{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,26]],"date-time":"2026-03-26T08:08:54Z","timestamp":1774512534091,"version":"3.50.1"},"reference-count":65,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,3,26]],"date-time":"2026-03-26T00:00:00Z","timestamp":1774483200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/100014440","name":"Ministerio de Ciencia, Innovaci\u00f3n y Universidades","doi-asserted-by":"publisher","id":[{"id":"10.13039\/100014440","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychiatry"],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>School participation is central to learning, development, and inclusion. Within international efforts to identify environmental barriers to participation, this study aimed to analyze the school participation profile of students aged 5\u201317 years in Spain\u2014with and without disabilities and other special educational needs (SEN)\u2014and to identify environmental factors that support or hinder their participation.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Method<\/jats:title>\n                    <jats:p>Parents of 415 Spanish students aged 5\u201317 years completed the Spanish version of the Participation and Environment Measure for Children and Youth: PEM-CY. Group differences between children with (n=142) and without (n=273) disabilities were tested.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Students with disabilities\/SEN participated less often and with lower involvement across all school activities, with significant differences in \u201cClassroom activities\u201d and \u201cGetting together with peers outside of class.\u201d Parents of children with disabilities reported that cognitive, behavioral, and social demands commonly hinder participation. Reported resource unavailability ranged from 10%\u201338% (adapted transportation, financial resources, information, technical\/communication aids, and support services tailored to students\u2019 needs and interests). Conversely, 44.4%\u201372.8% of parents indicated that physical layout, sensory qualities, safety conditions, staff attitudes, and peer relationships usually supported participation.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>Despite inclusive-education mandates, findings indicate persistent participation and engagement inequities for students with disabilities and other special needs in Spanish schools. Parents point to environmental conditions\u2014support services tailored to students\u2019 needs and interests, teacher training to individualize these supports, and a culture of collaboration among teachers and between teachers, families, and children with special needs themselves\u2014as key elements in ensuring meaningful, equitable, and full participation in school life.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyt.2026.1783581","type":"journal-article","created":{"date-parts":[[2026,3,26]],"date-time":"2026-03-26T06:34:07Z","timestamp":1774506847000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["School participation of students with disabilities in Spain: profile, supports and barriers"],"prefix":"10.3389","volume":"17","author":[{"given":"Mar\u00eda","family":"G\u00f3mez-Vela","sequence":"first","affiliation":[{"name":"Department of Personality, Assessment and Psychological Treatment, University of Salamanca","place":["Salamanca, Spain"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Eva","family":"Gonz\u00e1lez Ortega","sequence":"additional","affiliation":[{"name":"Department of Developmental and Educational Psychology, University of Salamanca","place":["Salamanca, Spain"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Mar\u00eda Bego\u00f1a","family":"Orgaz Baz","sequence":"additional","affiliation":[{"name":"Department of Basic Psychology, Psychobiology and Methodology of Behavioral Sciences, University of Salamanca","place":["Salamanca, Spain"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Isabel","family":"Vicario-Molina","sequence":"additional","affiliation":[{"name":"Department of Developmental and Educational Psychology, University of Salamanca","place":["Salamanca, Spain"]}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1965","published-online":{"date-parts":[[2026,3,26]]},"reference":[{"key":"B1","volume-title":"International classification of functioning, disability, and health","year":"2001"},{"key":"B2","doi-asserted-by":"publisher","DOI":"10.1016\/j.apmr.2014.01.005","article-title":"The mediating role of the environment in explaining participation of children and youth with and without disabilities across home, school, and community","volume":"95","author":"Anaby","year":"2014","journal-title":"Arch Phys Med Rehabil"},{"key":"B3","doi-asserted-by":"publisher","DOI":"10.1080\/09638288.2021.1955304","article-title":"Trajectories of participation, mental health, and mental health problems in adolescents with self-reported neurodevelopmental disorders\u2019","volume":"44","author":"Augustine","year":"2022","journal-title":"Disabil. 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