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Less than 20% of the early childhood education and care (ECEC) staff members working in British early childhood centres agree that the inclusion of all children is an essential part of their working agenda, as they feel unqualified to take care of children with complex SEN or disabilities. This study makes a novel contribution by drawing on data compiled from a one-year ethnographic study which addressed the in-service learning experiences of seven teaching staff members that work inclusively. The participants included 2 classroom teachers, 1 SENCo (Special Educational Needs Coordinator), and 4 teaching assistants from a preschool class that teaches 92 children between the ages of 3 and 4, located in a primary school in England. We explore what professional learning means for the participants’ role, which professional learning opportunities are meaningful to them, and under which circumstances had been offered. This study not only does consider their opportunities for professional development on the job but also outside of work. The data were collected through semi-structured interviews, artifact analysis, and ongoing participant observation over one academic year. Data were analysed using interpretative phenomenological analysis (IPA). The results demonstrate that this case study offers a unique perspective of a microsystem that could be at risk due to a lack of awareness by leaders and administration. The study is divided into four themes that directly impact inclusive professional service-development practices: (1) challenges posed to continuous professional development by differing professional roles, (2) motives for in-service training: combining career, school, and authorities’ interests, (3) promotion of meaningful professional development experiences by school, and (4) self-determined classroom motivated by respect and recognition.

Parkinson’s disease (PD) is a neurodegenerative pathology classified as a movement disorder. Physical exercise within a physiotherapy program is an important element to improve postural stability, balance and mobility in order to reduce falls in people with PD. The aim of this work was to determine the efficacy of specific balance and trunk mobility exercises, as well as their benefits for and effects on patients with idiopathic PD. A systematic review and meta-analysis was conducted according to PRISMA standards. The search was performed in five databases: Cochrane Library, SciELO, PEDro, Scopus and PubMed, in February 2022 with the following descriptors: Parkinson’s disease, trunk, exercise, therapy and physical therapy. The inclusion criteria were randomized controlled trials (RCTs) over the last ten years. A meta-analysis on static and dynamic balance was conducted with the software Review Manager. Nine articles met the objectives and inclusion criteria, with a total of 240 participants. The trials had moderate methodological quality according to the PEDro scale. The studies included differed with regard to intervention protocol and outcome measures. Finally, eight studies were included in a quantitative analysis in which it was shown that trunk-specific exercises interventions did not significantly improve static balance (SMD = −0.10, 95% CI = −0.29, 0.08; p = 0.28) or dynamic balance (SMD = 0.64 95% CI = −0.24, 1.52; p = 0.15). However, significant differences were found in static balance measured subjectively using the Berg Balance Scale (SMD = −0.52, 95% CI = −1.01, −0.02; p = 0.04). Although some differences were not significant, the studies included in this systematic review consider that specific trunk exercises or balance training combined with muscle strengthening in patients with idiopathic PD should be a complement to pharmacological treatment for improving balance dysfunction and postural instability, preventing falls and promoting wellness.

The study of bullying implies analyzing the emotional competences of students, and it has been demonstrated that this phenomenon is due to the poor management of emotions. This study explores whether high scores in Emotional Intelligence (EI) are positively related to academic performance and negatively to bullying. The sample composition focused on students of Compulsory Secondary Education, formed by 3451 subjects aged between 11 and 18 years (50.88% women and 49.12% men). The selection of the high schools was made for non-random convenience, administering Peer Bullying Questionnaire (CAI), TMM-24 and school grades. To analyze the results, a model of structural equations was used by estimating the maximum likelihood together with the bootstrapping procedure. We concluded that EI stands as a protector against bullying and has a positive impact on academic performance. This infers that having greater clarity, repair and emotional attention correlates with a lower possibility of being bullied, at the same time, a school climate without aggressiveness generates positive links towards the school and towards optimal learning environments.

La excepcionalidad derivada de la situación de confinamiento por la pandemia del COVID-19 ha afectado a todos los ámbitos de nuestro funcionamiento como sociedad: el relacional, el sanitario, el económico, etc. y, por supuesto, el educativo. Este estudio se centra en el impacto en dichos ámbitos y el papel jugado por aspectos como la resiliencia, el capital social online y la satisfacción vital. Para ello se llevó a cabo un estudio cuantitativo de carácter exploratorio sobre 343 estudiantes universitarios. La conclusión más destacada es constatar el fuerte impacto que el confinamiento ha tenido sobre la situación vital del estudiantado en el ámbito psicológico y académico, principalmente, y el importante papel de la relación con la satisfacción vital y la resiliencia, fundamentalmente. Se concluye con la necesidad de trabajar la cuestión de la resiliencia desde la universidad y se dan una serie de claves a tal fin.