AYMÁ GONZÁLEZ, L., GARCÍA MONTERO, R., VILA VILANOVA, J. y BAYÓN TORRES, E., 2025. El modelo de segunda oportunidad educativa en España como un modelo eficaz. Revista de educación, no. 409, pp. 82-102. ISSN 0034-8082.
Early school leaving is a phenomenon that places adolescents and young people in a fragile position regarding to their future labour and social integration. Many of these young people already have personal, economic, social or family constraints prior to leaving the school system, which increases their vulnerability. The aim of this article is to analyse and present second-chance schools (E2O) in Spain as an effective and successful alternative that allows young people aged 15 to 29 who have left school prematurely to return to the education system and move towards employment with greater guarantees. The research focuses on the analysis of data that the Spanish Association of Second Chance Schools (E2O Association) collects through standardised tools regarding the training offered, the functioning of the school and the indicators of its activity in terms of the results obtained. As an innovative aspect, the Association has its own accreditation process structured in 29 items, in which independent audits are carried out to guarantee quality standards in educational processes and practices in terms of: the social and professional integration of students, the development of skills, collaboration with public administrations and companies and networking. They offer training in different professional fields with diversity in terms of type and duration, which allows them to adapt to the needs and characteristics of each young person. Their work, structured around key areas such as the individualisation of pathways and the development of transversal skills, which are fundamental not only for professional development but also for life, positions SCS as an educational and social benchmark, backed by a 63% success rate (educational return or job placement six months after leaving school)
CORDERO GARCÍA, G., RAMÍREZ DUEÑAS, J.M. y SÁNCHEZ FERNÁNDEZ, S., 2025. La brecha ideológica de género en la Generación Z en España. Revista española de ciencia política, no. 67, pp. 69-99. ISSN 1575-6548.
In recent years, an ideological gap between young men and young women in Spain has been observed. With the aim of understanding this phenomenon, we delve deeply into its origins, studying the evolution that has occurred since the 1980s in two components that traditionally explain ideological self-placement: attitudes and voting behavior. The results show that the differences between men and women are more pronounced in Generation Z (aged 18 to 25) than in other age groups, primarily due to a shift in trend among men. Young individuals in Generation Z tend to align with and support parties closer to the right, displaying increasingly conservative attitudes and less favorability towards equality compared to women in the same generation. Moreover, they exhibit the lowest levels of support for democracy, reaching unprecedented levels since the 1970s. Investigating the origins of this new ideological gap is essential as a first step to comprehend its potential political ramifications.
WEISE, C., ÁLVAREZ VALDIVIA, I.M., LALUEZA SAZATORNIL, J.L. y MORA, J., 2025. Trayectorias migratorias y redes de apoyo de jóvenes migrantes no acompañados. Revista internacional de educación para la justicia social (RIEJS), vol. 14, no. 1, pp. 1-21. ISSN 2254-3139.
This study has three objectives: (1) to reconstruct the migration trajectories of unaccompanied migrant youth in Spain, (2) to analyse key events and their impact on their future, and (3) to examine the influence of their support networks. It involves 32 young people aged 15 to 21 residing in reception centers, whose migration experiences have been shaped by risk and uncertainty. Using participatory workshops and interviews, qualitative data were collected on their trajectories, future projections, and network dynamics. Findings reveal a strong emotional bond with their families of origin, although these are rarely activated in moments of need. Instead, peers in the centers serve as primary emotional support. Limited interaction with the local population hampers social integration. Nevertheless, participants show high levels of agency and leadership in shaping their life projects, driven by upbeat expectations that play a key role in navigating their trajectories. It is therefore essential to support the redefinition of these expectations, integrate their experiences, and encourage a hopeful outlook. Recognizing both prior knowledge and skills acquired during migration, alongside the emotional support provided by educators, is fundamental for fostering their personal and educational development in the host society.
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