Strategies for Attention to Diversity: Perceptions of Secondary School Teaching Staff.

(1) Background: Attention to diversity constitutes an aspect that influences system quality and offers a perspective of the capacity of educational centres to respond to educational needs. The present study carried out an examination of the perceptions held by secondary school teachers and the level of importance conferred by them to the variables that should be integrated into plans and will influence the degree of compliance. (2) Methods: Quantitative descriptive research was performed using a survey to collect data from teachers at schools that had a Quality Management System available. (3) Results: Interaction with families is necessary to agree upon the centre's objectives to address diversity and to define an optimisation strategy for resources in virtue of their availability within the centre. It is key to establish an appropriate teacher-student ratio to encourage compliance. (4) Conclusions: Teachers are the great pillars of quality education. Their perceptions are the route through which deficient aspects and the dimensions that must be improved when formulating these strategies can be recognised with attention to diversity.

School Bullying in Compulsory and Advanced Secondary Education. Determining Factors in its Intervention.

Background: School bullying is a problem that has been considered from various different perspectives in the academic literature. The present work seeks to increase knowledge on the influence of the climate established at the school in order to determine if contextual factors can be used as a reference from which to plan interventions directed towards prevention. Methods: An ad hoc validated questionnaire was administered to 554 pupils in secondary education (compulsory and A Level) who were aged between 12 and 18 years. Results: Descriptive bivariate analysis showed the quality of the relationship established by the individual with their environment to be a key indicator of their susceptibility to school bullying. In the same way, acceptance in school is a protective factor against victimization. Conclusions: The most effective interventions are those which focus on the center of education and involve all of the educational community, taking a transversal approach that transforms the cultural system within which students develop.