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The present paper focuses on teacher’s role in social justice and explores how teachers perceive and react upon diversity and inequality in their classrooms. Through a literature review, we aimed to answer three research questions: 1) what are diversity awareness and critical consciousness in education; 2) why are diversity awareness and critical consciousness important; and 3) how can diversity awareness and critical consciousness be supported in teachers. The literature review has revealed that most papers on teachers’ diversity awareness and critical consciousness have been published within the last few years and that the importance of the two concepts has been recognized for a wide range of educators. There seems to be a growing interest in this topic due to the increase of the diversity in classrooms and the recognition of the teachers’ role in addressing diversity and inequality. However, large-scale studies would be a needed contribution to the field, as most of the existing studies are small-scale. Based on this review, we argue that both diversity awareness and critical consciousness need to be supported through preservice and in-service teacher professional development programs, if we are to make education systems more inclusive for all.

Health literacy (HL) is an essential health determinant that could encourage the adoption of individual and community protective behaviours that contribute to public health. This study aims to analyse the associations between HL and medication HL (MHL) in 4015 adolescents from the Health Behaviour in School‐aged Children (HBSC/WHO). Data were collected from the HBSC/WHO questionnaire. Descriptive statistics, bivariate analysis, and multinomial logistic regression were performed. 62.4% of participants have a moderate level of HL and 29.1% have a high level of HL. The youngest boys, and those who have a low level of MHL in the different dimensions presented (expiration date, recycling, side effects, illegal sale and safety), have a low level of HL. The oldest girls have a moderate level of HL. Also, girls with a high level of MHL, reported a high level of HL. MHL, namely, the expiration date, recycling, side effects and safety dimensions in adolescents is significantly related to and positively associated with HL. The results will enable us to highlight to family professionals and public policies the importance of HL and MHL promotion in adolescents. [ABSTRACT FROM AUTHOR]

The characteristics of the school environment can influence students' participation. Therefore, exploring the existing barriers to school participation and academic success of students with chronic conditions (CCs) is essential since they are a population at an increased risk for impairments and difficulties in these areas. This specific study aimed to explore the personal and school-environment variables associated with the school participation of students with CCs. Additionally, it aimed to analyze the differences between (1) male and female adolescents concerning the impact of CCs on school participation and the personal and school-environment variables; and (2) adolescents with and without school participation affected by the existing CCs regarding personal and school-environment variables. This work included 1442 adolescents with CCs, 56.3% female (n = 769), with a mean age of 15.17 years (SD = 2.33), participating in the Health Behavior in School-Aged Children (HBSC) 2022 study. The results showed that girls and students with school participation affected by CCs are at greater risk regarding the personal and school-environment variables under study. In the multivariable logistic regression analysis of the association between these variables and the school participation of students with CCs, a greater weight of personal variables was observed, followed by those of the school environment related to interpersonal relationships and, finally, the physical environment and safety-at-school variables. The study highlights the relevance of considering the existing barriers to school participation and academic success of students with CCs. The results also underline the importance of aligning the intervention of health and education professionals and policymakers. All of these professionals must make a joint effort to overcome existing barriers in the school context and move towards an increasingly balanced environment that promotes and protects the equal participation of all students. [ABSTRACT FROM AUTHOR]