THE ROLE OF THE FAMILY IN CHILDREN'S HOLISTIC DEVELOPMENT IN THE FACE OF ADVERSE EVENTS IN PRIMARY EDUCATION
DOI:
https://doi.org/10.56219/se.v26iExtraordinaria%20N°%201.5101Keywords:
family resilience, childhood adversity, parental support, comprehensive development, primary educationAbstract
This article addresses the issue of how families respond to adverse events in primary education and how their relational dynamics mediate children's comprehensive development in vulnerable contexts. Based on the contributions of Bethell et al. (2022), Prime et al. (2021), McLaughlin et al. (2022) and Yeo et al. (2024), it is recognised that adverse childhood experiences (ACEs) affect emotional well-being and academic performance; however, these effects are not deterministic. Methodologically, a theoretical review with a qualitative-hermeneutic approach was developed, based on the consultation of 20 studies published between 2021 and 2025 in indexed databases (Scopus, Web of Science, ERIC, PsycINFO, SciELO and Redalyc), in English and Spanish, from the United States, Europe, Asia and Latin America. The analysis followed a process of comprehensive reading, thematic coding and construction of emerging categories under the principle of the hermeneutic circle. The findings show that family resilience, systemic cohesion and parental support operate as mediators of adverse impact, even in contexts of poverty (Li et al., 2025; Martínez & Cifuentes, 2024). In conclusion, an integrative conceptual archetype is proposed that understands family action as dynamic mediation between structural context and child development, providing a theoretical basis for strengthening the family-school alliance in primary education.
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