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Although COVID-19 is being disruptive to all children, the effects are stronger for children with disabilities. Therefore, the aim of this study was to analyse, from a holistic perspective, the well-being of children with special needs during the total lockdown period in Spain. The ‘Well-being of Children in Lockdown’ (WCL) scale was completed by 1225 parents of which 3.1% (n = 38) had children with special needs. The results reveal the emergence of negative emotions among children with special needs, who were found to be crying more, feeling more nervous than usual, getting more angry and feeling sadder. These children also have more unhealthy habits, eat more than usual, overuse new technology and watch too many TV. Children with special needs scored lower for general well-being than those without these needs, and scored lower also for emotional aspects, playful and creative activities and physical activity. [ABSTRACT FROM AUTHOR] Copyright of European Journal of Special Needs Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Lan honek ikasleek unibertsitatean bizi izandako emozioen eta horiei lotutako egoe- ren inguruko ezagutzan sakontzea du helburu. Horretarako, Lehen Hezkuntzako Graduko 141 ikaslek (102 emakumek eta 39 gizonek) identifikaturiko 410 egoera aztertu ziren. Egoeren eta emozioen ana- lisi lexikala Reinert metodoaren bitartez burutu zen eta emozioen eta aldagai askeen —generoa, erren- dimendua eta ikasmaila— arteko lotura espezifikotasun analisien bidez aztertu zen, Iramuteq softwarea erabiliz. Ikasleentzat emozio esanguratsuenak ahozko aurkezpenen aurrean antsietatea, talde lanek sor- tutako sumindura eta emaitza onek piztutako alaitasuna zirela plazaratu zuten emaitzek. Gainera, emo- zio horietan desberdintasun nabariak aurkitu ziren ikasleen genero, errendimendu eta ikasmailaren ara- bera. Horrela, ikerketa honek agerian uzten du Lehen Hezkuntzako Graduko zenbait aspekturi buruz hausnartzeko beharra eta baita adimen-emozionala jorratzearen garrantzia ere.GAKO-HITZAK: emozioak, unibertsitate hezkuntza, generoa, errendimendua, ikasmaila.

Schools in Spain were closed in March 2020 to prevent the spread of COVID-19. In September 2020 most schools and universities in Spain reopened and teachers felt great uncertainty due to this unprecedented situation. Teachers have accumulated psychological symptoms since the beginning of the pandemic. During the lockdown they had to introduce online teaching and in view of the reopening of schools they have shown great concern for the new unprecedented teaching situation. The present study aims to measure the symptomatology shown by teaching staff in the Basque Autonomous Community at the time when schools were reopened. To do this, we recruited a sample of 1,633 teachers who were given an online questionnaire which, in addition to collecting socio-demographic data, measured stress, anxiety and depression using the DASS-21scale. The results revealed that a high percentage of teachers showed anxiety, depression and stress symptoms. Furthermore, variables such as gender, age, job stability, the level of education at which they teach and parental status also influence this symptomatology. We argue for the need to safeguard the mental health of teachers in order to improve both the quality of teaching and the mental health of students This research was funded by KideOn Research Group of the Basque Government, Ref.: IT1342-19 (A category)

Background: Since the beginning of the COVID-19 pandemic, teachers have been accumulating adverse psychological symptoms due to the closure of educational centers and the need to adapt to different teaching modalities. Methods: Medline and PubMed were searched for studies on the prevalence of depression, anxiety, stress, and burn-out in teachers, published from 1 December 2019 to 15 June 2021. Results: In total, eight studies were included in this study. The results show that teachers report levels of anxiety (17%), depression (19%), and stress (30%). In Asia, there has been more anxiety compared to other continents. Overall, anxiety has been higher among teachers in schools compared to universities. However, stress levels have been higher among teachers in universities compared to schools. Statistically, there were no significant differences regarding gender and age in any of the symptoms. Conclusions: The results suggest that teachers at different educational levels are experiencing adverse psychological symptomatology during the COVID-19 pandemic, and that anxiety levels vary between different countries. However, more international studies are needed to fully understand the impact of the pandemic on teachers’ mental health. This research was funded by KideOn Research Group of the Basque Government, Reference IT1342-19 (A category); and R + d + i Projects Research Challenges of the Ministry of Economy, Science and Innovation, grant number PID2020-119011RB-100 EDU.

Background Faced with the situation of COVID-19, teachers are dealing with new measures, insecurity and a lack of clear guidelines. The aim of this study is to analyse the levels of stress, anxiety and depression of teachers in the north of Spain. Methods This study was conducted with 1633 teachers from the Department of Education of the Basque Autonomous Community (BAC) and Navarre, all of whom are professionals working in various educational centres, from nursery education to university studies, with an average age of 42 years (M = 42.02; s.d. = 10.40). The Spanish version of the Depression Anxiety and Stress Scale-21 was used. Results The results show that a high percentage of teachers have symptoms of stress, anxiety and depression. Women show significantly more symptoms of stress and anxiety than men, those who have children have more depressive symptoms than those who do not, and people with chronic pathology or those who live with others with chronic pathology have more stress, anxiety and depression. Conclusions This study indicates the importance of attending to the mental health of teachers, particularly women, those who have children, and those who have a chronic pathology or a family member with a chronic pathology.

Spain has been in a state of emergency since 14th March due to the COVID-19 crisis. This state of emergency means that the population must comply with strict rules such as lockdown (confinement to their homes except for essential trips) and social distancing. The aim of this study was to examine the psychological state of the general population in a sample recruited in Northern Spain. Sociodemographic and psychological data were gathered, assessing variables such as stress, anxiety, and depression. A questionnaire was administered at the beginning of the lockdown and three weeks later. The sample was recruited using an online questionnaire by means of a non-probabilistic snowball sampling methodology. A total of 1,933 people participated in this study. The results reveal that more than a quarter of the participants have reported symptoms of depression (27.5%), anxiety (26.9%) and stress (26.5%) and as the time spent in lockdown has progressed, psychological symptoms have risen. In relation to gender, data indicate that men have higher levels of depression than women, and similar levels of anxiety and stress. Greater symptomatology has also been found among the younger population and in people with chronic diseases. We discuss the need to continue carrying out these types of studies to prevent and treat psychological problems that could emerge amidst this pandemic. This research was funded by KideOn Research Group of theBasque Government, Ref.: IT1342-19 (A category)

En marzo de 2020, el virus SARS-CoV-2 procedente de China ha llegado a España y desde el 14 de marzo se ha declarado el estado de alarma en todo el Estado español, llevando al confinamiento a toda la población. La presente investigación se contextualiza en la Comunidad Autónoma Vasca (situada al norte de España). Se han analizado los niveles de estrés, ansiedad y depresión a la llegada del virus y se han estudiado los niveles de sintomatología psicológica según edad, cronicidad y confinamiento. Se ha recogido una muestra de 976 personas y la medición de las variables ansiedad, estrés y depresión se ha hecho mediante la escala DASS (Escala de Depresión, Ansiedad y Estrés). Los resultados demuestran que, aunque los niveles de sintomatología han sido bajos en general al principio de la alarma, la población más joven y con enfermedades crónicas ha referido sintomatología más alta que el resto de población. También se ha detectado un mayor nivel de sintomatología a partir del confinamiento, donde las personas tienen prohibido salir de sus casas. Se prevé que la sintomatología aumentará según vaya transcurriendo el confinamiento. Se defienden intervenciones psicológicas de prevención y tratamiento para bajar el impacto psicológico que pueda crear esta pandemia.

Emotions play a key role in learning experiences. However, little has been studied regarding a) the emotions students experience when dealing with different university situations and b) the cognitive component of emotion in this context, despite its acknowledged importance. For these reasons, this study was aimed at delving into the understanding of students’ emotions in self-perceived meaningful situations, as well as the self-talk linked to them. 410 situations - together with the emotions and thoughts related to them - were analyzed, identified by 141 Primary Education Bachelor’s Degree students (102 women and 39 men). The average age was 20.16, SD= 2.22, ranging from 18 to 35.The analysis was carried out through lexical analysis (Reinert method), which was complemented and refined by a Factorial Analysis of Correspondences using Iramuteq software. The results showed that the most significant emotions for students were anxiety when doing oral presentations, anger when working in groups and joy resulting from obtaining good results after making an effort. This research raises the need for reconsidering different methodological aspects of the bachelor’s degree, as well as the importance of including emotional intelligence in the same. It also brings to light the relevance of training students in social conflict resolution and anxiety reduction skills together with academic selfregulation abilities.

euskaraIkerketa honek helburu du aztertzea nola ulertzen den loditasuna unibertsitateko ikasle gazteen ikuspuntutik. Bereziki loditasunaren eraikuntza kolektiboan emozioek duten garrantzia eta gazteek berek loditasunarekin duten harremana ikertuaz. Horretarako, asoziazio askeko ariketa bat burutu genuen 200 unibertsitate-ikasleren artean eta emaitzak Alceste softwarearen bidez aztertu ziren. Emaitzek adierazi zuten gazteek loditasuna osasun-arazo bezala deskribatzen zutela lehenik, baina deskribapen horrek ez zeukala karga emozionalik berari lotua. Bigarrenik, loditasuna arazo estetiko eta gizarte-bazterketaren iturri gisa ere deskribatzen zen eta, faktore horri hertsiki lotua, karga emozional negatibo nabarmena ageri zen; besteak beste, bakardade, herstura, tristura, segurtasun falta, lotsa, pena edota haserre emozioak plazaratzen zituzten gazteek. Bukatzeko, loditasuna gizarte-ikuspuntu honetatik lantzetik eratorritako ondorioak eta osasunaren eraikuntza positiboago baterako premisak eztabaidatu dira. EnglishThis paper analyzes how youth understand fatness. In order to do this, our study investigates the importance of the emotions in the collective construction of the fatness and the relation that the young people have with it. A free association exercise elicited by the word «fatness» was answered by 200 university students and the content was analysed using Alceste software for lexical analysis. Firstly, the results showed that the health related representation of fatness was mostly descriptive and not emotional. But fatness was also thoroughly represented as an aesthetic issue linked with social marginalization and highly correlated with negative emotions such as lonesomeness, anxiety, sadness, insecurity, embarrassment, pity or anger. In addition, the implications of the social representation of fatness and emotional responses to it, as well as their importance in the way that this health issue is faced, are considered.

Background: This study aims to analyze how teachers perceived their quality of life when coping with the reopening of schools after their closure due to the COVID-19 pandemic. Methods: This study was carried out with a total sample of 1633 teachers from the Department of Education of the Basque Autonomous Community (Northern Spain), all of the professionals working in different educational centers, from preschool education to university studies, with the average age of 42.02 years (SD = 10.40). Main Outcome Measures: For this purpose, the Spanish version of the WHOQOL-BREF was used. Results: The highest values of perceived quality of life were found in the dimension of psychological health, followed by the dimension of physical health, the social relations dimension, and finally, the environmental dimensions. The results also revealed significant differences depending on gender, age, having a chronic illness, or living with someone who has a chronic illness, employment security, and educational sector. Conclusion: The study shows that it is important to attend to teachers’ health and quality of life, especially older teachers, those with a chronic illness, caregivers, those with job insecurity, and those who teach in preschool education. This research was funded by KideOn Research Group of the Basque Government, Ref.: IT1342-19 (A category) and R + d + i Projects Research Challenges of the Ministry of Economy, Science and Innovation, grant number PID2020-119011RB-100 EDU.

During the COVID-19, healthcare workers are exposed to a higher risk of mental health problems, especially anxiety symptoms. The current work aims at contributing to an update of anxiety prevalence in this population by conducting a rapid systematic review and meta-analysis. Medline and Pubmed were searched for studies on the prevalence of anxiety in health care workers published from December 1, 2019 to September 15, 2020. In total, 71 studies were included in this study. The pooled prevalence of anxiety in healthcare workers was 25% (95% CI: 21%-29%), 27% in nurses (95% CI: 20%-34%), 17% in medical doctors (95% CI: 12%-22%) and 43% in frontline healthcare workers (95% CI: 25%-62%). Our results suggest that healthcare workers are experiencing significant levels of anxiety during the COVID-19 pandemic, especially those on the frontline and nurses. However, international longitudinal studies are needed to fully understand the impact of the pandemic on healthcare workers' mental health, especially those working at the frontline.