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Quality education is a key factor to improve people’s lives and to achieve sustainable development. Using data from PISA 2009, 2012 and 2015, in this paper the level of educational poverty of the Spanish regions is calculated by applying the Adjusted Bourguignon Chakravarty index, $$B{C}^{a}$$ B C a (Sánchez-García et al. in Soc Indicat Res 145(2): 479–501). A descriptive analysis of the differences in educational poverty by gender and the contribution of each region and subject to the national level of educational poverty is also provided. This information could certainly be considered a starting point to tackle educational poverty in Spain.

The present paper aims to explore the perception of fairness in conflicting claims problems (O’Neill in Math Soc Sci 2(4):345–371, 1982). To do so, we present a questionnaire given to a large heterogeneous group of people (students, employees, retirees). Distributive justice criteria are studied through different ways of distributing scarce resources, and we analyse whether the population’s response patterns are conditioned by specific features of the economic context. We find that proportional allocation is generally considered the fairest way of distributing resources. However, the principle of proportionality is abandoned by part of the population when claims represent needs and claimants have scarce resources. Moreover, we observe that age, employment status and education levels significantly influence the perception of fairness.