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(1) Background: A variety of social and economic changes are happening worldwide due to the pandemic caused by COVID-19, which has produced new problems and challenges for the population as a whole. These events demand new investigations and key studies for their management. This review addresses the repercussions of COVID-19 at the educational level in the primary education stage, delving into the effects produced in teaching and different aspects related to it, such as the situation and challenges of teachers, family involvement, and the perceptions and repercussions of the learning and socio-educational development of students (especially in the case of students with Autism Spectrum Disorder). (2) Methods: The methodological design is a systematic review study, following the PRISMA guidelines, from a search carried out during the month of July 2021 in the Scopus, Dialnet, and WoS databases on the object of study. (3) Results: The selected studies were analyzed through a qualitative content analysis based on a population of 103 articles, with a final sample of 13, using the inclusion criteria: empirical studies or research in English or Spanish; free access through the Internet; categories restricted to "education/educational research" related to the proposed objectives; specific documents of the primary education stage and/or students with Autism Spectrum Disorder. (4) Conclusions: The research reveals the presence of an existing digital gap in certain sectors of the student population aggravated by the pandemic, as well as the scarcity of general teacher training in this type of situation, leading to different personal and professional problems that hinder teaching and emphasize the vulnerability of the right to education, which leads to further promoting the already existing social inequalities.

Introduction: The objective of this research study was to establish interdependence relationships between cognitive learning strategies, motivational strategies toward study and academic stress, as variables of the Competency Model for Studying, Learning and Performing under Stress (SLPS), in a group of professional examination candidates. Method: Participating were a total of 179 candidates who sought to obtain posts as primary school teachers. The variables were measured using previously validated self-reports. The study design was linear ex post-facto, with inferential analyses (ANOVAs and MANOVAs). Results: The results showed very significant, positive interdependence relationships between cognitive learning strategies and motivational strategies toward study. In addition, very significant, negative relationships were found between motivational strategies toward study and academic stress. However, direct interdependence relationships did not appear between cognitive learning strategies and academic stress. Discussion: These results show that subjects with a high level of cognitive learning strategies used more motivational strategies toward study than subjects with a medium level, and these in turn used more motivational strategies than subjects with a low level. Moreover, they also show that subjects high in motivational strategies toward study suffered less academic stress than the medium and low subjects in this variable. Consequently, the results suggest that these variables are interrelated, and that both cognitive and motivational strategies can be worked on, not only as support for study, but also as prevention of academic stress and its negative effects, especially in highly stress-prone contexts.