There has been a growing interest in the negative influence that the environment of higher education institutions has on the mental health of academics. The current climate of global education-competition places extreme expectations on academics. A number of factors influence academics' mental health, such as teaching, supervising, generating research income, among others, and there is evidence to suggest that the university environment is jeopardising academics' physical and psychological health. This study sought to review the international literature with a view to ascertaining what the most commonly used measures are to investigate this topic, including the main stressors and coping strategies reported/used by academics and their lived experiences. A thorough review of the literature was conducted, and 28 studies were identified and critically analysed. The review concludes that there is compelling evidence that the university environment is triggering high levels of stress and burnout and low levels of well-being for academics. There is extremely limited research on the perceptions and lived experiences of academic staff. It is virtually unknown, what coping strategies academics use to face job demands, and our knowledge about burnout seems to be limited by the use of one particular measure without cultural adaptations. Practical implications and directions for future research are proposed.

Although the importance of listening to children's voice is acknowledged in international literature, it is not clear whether educational researchers really listen to them and if they do, what research designs and methods facilitate that. Therefore, using the EPPI-centre approach (2007), a systematic literature review was undertaken of all papers published between 2015-2020 that indicated the author/s had listened to 3-7 year-old children's voice. The aim was to identify, appraise and synthesize international research focused on listening to their voice, and the research designs, methods of data collection and theoretical framework authors have used to achieve this. From the 74 studies that met the inclusion criteria we found that there was some evidence of listening to children's voice.However, there was a tendency to use adult-led methods rather than child-led methods along with the use of adult data sources for confirmation. Further, in many studies no specific theoretical framework was used. Based on our review of reviews, it is evident that this is the first international systematic review of its kind and provides unique insights that are relevant to researchers, professionals and policy makers internationally.

This study explored the perceptions of preschool and first grade teachers regarding preschool to first grade transition practices in public schools in Mexico City. A survey was administered to a sample of 15 preschool and 15 primary school teachers, who rated twenty transition practices and answered five open-ended questions. Overall, results revealed that teachers used some practices moderately to promote school-home links but school-school links are not used.Teachers rarely carry out activities with families and other teachers. Teachers' concerns focused on children's academic and personal skills and adaptation to a new routine.Implications for policy and practice are discussed.

Transitioning from preschool to primary school, has been shown to be particularly challenging for children who must adapt to a new environment, set of rules, demands, behaviours and expectations. A number of studies in developed countries have shown that children consistently show problems during this transition, however research is scarce in developing countries. A sample of 30 Mexican teachers from preschool and first grade was recruited to examine common problems children face during this transition to primary school. Results revealed that teachers were somewhat to very concerned about this transition. Preschool teachers reported children showing behaviour problems and having difficulty following directions as the most common problems, while primary school teachers reported the same problems in addition to children showing difficulty taking turns. Teachers’ characteristics were associated to a number of children’s problems. Overall, Mexican children show similar problems to those reported in the international literature, however further studies are needed in Latin American contexts. Implications for policy and practice are discussed.