My work is situated within the field of Developmental and Educational Psychology, with a focus on understanding well-being, psychosocial adjustment, and identity during late childhood and adolescence. I approach development as a relational and context-dependent process, emerging from the interaction between individuals and their social and educational environments.

My research explores how contextual factors—such as social support and school climate—interact with individual resources, including emotional intelligence, resilience, and self-concept, to shape developmental trajectories. These dynamics are closely linked to students’ well-being and psychosocial adjustment, influencing both academic outcomes and how children and adolescents perceive themselves and relate to others.

These processes are connected to broader societal challenges related to inclusion, equity, and educational opportunities. From this perspective, identity is understood as a dynamic process shaped through experiences of recognition, belonging, and support, which are central to understanding inequalities in well-being and adjustment.

Within the ENLIGHT framework, my contribution focuses on linking identity with well-being and psychosocial adjustment. By examining how personal and contextual factors interact, my work contributes to an applied understanding of how educational environments can support positive development and foster more inclusive and equitable contexts.

My research, conducted within competitive projects and the Consolidated Research Group PSIKOR, combines robust empirical approaches with a strong focus on applied research and knowledge transfer. In particular, I contribute to the design and implementation of evidence-based psychoeducational programmes aimed at promoting well-being and adaptive development in educational settings. In a rapidly changing social and educational landscape, this work seeks to advance understanding while contributing to environments that foster well-being, belonging, and diversity.