexual orientations they may have. It is essential to face the obstacles, stigmas and prejudices established in society to normalise the sexual needs of these people, improving, consequently, their quality of life.