<p style="text-align:justify">The educational transition between early childhood education and primary education is a complex moment of change with repercussions throughout the academic life of the students. For this reason, it is important to seek continuity between both educational stages. A successful transition produces for the social, cognitive and emotional well-being of the student. The aim of this study is to find out how transition-related factors apply in ten European Union (EU) countries. The factors analyzed are the age of onset of transition, the teacher–student ratio, types of clustering, financing of the stage, responsibility, and both initial and in-service teacher training. The methodology followed in this study is documentary analysis and the main source of data search has been the European Commission's Eurydice portal. The results show differences in stage change within each country, especially in the explicit consideration of a transition period. The main conclusion is that there is a great difference between the northern and southern countries. The main differences between countries in the transitions from early childhood education to primary education in the EU are in the years of compulsory education, the teacher/student/unit ratio, the initial teacher training, and the decentralization of education.</p>

In order to achieve real inclusion and par­ticipation of all the members of the university community, it is necessary to promote actions based on respect and recognition of rights. In this process, guidance for university students with disabilities has become particularly im­portant. This study, within the framework of the project “Analysis of institutional and informal support and guidance systems for university students” (funded by the Castilla y León Regional Department for Education), focuses on describing and analysing the ade­quacy of support and guidance services for stu­dents with disabilities in Spanish public uni­versities, by identifying good practices. The method used is based on documentary analy-sis and content analysis of the actions and services providing support and guidance for students with disabilities included in the veri­fication reports on university degrees and the websites of the 47 Spanish public universities. For the data analysis, a system of categories was established using the MAXQDA program. The results were differentiated according to the designation, scope of action, objectives, procedures, recipients, stage of studies and specific actions regarding disability. The re­sults show that all the universities analysed have support services for these students at the centre of guidance organisation and manage­ment. The main good practices of note involve the network of agents that this process co-or­dinates, including foundations, companies and institutions, as well as the plans, projects and/ or programmes that encourage participation and that are adapted to the needs or difficul­ties that this group may encounter, especially those related to volunteering and adjustments.

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The transition from early childhood to primary education is a process of changes that students undergo. Recent studies indicate that it is necessary to involve all actors in research: teachers, families, and students. Nevertheless, some researchers point to an “adult-centred” view, justified by the lack of linguistic communication among 5–7-year-olds. This study aims to describe the methods used in research on the transition from Early Childhood Education to Primary Education and to evaluate which methods support the participation of all actors involved. We conducted a systematic review of empirical studies between 2016 and 2021. The data show, on the one hand, that students of such a young age are not usually included in these studies. However, there has been an increase in studies that rely on students’ opinions and perceptions. On the other hand, studies that include all actors involved in the transition are a minority. Students of such a young age are not usually included in these studies. When they are included, adapted information collection tools are used. Only by having the students and triangulating the information among all participants is it possible to provide complete information on the process. In addition, there is a lack of action research designs to offer comprehensive and practical improvement actions.