Flavio Muñoz-Troncoso

This study examines the relationship between social–emotional skills (SES) and perceptions of school violence among primary school students (3rd through 8th grade), considering both associations and heterogeneity in social–emotional profiles. A quantitative, non-experimental, cross-sectional design was used, with a sample of 311 students aged 8 to 15 (M = 10.65, SD = 1.69). SES were assessed across four dimensions (stress management, adaptation, sense of safety, and expectations), while perceptions of school violence included verbal, physical, relational, digital, and teacher-perpetrated acts. The results show that all dimensions of SES have significant inverse associations with perceptions of violence, with moderate magnitudes, suggesting their role as cognitive–emotional resources. Likewise, three distinct SES profiles (high, medium, and low; n = 151, 134, and 26, respectively) were identified, with the profile exhibiting the highest levels generally reporting lower perceptions of school violence. However, differences between profiles do not follow a simple linear pattern, suggesting more complex, non-incremental dynamics. Nevertheless, no differences in the perception of violence were found based on gender, despite evident differences in SES. The results indicate that SES operate as situated functional systems that modulate the interpretation of violence. It is concluded that understanding school violence requires integrating variable- and profile-centred approaches and considering the interaction between individual resources and school contexts.

Intercultural education in Mapuche contexts is shaped by persistent tensions between dominant school knowledge and Indigenous educational practices. However, there is limited comparative empirical evidence on how these tensions are distributed across educational actors. This study aimed to compare socio-educational and cultural ambivalence between students and teachers across multiple dimensions. A cross-sectional quantitative design was conducted with 546 participants (284 students and 262 teachers) from primary and secondary schools in southern Chile. Ambivalence was assessed using the Socio-Educational and Cultural Ambivalence Scale (EASC). A two-step cluster analysis identified ambivalence profiles, followed by a 2 × 2 factorial MANOVA (role × ethnicity). Results revealed three distinct ambivalence profiles (low, medium, high), with significant differences across all dimensions (p < 0.001). Multivariate analyses showed significant effects of role (Pillai’s trace = 0.230, F (6, 537) = 26.67, p < 0.001, η²p = 0.230) and ethnicity (Pillai’s trace = 0.108, F (6, 537) = 10.86, p < 0.001, η²p = 0.108), with no significant multivariate interaction (p = 0.104). Teachers reported higher levels of ambivalence than students in five of six dimensions, while Mapuche participants scored higher than non-Mapuche participants across most dimensions. These findings indicate that ambivalence is a structural condition of the educational system, unevenly distributed according to actors’ positions and intensified in roles involving pedagogical mediation. Implications point to the need for structural transformations in intercultural education, particularly in teacher education.

This study examines the relationship between social-emotional skills (SES) and perceptions of school violence among middle school students, considering both associations and heterogeneity in social-emotional profiles. A quantitative, non-experimental, cross-sectional design was used, with a sample of 311 students aged 8 to 15 (M = 10.65, SD = 1.69). SES were assessed across four dimensions (stress management, adaptation, sense of safety, and expectations), while perceptions of school violence included verbal, physical, relational, digital, and teacher-perpetrated acts. The results show that all dimensions of SES have significant inverse associations with perceptions of violence, with moderate magnitudes, suggesting their role as cognitive-emotional resources. Likewise, three distinct SES profiles (high, medium, and low; n = 151, 134, and 26, respectively) were identified, with the profile exhibiting the highest levels generally reporting lower perceptions of school violence. However, differences between profiles do not follow a strict, linear pattern, suggesting a possible threshold pattern. Nevertheless, no differences in the perception of violence were found based on gender, despite evident differences in SES. The results indicate that SES operate as situated functional systems that modulate the interpretation of violence. It is concluded that understanding school violence requires integrating variable- and profile-centred approaches and considering the interaction between individual resources and school contexts.

Intercultural education in Mapuche contexts is shaped by persistent tensions between dominant school knowledge and Indigenous educational practices. However, there is limited comparative empirical evidence on how these tensions are distributed across educational actors. This study aimed to compare socio-educational and cultural am-bivalence between students and teachers across multiple dimensions. A cross-sectional quantitative design was conducted with 546 participants (284 students and 262 teach-ers) from primary and secondary schools in southern Chile. Ambivalence was assessed using the Socio-Educational and Cultural Ambivalence Scale (EASC). A two-step cluster analysis identified ambivalence profiles, followed by a 2×2 factorial MANOVA (role × ethnicity). Results revealed three distinct ambivalence profiles (low, medium, high), with significant differences across all dimensions (p < .001). Multivariate anal-yses showed significant effects of role (Pillai's trace = .230, F(6,537) = 26.67, p < .001, η²p = .230) and ethnicity (Pillai's trace = .108, F(6,537) = 10.86, p < .001, η²p = .108), with no significant multivariate interaction (p = .104). Teachers reported higher levels of am-bivalence than students in five of six dimensions, while Mapuche participants scored higher than non-Mapuche participants across most dimensions. These findings indicate that ambivalence is a structural condition of the educational system, unevenly distrib-uted according to actors' positions and intensified in roles involving pedagogical me-diation. Implications point to the need for structural transformations in intercultural education, particularly in teacher education.

En el contexto mapuche (Chile), la escolarización se ha fundado en un ideal eurocéntrico, por lo que se han impulsado procesos de asimilación cultural que han traído como consecuencia discontinuidades en la educación familiar mapuche que no se han podido revertir con la implementación de la educación intercultural. En Chile, la pandemia profundizó las brechas sociales y educativas, evidenciando una de las falencias del sistema educativo: su incapacidad de proveer cobertura en territorios indígenas, lo que se agravó con la política de confinamiento. El propósito del manuscrito es develar las discontinuidades educativas en el contexto mapuche durante la pospandemia. La metodología se basa en la investigación educativa que considera la participación de los actores del medio educativo y social. La recolección de información fue realizada mediante entrevistas semiestructuradas que fueron analizadas siguiendo la teoría fundamentada. Los resultados indican la permanencia de discontinuidades asociadas a las nociones de aprendizaje, al sentido de la incorporación del saber mapuche en la escuela y a los conflictos de estatus entre el conocimiento académico y el mapuche. La discusión de los resultados plantea el desafío de reconstruir la enseñanza intercultural considerando el arraigo colonial de la escuela, así como las emergencias locales y globales, a fin de dotarla de sentido y proyección para las nuevas generaciones.

This study aimed to adapt and psychometrically validate the Socio-Educational and Cultural Ambivalence Scale (EASC) in the context of Chilean intercultural education, considering teachers, students, and parents/caregivers. Socio-educational ambivalence is defined as the coexistence of contradictory beliefs, emotions, and practices in the relationship between dominant school knowledge and Mapuche educational knowledge. Using a sequential mixed qualitative–quantitative design, we conceptually reviewed the original instrument and administered the adapted version to a sample of 739 participants (266 teachers, 286 students, and 183 parents/caregivers) from the regions of Biobío, La Araucanía, and Los Lagos. We proposed two six-factor scales: one shared by adults (teachers and parents/caregivers) and another with the same structure but fewer indicators for students. Confirmatory factor analysis (CFA) showed good model fit for both teachers and parents/caregivers (χ² = 1100.85, df = 311, p < 0.001; RMSEA = 0.075; SRMR = 0.058; CFI = 0.934; TLI = 0.926) and students (χ² = 378.546, df = 146, p < 0.001; RMSEA = 0.074; SRMR = 0.033; CFI = 0.978; TLI = 0.974). Composite reliability coefficients were ω = 0.702–0.974 for adults and ω = 0.749–0.948 for students. The results support factorial validity, internal consistency, and scalar invariance for the adult category of the instrument (teachers and parents/caregivers), confirming its usefulness for assessing epistemic and cultural tensions in intercultural educational contexts. The EASC contributes to the development of tools that foster a more plural, reflective, and context-sensitive understanding of education in Indigenous territories.

The study aimed to adapt and psychometrically validate the Socio-Educational and Cultural Ambivalence Scale (EASC) in the context of Chilean intercultural education, considering teachers, students, and parents/caregivers. Socio-educational ambivalence is defined as the coexistence of contradictory beliefs, emotions, and practices in the relationship between dominant school knowledge and Mapuche educational knowledge. Using a sequential mixed qualitative–quantitative design, we conceptually reviewed the original instrument (Quilaqueo et al., 2016) and administered the adapted version to a sample of 739 participants (266 teachers, 286 students, and 183 parents/caregivers) from the regions of Biobío, La Araucanía, and Los Lagos. We proposed two six-factor scales: one shared by adults (teachers and parents/caregivers) and another with the same structure but fewer indicators for students. Confirmatory Factor Analysis (CFA) showed good model fit both for teachers and parents/caregivers (χ² = 1,100.85, df = 311, p < .001; RMSEA = .075; SRMR = .058; CFI = .934; TLI = .926) and for students (χ² = 378.546, df = 146, p < .001; RMSEA = .074; SRMR = .033; CFI = .978; TLI = .974). Composite reliability coefficients ranged from ω = .702–.974 for adults and ω = .749–.948 for students. The results support factorial validity, internal consistency, and scalar invariance for the adult category of the instrument (teachers and parents/caregivers), confirming its usefulness for assessing epistemic and cultural tensions in intercultural educational contexts. The EASC contributes to the development of tools that foster a more plural, reflective, and context-sensitive understanding of education in Indigenous territories.

This study explores the perceptions of Chilean educational staff regarding school climate, classroom climate, and personal well-being, analyzing differences by gender and professional role. A non-experimental, cross-sectional, and quantitative design was used, with 8536 participants who completed perception scales on institutional support, classroom dynamics, and personal well-being. Results showed that women reported higher scores in Teacher–Student Relationship and Course Organization and Participation, while men reported higher levels of Institutional Support. Teachers reported more positive results than assistants in most dimensions, except for Institutional Support, where assistants scored higher. Although these effects were statistically significant, their magnitudes were consistently very small, underscoring the need for cautious interpretation. The findings highlight the importance of developing inclusive strategies that consider gender and role differences to foster positive and safe school environments. Limitations regarding the cross-sectional design, reliance on self-report measures, and the use of secondary data are acknowledged, and future research is suggested to explore cultural and structural factors that shape school coexistence.

Introduction: Classroom climate has gained relevance as concerns have grown about its deterioration and its impact on both academic work and the daily lives of school communities. Different approaches have tried to explain this multivariate problem, yet few have considered the workspace itself as a factor that also explains the phenomenon. This study explores how physical classroom conditions influence perceived classroom climate among Chilean teachers, addressing a gap in research in the context of educational inequalities between public and private schools.Methods: Within the framework of a quantitative, non-experimental and cross-sectional design, 6,038 teachers of different ages and genders participated. Scales from Chile’s JUNAEB program were adapted to measure classroom climate and personal well-being, both using a Likert-type response format.Results: The first-order model showed that the physical conditions of the classroom significantly and positively affect key latent variables, such as personal well-being (coefficient of 0.502) and teacher-student relationships (coefficient of 0.699). The model demonstrated good fit indices (X² = 7,972.987, RMSEA = 0.061, CFI = 0.953), which supports the relevance of these relationships.Discussion: Key physical aspects such as space, lighting, and temperature were found to directly affect teachers’ perceptions of classroom climate, with implications for students’ emotional and academic outcomes. The study concludes by examining classroom infrastructure and resources as elements to consider when seeking to improve both personal well-being and classroom climate, ultimately fostering inclusive and effective learning environments.

Emotional education is essential in teacher training processes, but historically it has been neglected in the training system. The purpose of this study was to design and psychometrically validate the EEITT Scale, an instrument that assesses the perception of knowledge acquired about emotional education in student teachers and practicing teachers. A quantitative, descriptive and comparative approach was used with 548 participants, applying confirmatory factor analysis and invariance analysis to evaluate the model. Confirmatory factor analysis showed that the model fit well and had high reliability scores, which backs up the validity and internal consistency of the EEITT for measuring perceptions about emotional education training. Statistically significant differences were identified between groups, with students reporting greater social-emotional learning in the four factors evaluated. Likewise, a negative and significant effect of age on the perception of emotional education training was observed. These findings highlight the importance of emotional education in teacher training and point to the need for educational policies that integrate holistic and continuous approaches throughout the teaching career. Despite its limitations, this instrument provides relevant tools for future research and for guiding the design and improvement of teacher training practices.