Family Support is a transdisciplinary field made up of practices and knowledge from different areas, theories and approaches. This article strives to contribute to the development of this  complex epistemological foundation by undertaking a review of the main theoretical frameworks. The relationship between the practice and theory of Family Support is analysed in the paper. A review of the ‘state of the art’ is undertaken, exploring both the role of wide-ranging social theory, and more specific psycho-social theories. Practical examples are provided to ground the analysis. Finally, the article proposes an integrated model proposed providing a critical and versatile approach to understanding different realities. Cross-national joint construction is encouraged to advance Family Support as both a theory and to provide a framework which guides both practice and policy.

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More and more the university institutions welcome a heterogeneous student population. In this article we analyse the main characteristics and needs of the so-called 'Non-Traditional Students' in order to contribute to the development of more equitable conditions and improve their participation and holistic development. To this end, a qualitative study has been carried out at a Spanish university, which explored the experience of a diverse group of this type of student body. The results pointed out to a high level of motivation, determination and greater effort on the part of the group, in comparison with their mates. However, the traditional pedagogy was not suited to their characteristics and created difficulties for them. Few teachers were truly flexible with these students, since an egalitarian (rather than equitable) conception of pedagogical action prevailed. Among other things, we conclude by claiming a comprehensive and personalised education, adapted to their needs.

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