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Percorrer por autor "Santos, Rita"

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  • Placing social and emotional support at the center of school climate: A scoping review of measures for middle and secondary schools
    Publication . Castro, Catarina; Barata, Maria Clara; Alexandre, Joana; Santos, Rita
    School climate can be defined as the perceptions of students, teachers/staff, and families, and the patterns of experiences that guide their daily life at school. There are a multitude of largely consensual theoretical approaches that seek to define school climate, but similar constructs are often operationalized and measured with different designations. Additionally, there has been an increase in research, practice, and public policy on the social and emotional learning (SEL) of students, but the support for this domain is rarely explicitly reflected in school climate instruments. This scoping review aims to conduct an exhaustive search for existing school climate measures, and to (1) identify the ones most frequently used, and (2) critically assess the integration of support for social and emotional learning in their composition. Results reveal a proliferation of school climate measures, with 965 studies using 404 different instruments. An analysis of those used more than five times in the literature shows that approximately 5% of measures (less than 1% of all subscales) explicitly address SEL; two thirds include items operationalizing social and emotional skills in students (6% of all items); and 91% include subscales shown to be directly related to SEL in the literature (55.04% of all subscales). This study adds clarity to the conceptualization of school climate and its relationship with the support for students’ social and emotional learning, and its results contribute to increased monitoring of quality in school practices, placing students’ social and emotional development at the center.
    2026-06-12Artigo científico Acesso aberto Ver mais
  • What makes parents of young children stressed? A systematic review of quantitative studies
    Publication . d’Orsi, Dora; Garraio, Carolina; Santos, Rita; Matias, Marisa; Verissimo, Manuela; Diniz, Eva
    The arrival of a baby and the early years of a child’s life represent a critical period for parents, often marked by increased parental stress that can impact both their well-being and the child’s development. Although parental stress has been widely studied, no systematic review has yet focused specifically on early childhood. To address this gap, we conducted a systematic review synthesizing evidence on factors examined as antecedents of parental stress during the first three years postpartum. Following PRISMA guidelines, we included 108 quantitative studies published in the past 12 years that investigated variables statistically modeled as predictors of parental stress. Key determinants of parental stress were identified at three levels: (1) at the personal level, internalizing symptoms, adverse childhood experiences, and perinatal negative experiences were related to higher stress; (2) at the relational level, marital satisfaction and coparenting quality were associated with lower stress; and (3) at the contextual level, social support from friends and family served as a protective factor of parental stress, while children’s developmental problems served as risk factors. Despite the increasing number of longitudinal studies and the growing inclusion of fathers in research, few studies have focused on participants from social minority groups or from non-Western contexts. These findings may contribute to the development of effective strategies to support families during the early years of parenthood.
    2026-06-02Artigo científico Acesso aberto Ver mais