Relación entre el estrés parental, las estrategias de afrontamiento y el nivel de inclusión educativa percibido en una institución de Educación Básica de la ciudad de Loja

Abstract

Abstract: This research analyzes the relationship between parental stress, coping strategies, and the level of perceived educational inclusion at the "Pío Jaramillo Alvarado" Educational Unit in Loja. A total of 165 caregivers and 9 teachers participated, to whom the Parenting Stress Index (PSI-SF), the Coping Strategies Inventory (CSI), and the Inclusive Practices dimension of the Index for Inclusion were applied. It is a quantitative, non-experimental, field, cross-sectional, and correlational study. The results show predominantly low levels of parental stress (48%), associated with the use of adaptive strategies (55%) such as problema solving (35.8%) and cognitive restructuring (37%), while self-criticism was the least used strategy (38.2%). A positive perception of educational inclusion was identified from the perspective of teachers (77.43%) and the caregivers (70.97%). Inclusive planning (77.43%) and differentiated didactic strategies (66.7%) stand out. It is concluded that there is a bidirectional and protective relationship between the three variables: low stress levels are associated with adaptive coping strategies, and the favorable perception of inclusion acts as a buffering factor for parental distress, strengthening family participation.