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Education and Immigration

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Education and Immigration

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Social mentoring, well-being, and mental health among racialised migrants

Racism and discrimination cause a deterioration of well-being and increase the risk of social isolation of racialized migrants. This study shows that social mentoring does not increase well-being in general, but acts as a protective factor: it prevents discrimination from translating into greater loneliness and contributes to maintaining social bonds of inclusion.

Article

An analysis Spains social inclusion policies based on randomised evaluations

This study provides empirical data on social inclusion policies in Spain, showing significant impacts on employment, social support, education, digital skills and housing. The outcomes reinforce the importance of designing evidence-based public policies.

Article

Social stratification immigrants

How is social inequality distributed in Spain? The upper and middle classes account for 33%, the middle and lower-middle classes for 24%, and the low and very low classes for 43% of the population.

Article

Migration-related risk factors and psychological distress among unaccompanied migrant minors in Spain

How do factors subsequent to migration influence the psychological well-being of unaccompanied children?

Article

Stereotypes intellectual disabilities

The inclusion of people with intellectual disabilities is still an unresolved issue.

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Private tuition and economic inequality in Spain

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Private tuition and economic inequality in Spain


33% of pupils with lower economic capacity attend private tuition, in contrast with 57% of pupils with a higher profile. Differentials in participation in extracurricular activities in relation to economic capacity are greater in secondary school.

Are policies designed to prevent early school leaving working in Spain?

Article

Are policies designed to prevent early school leaving working in Spain?


Is the Learning and Performance Improvement Programme (PMAR) effective for the prevention of early school leaving? According to this study, participating in the PMAR increases the probability of obtaining an ESO qualification by 12%.

The transition to post-compulsory education among students of immigrant origin in Catalonia

Article

The transition to post-compulsory education among students of immigrant origin in Catalonia


Education Social Inclusion

Some 23.5% of pupils of immigrant origin leave school in the transition between compulsory and post-compulsory education. We analyse the differences by pupils' migration status and sex.