Educación
Destacados

School-Based Psychological Support, Linguistic Background,and Student Well-Being: Evidence from PISA 2022
Fecha:
junio 2025
We use data from 310,000 students from the 2022 PISA report for 64 countries to show that schools with psychological support services (such as school counselors/guidance counselors) have students with greater well-being. Having at least one school counselor was associated with greater life satisfaction among students (a small but significant positive effect) and a 12% lower likelihood of high academic anxiety than average. Likewise, having regular guidance or wellness classes slightly increased life satisfaction. Using advanced analysis techniques (causal machine learning), it was estimated that these school supports cause real improvements in well-being. For example, the availability of a specialized counselor could slightly increase (e.g., +0.08 points on a 0–10 scale) average life satisfaction and reduce the proportion of students with high anxiety by ~7 percentage points (e.g., from 35% to 28%). The positive effects are more pronounced among disadvantaged students. Those from low socioeconomic backgrounds or who do not speak the language of instruction at home showed almost twice as large improvements in well-being with the presence of school psychological support, compared to their more advantaged peers. This underscores that support at school can reduce well-being gaps.

Cuando falta cultura financiera: gestionar la economía del hogar sin herramientas suficientes
Fecha:
junio 2025
Con el propósito de conocer el grado de alfabetización financiera en España y algunos aspectos del comportamiento económico de la población, Funcas realizó el pasado mes de mayo una encuesta —por vía online y telefónica— a una muestra representativa de 1.200 personas mayores de edad. El estudio ofrece una visión actualizada sobre cómo valoran su capacidad para gestionar sus finanzas y su conocimiento y uso de distintos productos financieros.

Mapping Disadvantage in Adolescent Financial Literacy: Cognitive, Structural, and Situational Pathways
Fecha:
junio 2025
This paper proposes a multidimensional typology of disadvantage–cognitive, structural, and situational–to better understand disparities in adolescent financial literacy. Using data from the OECD-PISA 2022 Financial Literacy module (N = 97,983 students across 20 countries), we construct standardized indices to capture each disadvantage type and estimate their effects through weighted regressions and machine learning. Our results show that students with cognitive disadvantage scores, on average, 58 points lower in financial literacy; those facing all three disadvantages score up to 92 points lower. We find that school-based financial education can mitigate the effect of situational disadvantage by up to 30 points. The study contributes a novel framework to capture the layered nature of inequality in financial capability and offers clear guidance for targeted policy interventions.