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This study aimed to identify the elements that characterize local teams which implement a nationwide preventive mental health intervention in schools and achieve better results. A mixed-methods sequential explanatory design was conducted in two phases: (a) teams were characterized according to their level of achievement in the preventive intervention through latent class analysis; and (b) case studies of three teams with different implementation results were conducted by performing content analysis on interviews, observations, and documents. It was established that the more effective teams have better planning, the more they are familiar with the intervention, and more aware of their strengths and weaknesses. This team also implement culturally pertinent actions aimed at increasing knowledge about the intervention, which causes schools to experience it as part of their community, since they include the intervention in their regular dynamics. Lastly, the importance and relevance of these elements when working in educational communities is discussed.

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, Constanza García 5 y Paola Contreras 6 RESUMEN El objetivo del presente estudio fue valorar la incidencia en el acceso a la educación superior chilena de tres tipos de factores en estudiantes provenientes de colegios técnico profesionales: factores individuales (respuestas correctas en la PSU de Lenguaje y Comunicación y PSU de Matemática, Puntaje NEM y Puntaje Ranking, cuando corresponde); factores sociodemográficos (género, región, ingreso bruto familiar, nivel educacional y situación ocupacional de ambos padres); y factores institucionales (dependencia administrativa y rama del establecimiento educacional de egreso). Con este fin, se analizó la información recolectada por el Departamento de Evaluación, Medición y Registro Educacional (DEMRE) y el Servicio de Información en Educación Superior (SIES) para los procesos de admisión transcurridos entre los años 2009 a 2015. Mediante la formulación de modelos de regresión logística binaria fue posible establecer que las variables a) Nivel educacional de la madre; b) Situación ocupacional del padre (o su nivel educacional); c) Ingreso bruto familiar; d) Rama del establecimiento técnico profesional de egreso; e) Número de respuestas correctas en PSU Lenguaje; y f) Número de respuestas correctas en PSU Matemática, corresponden a factores que permiten distinguir la trayectoria de los estudiantes entre aquellos que se matriculan en alguna universidad versus aquellos que lo hacen en centros de formación técnica e institutos profesionales.Palabras clave: acceso a la educación superior, educación media técnico profesional, Prueba de Selección Universitaria (PSU).

The implementation climate is the shared reception of the individuals involved in the intervention; it is a fundamental determinant of the success of program implementation. One of the factors that affects the implementation climate is gender, since it can influence the commitment of the participants toward sexuality education. This study aims to identify the implementation climate for students who receive a school sexuality education program and explore whether their gender is related to the acceptance of the intervention. A selective quantitative method was used, and a survey was designed to measure implementation climate. A confirmation factorial analysis (CFA) using Mplus 7.0 was conducted to establish the structure of the instrument. A cluster analysis was performed to determine levels of implementation climate. To measure the association between participants’ gender and the implementation climate, a Chi-square analysis was performed between each cluster, the gender of the students and each cluster and the type of school (single-sex girls’ schools, single-sex boys’ schools and co-educational schools). The results demonstrated four levels of implementation climate: acceptance, receptivity, conflict and rejection. Significant differences were observed in the relationship between these levels and the gender of the participants. Acceptance was associated with single-sex girls’ schools and female students, conflict and rejection were associated with a single-sex boys’ schools and male students, and co-educational schools were associated with conflict. This shows that there is a relationship between the different levels of the implementation climate and the gender.