Multidisciplinary Journal of School Education

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Ignatianum - Rekrutacja Uniwersytet Ignatianum w Krakowie jest wyższą uczelnią kościelną z prawami państwowymi prowadzoną przez Prowincję Polski Południowej Towarzystwa Jezusowego. Główną misją UIK jest kształcenie studentów na najwyższym poziomie. Uczelnia prowadzi 14 kierunków w ramach dyscyplin społecz...

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👉 Roman Solecki, Piotr Hreciński , Piotr Szczukiewicz
👉 Problematic Internet use, family relationships and social support vs. depressive symptoms among adolescents during remote learning
👉 Vol. 14 No. 2 (28) (2025): Family and School: Educational Partnership

➡ Link to the article:
https://czasopisma.ignatianum.edu.pl/jpe/article/view/3363/3261

📌Abstract
Research objectives (aims) and problem(s): The study presented in this article seeks to answer the following question: What is the role of social support and the quality of family relationships in the context of depressive symptoms and problematic Internet use during the COVID-19 pandemic and remote learning among adolescents?

Research methods: The study was conducted among 509 adolescents aged 11–16. Empirical data were collected using the Epidemic Difficulty Questionnaire (ATP), Family Relationships Questionnaire (KRR), Sense of Support Scale (SWS), Internet Addiction Test (IAT), and the Child and Adolescent Depression Inventory (CDI2). The results showed that 34.02% of the students had elevated depressive symptoms. Heavy Internet use affected 16.8% of respondents, including 10.86% who simultaneously showed heightened symptoms of both depression and addiction. Additionally, girls were more likely than boys to exhibit symptoms of depression.

Process of argumentation: First, the number of individuals affected by depression and Internet addiction was determined, and four groups were identified based on the combination of these two variables. These groups were then analyzed according to gender, age, pandemic-related difficulties, quality of family relationships, and sources of support.

Research findings and their impact on the development of educational sciences: The study found that 34.02% of students had elevated depressive symptoms. Heavy Internet use affected 16.8% of respondents, including 10.86% who simultaneously experienced aggravated symptoms of depression and addiction. Moreover, girls were more likely than boys to report depressive symptoms. Students exhibiting both depressive and addictive symptoms experienced significantly more difficulties in relationships with family members compared to those without symptoms, and they perceived a greater number of household responsibilities as burdensome. Depressive symptoms were less severe among students whose families demonstrated mutual understanding and openness to differing views and beliefs. In such families, members communicated flexibly, cooperated effectively, and cared for one another.

Conclusions and recommendations: The results confirmed that the quality of family relationships is crucial for the healthy functioning of adolescents without depressive symptoms, even in pandemic conditions. Therefore, an important preventive measure for schools is to undertake initiatives that strengthen mutual communication and parent–child relationships, as well as to enhance the diagnostic skills of parents, caregivers, and educators in the early detection of risk behaviors among children and adolescents.

👉 Keywords: mental health in youth, covid-19, family relationships, depression, internet addiction

👉 Grzegorz Godawa
👉 Interpersonal closeness as a pedagogical category fostering the integration of educational environments: families and schools
👉 Vol. 14 No. 2 (28) (2025): Family and School: Educational Partnership

➡ Link to the article:
https://czasopisma.ignatianum.edu.pl/jpe/article/view/3647/3260

📌Abstract
Research objectives (aims) and problem(s): The aim of this article is to examine the phenomenon of interpersonal closeness in relation to family–school cooperation. The author defines interpersonal closeness as a pedagogical category and discusses the unifying role of the pedagogy of interpersonal closeness in cooperation between educational environments. The following research questions were posed: What characterizes interpersonal closeness understood as a pedagogical category? What is the unifying role of interpersonal closeness in family–school cooperation?

Research methods: The article takes a theoretical, review-based approach, employing methods such as analysis of scientific literature and examination of existing data.

Process of argumentation: The author explores the phenomenon of interpersonal closeness, beginning with etymological analyses and references to other scientific fields. He presents interpersonal closeness as a pedagogical category, defines it, and characterizes the pedagogy of closeness. The author draws attention to family and school as educational environments in which closeness can be developed. He emphasizes the importance of cooperation between these environments and the role of interpersonal closeness in strengthening that cooperation.

Research findings and their impact on the development of educational sciences: The author draws attention to the relatively underexamined phenomenon of interpersonal closeness. The analyses support the thesis that interpersonal closeness can be treated as a pedagogical category of great importance for the development of all participants in the educational process and for their cooperation. The results indicate a need for a pedagogy of closeness, as it can guide both the building of interpersonal relationships and the overcoming of difficulties that arise in this process. The author provides pedagogical implications that are relevant to the development of interpersonal closeness in the family–school relationship.

Conclusions and/or recommendations: Referring to the pedagogical category of closeness may constitute a key to interpreting situations that occur in the family–school relationship. The analysis may serve as a basis for further discussion on the place and significance of closeness in education.

👉 Keywords: interpersonal closeness, educational environment, family, school, integration

👉 Cándida Filgueira Arias, María del Carmen Escribano Ródenas, Franciele Corti
👉 Resilience education through Service-Learning methodology
👉 Vol. 14 No. 2 (28) (2025): Family and School: Educational Partnership

➡ Link to the article:
https://czasopisma.ignatianum.edu.pl/jpe/article/view/3706/3259

📌Abstract
Research objectives (aims) and problem(s): This study promotes the use of the Service-Learning methodology to strengthen children’s and young people’s awareness in the face of social challenges and to foster Education for Resilience. It underscores the importance of involving students actively in their educational process to ensure responsible citizenship grounded in values that contribute to their holistic development.

Research methods: In this regard, the Service-Learning methodology is used as an educational approach that integrates the development of academic competencies with meaningful community service.

Process of argumentation: We present the theoretical framework underpinning the relationship between knowledge, social skills, and emotional competencies, which together activate mechanisms that foster resilience. In addition, we propose the design of a methodological approach and a Service-Learning project for Resilience Education, adaptable to various educational levels, from Primary Education to Higher Education.

Research findings and their impact on the development of educational sciences: This proposal aims to enhance students’ ability to cope with academic and emotional challenges and to support the development of resilient educational and life trajectories.

Conclusions and/or recommendations: The Service-Learning methodology provides a broad spectrum of psychological benefits aimed at safeguarding mental health aspects that may be at risk, while also fostering community resilience.

👉 Keywords: Service-Learning, resilience, active citizenship, educational community, resilience education

👉 Ewa Dybowska
👉 Service learning as an opportunity to strengthen multi-stakeholder cooperation between family, school, and community
👉 Vol. 14 No. 2 (28) (2025): Family and School: Educational Partnership

➡ Link to the article:
https://czasopisma.ignatianum.edu.pl/jpe/article/view/3640/3258

📌Abstract
Research objectives (aims) and problem(s): The aim of this article is to explore service learning methodology in cooperative partnerships between families, schools, and local communities. Accordingly, the following research question was posed: How can the service learning method support and strengthen cooperation between families, schools, and the local community?

Research methods: A desk research method was applied to both scholarly articles and project reports that use the service learning methodology.

Process of argumentation: Service learning is an educational method based on learning through experience and is applied in various areas of education. It can also be used to support multi-stakeholder cooperation among schools, families, and the community. These methods benefit students, parents, teachers, schools, and institutions operating in the local community.

Research findings and their impact on the development of educational sciences: In today’s context of a rapidly changing pace of life and ongoing social, cultural, and economic transformations, schools are continually seeking new forms of learning. Promoting the idea of service learning may be one way to achieve educational outcomes that meet students’ needs, as learners are not only recipients of knowledge but also actively experience and apply it through their own involvement.

Conclusions and/or recommendations: Service learning is successfully implemented in many countries at both the secondary school and university levels. It benefits both learners and the local community. Further areas for the application of this method should be explored. Primary education, in particular, still seems to be an underdeveloped area for service learning. The exploration of the essence of service learning has indicated the necessity of continuing research that substantiates this approach as an effective method for cultivating communicative learning within the interactions between family, school, and community.

👉 Keywords: service learning, school–family–community cooperation, multi-stakeholder cooperation, school–family partnership, learning through experience

👉 Lidia Wiśniewska-Nogaj
👉 Parental burnout as a challenge for the parent-school partnership
👉 Vol. 14 No. 2 (28) (2025): Family and School: Educational Partnership

➡ Link to the article:
https://czasopisma.ignatianum.edu.pl/jpe/article/view/3689/3256

📌Abstract
Research objectives (aims) and problems: This article analyzes the parent-school partnership in the context of parental burnout (PB). PB is a syndrome characterized by parents’ exhaustion resulting from prolonged stress and a chronic imbalance between demands and resources. It has serious negative consequences for the parent, the child, and the parent-child relationship. PB also affects children’s academic achievement.

Research methods: The methods employed include a critical analysis of the literature on PB, the risk and resources model of PB and its relationship to parent-school cooperation. However, this review does not meet the criteria for a systematic review.

Article structure: The article consists of four parts. The first two focus on PB and summarize the main findings concerning the phenomenon. The third part examines academic achievement and PB, while the final section discusses the parent-school partnership and its challenges, particularly in relation to parental stress and PB.

Research findings: The parent-school partnership is a crucial yet challenging endeavor. Research indicates that teachers often perceive parents as overly demanding and difficult, rarely viewing them as partners or allowing them to play an active role in the school community. Teachers’ comments and actions may contribute to parental stress and burnout; therefore, suggestions have been made for improving communication and collaboration with an emphasis on parental well-being.

Conclusions: PB is a serious condition with potentially significant negative ramifications. Teachers are often on the front lines and can either alleviate or exacerbate parental stress. Thus, it is important to discuss how to support parents and to reconsider the parent-school partnership in order to create a more supportive environment.

👉 Keywords: parental burnout, parent-school partnership, parent-school cooperation