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Teen dating violence

Among adolescents, 10.1% have been victims of controlling behaviour in their relationships

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How do people’s acquaintances shape their support for economic redistribution and social protection?

We analyse how opinions on economic redistribution and social protection depend not only on family incomes, but also on the wages earned by people in the immediate social environment.

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Uses, skills and attitude in digital technology fields. Does a gender gap exist?

Boys consider that they are more skilled than girls in digital technology and communication fields, whereas girls feel better prepared in ethical and security-related aspects.

Article

The role of schools in detecting gender violence

Sixty-eight per cent of minors who are exposed to gender violence in the home say nothing in the academic setting and teaching staff only perceive it if evident signs of violence exist. How can an effective model for the prevention of sexist violence be drawn up for primary and secondary schools?

Article

The impact of gender-based violence on sons and daughters: the role of schools according to the pupils

Some 93% of children have heard of gender violence. Their preferential source of information is the school setting but, if faced with a situation of gender-based violence, they are unsure whether it would be the place to find help.

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Private tuition and economic inequality in Spain

Article

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.