The arrival of the internet, web pages, social networks, and artificial intelligence. New technologies and new ways of communicating have evolved in just a few years and have entered every dimension of our lives. Also in that of the youngest, and consequently, in the classrooms. If many educational centers have considered that it was necessary to leave mobile phones out of the classroom, along with WhatsApp, Instagram, and TikTok notifications, the challenge now is what to do with artificial intelligence and the chatbots that students access from the laptops they work with in class and at home. And not because new technologies cannot be integrated into the pedagogical reality of each center, but because, right now, the pedagogy that should be practiced is, precisely, about the use and abuse of these tools and how they affect learning.

Culture, educational leisure and transport face the start of the 2026-27 academic year with uncertainty. The reason is the stoppage of activities outside the classroom, which threatens an impact that goes well beyond schools. Still without concrete data on the extent of the effects, families, companies, associations, entities and experts warn of the educational, economic and social consequences of the temporary pressure measures by education professionals, who are demanding labor improvements.While negotiations with the Department of Education are not bearing fruit due to the unions' standoff, which, despite the agreement signed at the end of the school year, continue their standoff with the Government, the cultural sector is already starting to put numbers to the impact of the stoppage on school activities. In the world of performing arts, Óscar Rodríguez, a board member of ADETCA, the association of private Catalan theaters, explains that, on average, private theaters are recording 50% fewer school bookings compared to last year. In Barcelona, however, the drop is even more pronounced: "The figures are falling between 85 and 90% compared to last year in theaters like the Tantarantana or the Autèntica".ADETCA respects the demands of education professionals and ensures that it agrees with them, but warns that the situation "is directly harming a key sector for the culture of children and young people." It is not just a question of numbers and bookings, but also, Rodríguez remarks, "the undoing of an authentic tool for training and transformation."

That a child feels safe is essential for their development, a duty for the welfare society and a longing of families. But when we live in a world where bad news arrives everywhere, it is more difficult to maintain the sense of security.Wars, AI threat, climate emergency, floods, weather alerts, emergency kits... We want to protect them and spare them any suffering, but, at the same time, it is not a solution to deceive them by saying that it is all a lie.How do we do it? Two ideas:The first would be to lower the noise of the alarm: a smoke detector warns us when there is a fire. Let's imagine that this alarm rang every day: we would end up living stressed, scared, and in a state of alert. This is what happens to children if we let all the bad news reach them, especially if we have not prepared them or their brain to understand when the danger is real, exaggerated, or fake news.That is why it is important to reduce screen time and, above all, try to control what reaches them. If we know what they have seen or listen to the news with them, we can provide context, contribute critical thinking, and prevent them from ending up frightened by the catastrophism or exaggeration that some media outlets often use.And the second would be to strengthen them from within: avoiding all worries for them is overprotecting them, which ends up leaving them unprotected because we waste opportunities to train their resilience, adaptability, and inner strength. It would be like putting them in a bubble so they never feel fear, and when one day that fear arrived, they wouldn't know how to manage it because they hadn't been trained.Information, context and resources

Children are much stronger than we usually think. Let's trust them, because adaptability is an innate capacity of human nature. We just have to try not to annul it while we educate. Parents should, first, stop, look at them, and ask them: "What have you understood from what you just heard? What is it that worries you about this news?"Fear grows when there is uncertainty, that is to say, when information is missing, or when we only have a part of the information, the bad part. Completing it, contextualizing it, and helping them to think is educating them in inner strength.I remember that a couple of years ago, during the severe spring drought, a very distressed 5th-grade group arrived at the summer camp. They told me that it wasn't worth the effort or thinking about the future because the world would end before they turned thirty. They were convinced that, due to climate change, we would all die of thirst. I asked them: "And in countries where there is a desert, how do they manage? Do they all die of thirst?" They looked at each other in surprise and answered no. I remember how their expressions changed and some smiled. I explained to them that humans are extraordinary beings, also capable of doing beautiful things, of adapting to circumstances, of inventing solutions, and of overcoming enormous challenges.I believe that here lies our responsibility as adults: we cannot promise our children that nothing bad will ever happen, but we can train them so they know they will have resources to face these situations, such as pausing before a piece of news, thinking critically, asking questions to calm down, and feeling that the world is a safe place to grow up and live in.

]]>

The World Health Organization (WHO) recommends allowing at least three years between one pregnancy and another to favor the physical and emotional recovery of the woman between both gestations, and several scientific studies state that the ideal age gap between siblings would be between 1 and 4 years. However, as we know: theory is one thing, and practice is something quite different. Just ask Laura and Joan, a blended family where he brought a daughter, Emma, who in January, at 13 years old, became the big sister to the couple's first child together, Agnès. The age gap, however, was not the main headache for both parents when considering expanding the family; for Laura, the concern was “thinking that Emma had grown up until then as an only child and not knowing if having siblings would really make her happy.” Joan, on the other hand, was worried about not knowing what his eldest daughter's reaction would be, as well as “the uncertainty of knowing if she would accept her for all intents and purposes as a sister even if they did not have the same mother.”

]]>

At what point did quantum physics go from being a theoretical revolution to a force capable of transforming or even destroying the world? It may seem like a complex question to answer, but it is an entirely necessary approach in times of war and polarization. The Doctor of Quantum Optics from the Autonomous University of Barcelona (UAB) and science communicator Sònia Fernández-Vidal (Barcelona, 1978) concludes the successful trilogy The Door of the Three Locks with the prequel titled The Shadow of the Two Suns (Destino). Aimed at a young audience, the author once again turns to fiction to put one of the great debates of our time on the table: what has led human beings to the development of nuclear energy and the atomic bomb? Despite being a story with fictional characters, Fernández-Vidal incorporates tangible certainties and figures of 20th-century science.

]]>

My character is a real person, Verónica Estay. As an actress, playing someone real is quite a challenge. When she saw my work, she was very happy. She told me that there were moments when she felt that I was more her than she was herself.

]]>

This summer that is now ending has undoubtedly been one of the strangest I remember as a teacher. It is a summer that has come after a very turbulent school year, with mobilizations that have certainly been historic, but which have left us exhausted.

]]>

The school year begins, and with it, families set in motion an almost perfect machinery: the fashionable backpack, the wonderfully covered books, schedules squared to the millimeter, and WhatsApp groups in full swing. We try to anticipate everything so that our children begin school calmly and without difficulties. But, sometimes, in this legitimate attempt to protect them, we are literally leaving them unprotected, because we eliminate what will help them most to become strong: the small daily setbacks. The start of the school year is a magnificent moment to train resilience, especially when they haven't gotten the teacher they expected, or their best friend is in another class, or everyone says it will be a complicated year.

]]>

Eva, my eldest daughter, got married before the summer and, if I were still writing The Worst Mother in the World, I would have liked to explain the impact and the emotion I felt seeing her take that step. I would confess that I cried like a baby. Perhaps soon it will be your turn to write The worst grandmother in the world.

]]>

The afternoon is very hot in Washington DC, but that is not the reason why you do not see children or elderly people. The city is usually like this. As the seat of the federal government, Congress, and so many companies and institutions around it, the American capital is a magnet for recent graduates and young professionals who lower the city's average age and turn its landscape into almost that of a TV series. Retiring here is not the most common thing, but Carmen and Ralph Van Roy wouldn't change it for anything.

]]>

Orelletes is a rabbit who is starting preschool (I3) and experiences it with the same intensity as many children who are entering a school for the first time. He cries, he doesn't like saying goodbye to his parents, he finds it hard to share toys, and he prefers to play alone, so he hides in a corner. With a lot of tact, the teacher helps him to breathe, to be calm, and he ends up joining the circle with the rest of the group. He is the protagonist of Orelletes at school, a story that aims to help experience this process from a kinder and more conscious space. Self-published by preschool teacher Meritxell Casanova, the story empathizes with the child and gives advice to parents to make these first weeks of schooling easier.

]]>

Well, that's it. This week we are going back to school and even though, for the sake of appearances, teachers and students keep saying "how lazy we are and how little desire we have," the reality is that we are always excited (even if just a little bit) to start over. Starting a new school year is like falling in love again: new clothes, organizing plans, the desire to do it well. This year, yes.

]]>

The writer and secondary school teacher Roc Casagran doesn't have many memories of primary school. He would summarize it as a few years in which he had a good time, played and enjoyed himself with friends, "which is what it was all about," he points out, and learned from his teachers: "I barely remember specific activities, except for mental calculation exercises, which I really liked. The important thing there was speed, they gave us 10 mental calculation problems and you had to answer quickly." It surprises him to remember precisely that, considering that he later leaned towards literature. "You know that adults tend to compartmentalize learning, but I like and liked reading and writing and also calculation; it's not incompatible," he assures. Until the first year of primary school he was enrolled at the Escola Nostra Llar in Sabadell. His parents have spoken to him several times about the teachers he had, wonderful professionals with whom he began the process of learning to read and write. "It's a shame I don't remember them, because I learned a lot from them," he comments. Then he went to Joanot Alisanda School, a school with a huge playground compared to the previous one, and which he took advantage of to play football: "I always stayed for lunch; this meant having more time to play and do our own thing. Playing, sweating, and having a good time." What he remembers most from this stage is when he discovered Paco Ibáñez and poetry in general. "It must have been in third or fourth grade, in Spanish class, when they played a song by Paco Ibáñez, and I loved it," he admits. Just as he is unable to name any teacher who marked him from primary school, from secondary school, at the Institut Pau Vila, also public and also from Sabadell, he already has more memories. Here he has more present the classes of the language teachers in general, and more specifically those of Antoni Dalmases, who is also a writer: "He was one of those who not only spoke to you about language and literature. I really liked the teachers who dedicated time to other topics that were not strictly the subject, they spoke about current events and dropped reflections," he comments. At the time, it seemed to him that perhaps they were not very relevant, but, even so, he was interested in the less academic "content" and especially that they treated him not as a small child, but as an almost adult. Another of the teachers who went beyond the content was the writer and Latin teacher, Antoni Pladevall, with whom they spoke about current events and politics.

]]>

Maria (40 years old) barely remembers how many years she has been living in Burkina Faso, a West African country. “About 15 or 16, I don't know anymore,” she tells me now, from the house where she lives in the capital, Ouagadougou. Axel, her eldest son, is restless because he wants to play, and the youngest, Jordi, who is not yet a year old, has taken his first steps these days. Her husband, Thierry, also lives at home with them, and they have a dog. The family, however, like almost all African families, is extended and within the four walls of the house there is always someone visiting. A cousin, a brother, a niece, or a sister-in-law. “You can wake up one day and have people sleeping in the living room, it’s very common,” Maria tells me.

]]>

Childhood is a stage of learning, not only about the world around us, but also about ourselves. Little ones, among other things, must learn to recognize and manage their emotions. As Vilma Montoliu, a naturopath and therapist, explains: coach specialized in conscious breathing and meditation in the book I am like the sea (Column, 2025), can meditation be a tool to help them in this process?

"It depends a bit on the children's age, because sometimes we ask them for behaviors they can't give us because their brains aren't yet ready to do them," Montoliu points out. She emphasizes that, by expressing their emotions, children aren't trying to annoy adults, but rather to communicate. "Some parents think they know their children just because they're their children, but they need to get used to asking them more questions. For example, if they notice they're angry, they can ask them if they have a cloud in their head and then tell them, perhaps with the help of stories and tales, why they feel that way." According to Montoliu, this will help them identify their emotions.

]]>

"I've felt judged by other families. They think it's a kind of punishment I'm imposing on my daughter, as if I were depriving her of things. But they don't make me feel bad; quite the opposite. I feel sorry for children who can't eat healthy," explains Daniela Reyes, mother of S.. She and her partner are among the families who avoid sugar in their children's diets.

]]>

My pregnancy went very well, overall. I was lucky enough to feel physically well, so the nine months flew by without me even noticing.

]]>

A sociologist, social educator, and professor of sociology of education at the University of Vic (UVic), Jordi Collet doesn't understand diversity as anything other than normal, and therefore, he doesn't understand why it's experienced internally as a problem. He advocates a change of perspective and a rethinking of schools to utilize resources differently than previously. He explained this in a lecture at the Escola Projecte, as part of the presentation of the first Hermini Tudela Foundation awards, which specifically seek best practices in inclusion.

]]>

All families want the best for their children: for them to be happy, to have friends, to do well in school, to be well... But what makes them feel satisfied in their lives? And, above all, what can we do as families to promote this?

]]>

Nearly twenty years ago, Eva Boix took over Can Joval, a 12th-century farmhouse in Clariana del Cardener, in Solsonès, and forged a family-run summer camp project that, with 120 beds surrounded by forest and nature, offers family stays, burrows, esplais, and schools. It's a rustic farmhouse where they focus on personalized service and take care of every detail, both in the house and in the activities they offer. In the field of school camps, for several years now, they've offered themed stays and educational projects so children and young people can make the most of this break in their daily lives. It's a transformation they've also had to undergo to adapt to changing regulations in the sector, which restrict certain activities and games to avoid risks, which affects the design of these stays.

]]>