Some families identified as being at risk, including families of immigrant origin, demonstrate a lower degree of participation in school communities. This constitutes a major challenge for educational institutions. In this research, a case study including three public schools affected by school segregation was carried out. The aim was to analyze and disseminate teachers’ experiences and contributions around the question of family-school relationships, particularly measures they take to promote the participation of families in the daily life of schools. This included a particular focus on schools characterized by high degree of segregation and pupils with higher levels of social vulnerability. The study was carried out as a multi-local ethnographic project in three schools in the Basque Country, Spain, through participant observation, interviews, and focus groups with teachers, pupils, school leadership teams and psycho-pedagogical teams. The results obtained show that schools condition the participation of families, especially those most at risk, and that this has an impact on the socio-emotional development of children. They also highlight the importance of building communication and relationship channels between families and schools. In the current age of globalization, the need to create a network of collaborative and trusting relationships between families and teachers is more evident than ever. Only by these means can children be properly supported to achieve their maximum potential.

The main goal of this study was to examine the role of parental behaviors during both the process of divorce and the post-divorce period on emerging adult children’s attachment-related anxiety and avoidance. Specifically, we analyzed how recalled coparental respect and cooperation, interparental conflict, positive parenting strategies, and both parents’ emotional state and instability from adult children’s perspective during the divorce process and the post-divorce period were associated with emerging adult children’s current attachment representations. Our sample consisted of 173 emerging adults (Mage = 22.01). The results of this study demonstrate that paternal coparental respect and cooperation along with freedom provided by the mother to talk about the father during the divorce process and post-divorce period were both related to lower attachment-related avoidance. Our findings also confirm a significant link between some paternal positive attitudes during the divorce process (i.e., freedom provided by the father to talk about the mother) and low attachment-related anxiety. Overall, the results of this research confirm that beyond divorce perse, several variables surrounding the divorce process better explain variations in adult children’s attachment representations, which contribute to better comprehending the effects of parental divorce.