Background: Due to the expected increase in child abuse during the period of COVID-19 confinement, it is essential that social researchers and other professionals work together very quickly to provide alternatives that protect children. To respond to this extremely urgent demand, evidence-based actions are presented that are being carried out in nine schools in the autonomous communities of Valencia and Murcia, Spain, during the confinement with the goal of “opening doors” to foster supportive relationships and a safe environment to prevent child abuse. Methods: The research was conducted through the inclusion of teachers who are implementing these actions in dialogue with the researchers to define the study design, analysis, and discussion of the results. Results: Knowledge regarding six evidence-based actions is provided: (1) dialogic workspaces, (2) dialogic gatherings, (3) class assemblies, (4) dialogic pedagogical gatherings with teachers, (5) mixed committees, and (6) dynamisation of social networks with preventive messages and the creation of a sense of community, which are being implemented virtually.

Providing an inclusive and quality education for all contributes toward the Sustainable Development Goals of the United Nations. High-quality learning environments based on what works in education benefit all students and can be particularly beneficial for children with disabilities. This article contributes to advance knowledge to enhance the quality of education of students with disabilities that are educated in special schools. This research analyses in which ways, if any, interactive learning environments can be developed in special schools and create better learning opportunities for children with disabilities. A case study was conducted with students with disabilities (N = 36) and teaching staff in a special school, involving interviews and focus groups. We argue that rethinking the learning context by introducing instruction models based on interaction benefit children with disabilities and provide high-quality learning and safe and supportive relationships for these students, thereby promoting their educational and social inclusion.

Frontiers in Psychology | www.frontiersin.org March 2020 | Volume 11 | Article 439 Duque et al.Educational Psychology Impact on Special Needs use these actions to create shared learning spaces between mainstream and special schools. The improvement of the educational opportunities for a greater number and greater diversity of students with special needs evidences the social impact of research based on key contributions of the psychology of education.Keywords: social impact, psychology of education, special educational needs, interactive groups, dialogic literary gatherings Frontiers in Psychology | www.frontiersin.org absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Gender-based violence is a social scourge with an increasing incidence at younger ages. Many studies have focused on finding effective solutions for overcoming this problem; however, few studies have analyzed the contribution of interactive learning environments to gender-based violence prevention. This article attempts to fill this gap by showing the impact of Dialogic Feminist Gatherings on the preventive socialization against gender-based violence toward adolescent girls (aged 15–18) who are in out-of-home care and living in shelters—part of the institutional protection system—for different reasons that are primarily associated with violence and a lack of family protection. This qualitative study was conducted using the communicative methodology involving fifteen daily life stories that analyze the dialogues and reflections produced among the girls during Dialogic Feminist Gatherings. The results show the acquisition of competencies in aspects such as attraction, election, and equality in sexual‑affective relationships. These dimensions, when developed through Dialogic Feminist Gatherings, are consistent with the scientific literature that characterized them as protective factors against gender-based violence. This study concludes by contrasting participants’ daily life reality with scientific evidence, which makes possible new methods of the preventive socialization against gender-based violence for adolescent girls in out-of-home care.

The COVID-19 pandemic has created an unexpected situation that has forced people to find educational alternatives to support learning and ensure child well-being. The need for practices that "open doors" at home as a way to promote a quality education and to foster an environment of supportive relationships and a sense of community, has led to the in-depth analysis of successful educational actions, particularly the Dialogic Literary Gatherings (DLGs). The aim of this article is to show how the transference of DLGs to the home environment has had an impact on child subjective well-being in times of confinement, promoting a safe and supportive environment for learning, interacting, coexisting and on emotional development at different educational stages, especially for the most vulnerable children. Data collection consisted of a focus group of 10 teachers, 6 semi-structured interviews addressed to families and 6 life stories of students, from 4 primary education centers, 1 high school, and 1 Special Education School. Communicative methodology structured the two-level data analysis, for studying both the elements provided by online DLGs that favor and achieve child well-being, and the elements that may hinder those achievements. The results confirm that DLGs have had a notorious impact on children's and their families' well-being. Considering the findings in the development of educational public policies and the possibility of extending "open doors actions" as an option for future learning environments beyond the confinement situation is contemplated. Future research on how these spaces can have an impact on child well-being in upcoming contexts of the new normal in the education domain will be of interest.