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The purpose of this paper is to provide a panoramic and systematic view of 10 Sustainable Campus Network (SCN) universities’ internal entities in charge of the sustainability effort – such as offices, committees, units, programs, or other, showing how some institutions have gained increasing deployment and momentum. However, their appearance and growth pathways have had significant disparities.

Global and local agendas have had a strong influence on Chilean higher education institutions. A relevant signal has been the creation of the SCN, formed by 21 Chilean universities, whose vision is to help shape a fair and environmentally healthy civilization contributing from the higher education realm. This work adopts a survey design methodological approach. It describes the following resulting components obtained from the aggregated data: (a) emergence processes and environments, (b) governance models and operational mechanisms, (c) networks and collaboration, and (d) final products generated, for sustainability governing entities within universities in Chile.

The main findings indicate that at the institutional level, the Cleaner Production Agreement for higher education institutions and the creation of the SCN have been key drivers in the formalization of several entities leading the sustainability efforts within Chilean universities. Also, regarding the degree of commitment to sustainability, the most active internal stakeholder corresponds to students.

The present work represents a pioneering effort in the Chilean context to identify and systematize the challenges, organizational structures, and key accomplishments of sustainability governing entities in higher education nationwide.

Depression has become a major health concern, particularly in developing countries. This disorder is highly prevalent among certain vulnerable populations, such as prisoners. In Peru, prisons are overcrowded, and the health of prisoners is neglected. Thus, this study aims to estimate the prevalence of depression diagnosed during incarceration in male inmates from all Peruvian prisons and assess its associated factors.

A cross-sectional study was conducted based on the secondary data analysis of the National Census of Prison Population 2016 in Peru. This study included records of prisoners who reported whether they were diagnosed with depression by a health-care professional after admission into the prisons. Descriptive, bivariate and multivariable analyses were performed.

Of the 63,312 prisoners included in this study, 1,007 reported an in-prison diagnosis of depression by a health-care professional, which represents a prevalence of 1.59%. Substance use disorder (adjusted prevalence ratio [aPR] 3.10; 95% confidence interval [CI]: 1.91–5.03), hypertension (aPR 7.20; 95% CI: 6.28–8.24) and previous discrimination (aPR 1.97; 95% CI: 1.62–2.40) were strongly associated with depression, even when adjusting for multiple confounders. Other directly associated variables were, for example, violence during childhood, infrequent visits in prison and diabetes.

The right of prisoners to adequate health care is being neglected in Peru. Mental health is a cornerstone of health quality. Acknowledging which factors are associated with depression in prison is important to implement strategies to improve the mental health of prisoners.

This paper aims to describe the levels and type of contingency faced by school principals in Chile and the way certain aspects of the Chilean school system result in a greater or lesser presence of these contingencies.

The results reported here are based on the application of a structured questionnaire to 381 elementary school principals in Chile. A “Leadership Contingency Index” was created to analyze the extent and characteristics of this phenomenon, which was complemented with a multiple regression analysis to observe the variables that influence the levels of contingency.

This study has shown that the main contingencies faced by school leaders in Chile revolve around the relationship between actors: assist families, relationship with and among students and resolution of school staff problems. Also shows that the level of contingency faced by principals is strongly conditioned by the socio-educational context of the school and is not related to the individual characteristics of the leaders. This level of contingencies is significantly higher in the public system, although the most recurrent contingencies are the same in each type of school administration (public, private subsidized and privately funded schools).

This paper addresses an important but relatively unexplored dimension in specialized research on leadership: variable contingencies under which the leadership role is performed daily, including significant gaps between schools. Understanding and analyzing school leadership from the perspective of the complexity of tasks currently faced by principals, many of them highly unpredictable, ensures a realistic view of the possibilities and limitations of leadership in action and, consequently, provides better tools to strengthen the school leadership role and its contribution to improving student learning.