Context: The emergency situation caused by coronavirus disease 2019 (COVID-19) has affected different facets of society. Although much of the attention is focused on the health sector, other sectors such as education have also experienced profound transformations and impacts. This sector is usually highly affected by psychosocial risks, and this could be aggravated during the current health emergency. Psychosocial risks may cause health problems, lack of motivation, and a decrease of effectiveness at work, which in turn affect the quality of teaching. Despite their importance, there are hardly any studies that analyze psychosocial risks of non-university teachers during a health emergency such as that caused by COVID-19. Objectives: The aim of this study was to analyze the perception of COVID-19 and the psychosocial risks of non-university teachers comparing Spain and Mexico during the state of alarm caused by COVID-19. Methods: Data were collected from 421 non-university teachers (80.2% women; 56.3% from Mexico, 43.7% from Spain) aged 24-60 (M = 39.32, SD = 10.21) via a self-completed questionnaire during the pandemic from March to April 2020. Results: Data analysis suggests that inequity is the most important risk, followed by work overload. Teachers appear to be moderately satisfied with the information on COVID-19 and the measures taken, while their satisfaction with the available resources is lower. When comparing the two countries, significant differences can be observed in every risk considered except for social support, with lower levels in Mexican teachers compared to Spanish ones. In the case of the perception of COVID-19 and its impact, the perception in general of levels of information, measures, and resources is better among Mexican teachers than among Spanish ones, who present higher scores of the impact of the health emergency.

Stress negatively affects the well-being and the quality of life of the society. Specifically in the academic context, it is relevant to analyze its levels due to its impact on performance and learning. There are factors that affect the said stress including, among others, self-efficacy, and emotional intelligence. The purpose of this study is to analyze how emotional intelligence and perceived self-efficacy affect student stress. In order to show this influence, two complementary methodologies are implemented: the structural equation models (SEMs) and the comparative qualitative analysis (QCA). A total of 477 students (85% of women) from a private University of Valencia participated in the study, with ages ranging from 18 to 53 years old (M = 21.57, SD = 3.68). The assessment instruments used were as follows: Emotional Intelligence Scale (TMMS-24) to measure emotional intelligence; General Self-Efficacy Scale (GSS) to measure selfefficacy; and Perceived Stress Scale (PSS) to measure stress. The results in the SEM endorse the hypotheses that emotional clarity and self-efficacy are negatively related to stress and positively related to emotional attention (EA), explaining 25% of the variance. The QCA results show that none of the variables is a necessary condition for inducing stress. Nevertheless, different combinations of these variables are sufficient conditions to explain 35% of the high stress levels. The most important combination over high stress levels seems to be the interaction between high levels of EA and low levels of self-efficacy. Regarding the low levels of perceived stress, there are sufficient conditions to explain 50% of them. Mainly, the most important interaction is between low levels of self-efficacy and low levels of EA. The comparison of both methodologies enables the broadening of new horizons at the methodological level applicable to different contexts.

The integration of the family in educating their children allows for the optimization of educational intervention. Despite its relevance, there is not much research aimed at collecting the voice of the families of students with Special Educational Needs (SEN) about their relationship with the school system. The present study aims to develop and validate a questionnaire of the family perception of the support received from the educational system, the Satisfaction of Family in Inclusive Education Assessment (SOFIA) Questionnaire, conformed of 26 indicators. Analyses of the psychometric properties of the instrument support that they are good for use in this area. Specifically, exploratory and confirmatory factor analyses support the internal structure of the instrument (confirmatory factorial analysis (CFA) = SBχ2 = 607.11, p < 0.001; χ2/df = 2.07; Comparative Adjustment Index (IFC) = 0.902; Incremental Adjustment Index (IFI) = 0.903; the root mean square error approximation (RMSEA) = 0.071) in the same way, all dimension showed adequate reliability (Cronbach’s alpha ranged from 0.91 to 0.94; CR ranged from 0.91 to 0.95). The Average Variance Extracted (AVE) results also showed adequate results (0.55 to 0.68). Our research results indicate that the SOFIA Questionnaire’s psychometric properties are adequate for the Spanish context. The SOFIA Questionnaire is presented as a valid and reliable instrument to collect the families’ perception of the support they receive from the educational system.