{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,4]],"date-time":"2026-04-04T19:14:35Z","timestamp":1775330075665,"version":"3.50.1"},"reference-count":60,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2024,10,9]],"date-time":"2024-10-09T00:00:00Z","timestamp":1728432000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Educ."],"abstract":"<jats:sec><jats:title>Introduction<\/jats:title><jats:p>Socio-emotional security and particularly secure attachment relationships with parents and peers have been associated with positive developmental outcomes, including school-related variables. This systematic literature review aims to provide a comprehensive analysis of the literature, exploring the relationship between socio-emotional security (attachment, support, and secure relations with parents and peers) and academic achievement, school engagement, and early school dropout.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>The inclusion criteria were studies with socio-emotional security as the independent variable and academic achievement and\/or school engagement as the dependent variable, using a quantitative methodology, written in English. The exclusion criteria were articles presenting literature review or meta-analysis, interventions or instrument validation studies, studies with a qualitative approach, studies developed in an e-learning context, studies with university students, and\/or focused on schooling in extreme conditions (e.g., COVID-19). PRISMA guidelines were followed, through a search that resulted in the identification of 38 empirical quantitative studies, published between 2018 and 2022, in English.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results and discussion<\/jats:title><jats:p>The results revealed that parent and peer relationships impact students\u2019 academic achievement and school engagement, as expected, and highlighted the relevance of parental and peer relationships for school-related outcomes. Future research should consider the role of potential mediators and moderators in the relationship between socio-emotional security and school outcomes.<\/jats:p><\/jats:sec>","DOI":"10.3389\/feduc.2024.1437297","type":"journal-article","created":{"date-parts":[[2024,10,9]],"date-time":"2024-10-09T04:49:21Z","timestamp":1728449361000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":10,"title":["The role of socio-emotional security on school engagement and academic achievement: systematic literature review"],"prefix":"10.3389","volume":"9","author":[{"given":"Pedro","family":"Dias","sequence":"first","affiliation":[]},{"given":"Lurdes","family":"Ver\u00edssimo","sequence":"additional","affiliation":[]},{"given":"Alexandra","family":"Carneiro","sequence":"additional","affiliation":[]},{"given":"Raquel","family":"Duarte","sequence":"additional","affiliation":[]}],"member":"1965","published-online":{"date-parts":[[2024,10,9]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1007\/s10648-016-9389-8","article-title":"What schools need to know about fostering school belonging: a meta-analysis","volume":"30","author":"Allen","year":"2016","journal-title":"Educ. 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