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Background: Academic performance in school stems from an interaction of factors associated with students, families and schools. Among these factors, physical activity could play a very relevant role. Objective: The goal of this study was to determine whether students’ physical activities in and outside school were related to their academic performance. Design, setting and method: We used the Programme for International Student Assessment (PISA) 2015 database for Spain using ordinary least squares (OLS) regression models to answer our research questions. Results: Results suggest a positive association between the number of days per week doing moderate physical activities and academic performance in science, reading and mathematics. However, a higher number of days per week doing vigorous physical activities was associated with lower scores in reading and science. We also find a negative association between exercising or practising sports before going to school and the scores achieved in the three competences evaluated. Conclusions: Our results show that physical activity can play an important role in academic performance and that the effects of physical activity on children and teenagers should be further investigated.

As an answer to the "Great Recession" and Zero Lower Bound problem, main central banks had to use unconventional monetary policy (UMP). This research focuses on the distributive effects of these measures on household income and household wealth in the United States of America (USA) and the Eurozone. For this purpose, this paper presents four models that were constructed using the Structural Vector Autoregressive methodology (SVAR). The results suggest that the UMPs applied by the Federal Reserve (FED) in the USA could increase wealth and income inequality through the portfolio channel. However, the same results were not observed in the Eurozone.

The view that expansionary monetary policy can exacerbate both income and wealth inequality by increasing asset prices has become increasingly popular.The aim of this paper is to study the distributive effects of monetary policy on wealth inequality. In the first part of this research, we develop a simple framework based on accounting identity to examine the redistributive repercussions of changes in monetary policy on net worth through different channels. Based on this framework, in the second part of the paper, we show empirical evidence concerning the effects of monetary policy on wealth inequality in the US. To derive this, we combined macro and micro data, and proceeded in two steps.Firstly, we estimated a Proxy structural vector autoregression (SVAR) model, combining high-frequency identification used as external instruments with a classic SVAR, to measure the response of the real and financial variables that could affect wealth inequality after an expansive monetary policy shock. Considering this information, we then used the microdata of the Survey of Consumer Finance (US, 2016) and simulated changes to the value of a household's assets and liabilities, as well as the inflation rate, produced by an expansive mone-

Information and Communication Technologies (ICTs) have become a key factor in the educational context, especially in the aftermath of the COVID-19 pandemic, and, correctly implemented, can help to improve academic performance. The aim of this research was to analyse the factors that influence teachers’ decisions to use ICT more- or less frequently to carry out tasks and exercises in their classes. To this end, we estimated a multilevel logistic model with census data from the individualized evaluation of students of the Community of Madrid (Spain) carried out at the end of the 2018–2019 academic year in primary and secondary education. Additionally, we applied multiple imputation techniques to deal with missing values. Based on our results, we found that motivated teachers who have received ICT training, teach calm and respectful classes, and work at schools where students have access to digital devices and frequently use ICT at home, have a high predisposition to use ICT in their classes. Considering our results, our recommendations are aimed at improving teacher training in ICT, encouraging a frequent but responsible use of ICT at home, and increasing the provision of technological resources in schools.