When talking about childhood in social risk we consider those children who have a structural and personal disadvantage that hinder their educative, social, cultural professional or political integration (Bendit & Stokes, 2004). Many minors in social risk belong to multi-problematic families with a low socio-economical level which has effects on their cognitive and socio-emotional development due to their family dynamics. (Gonzalez & Gimeno, 2013).

Concerning family’s context, the social and economic status of the family is reflected on children’s self-estimation, emotional background, and behaviour (Fedorenko & Belousova, 2020). Ponnet (2014) exposed how financial stress in families with low incomes has direct and indirect effects on teenager’s behaviour. Moreover, some of these families introduce highly dysfunctional attitudes and relational patterns which promote problematic behaviours and habits that will be an obstacle for their social integration.

Arce et al. (2010) study shows that those children with a higher social risk have a lower concern for others and social awareness as well as an aggressive behaviour. Vilariño et. al. (2013) study focused on minor offenders who showed to have higher punctuation on social withdrawal and have a profile that blocks a positive socialization.

The construction of their life project can be a way to approach social inclusion in social risk minors, however their life projects tend to be unclear and planning their future results is consequently problematic for them (Garcés-Delgado et al., 2020).

Considering this context, and the failure of their social integration through intervention projects in which social risk minors are involved, awe could provide benefits for these children. Awe is a complex emotion difficult to define. Stellar e al. (2017) has categorised it as self-transcendent together with compassion or humility; however, other authors have labelled it as a positive emotion (Sawada & Nomura, 2020).

Awe provides diverse benefits such as: physiological, due to the parasympathetic activation, lowering the heart rate and reducing the effects of stress; and psychological, promoting prosocial behaviour, humility, and a decrease of aggressive behaviours (Chen, Susan & Mongrain, 2020; Sawada & Nomura, 2020).

According to Keltner et al. (2003), we must identify two elements within awe to be able to label it as such: vastness and cognitive accommodation. Keltner (2003) identifies 5 themes that may produce experiences of awe: threat, beauty, talent, virtues and supernatural causality; when vastness exists in the stimulus within these areas, awe is likely to occur.

Experiences of awe include two components: an annhilational component, losing their sense of self and its boundaries, and a relational component, connecting with something beyond the self to the point of oneness. Hence, awe could modify the perception of one’s self and the world that surrounds them (Chirico & Yaden, 2018).

As aforementioned, awe produces a bigger sense of connection with the world, shifting the attention from the self to entities within the outer world (Yaden et al., 2017). This bond with the community explains how awe can lead to a decrease of aggressive behaviours and the promotion of prosocial conducts (Yang et al., 2016). Moreover, awe has also been related to more flexible mental frames in which new perspectives are considered when solving a specific task (Chirico et al., 2018).

Due to the characteristics just mentioned, it is considered that awe may provide benefits for minors facing social risk helping them cover the deficits that hinder their social integration.

The research will consist of a bibliographical study of the state of the art. To consider the existing theoretical framework, a systematic review will be carried out searching by articles in JCR and SCOPUS journals through relevant databases. To be able to identify relevant literature in the databases, the search strategy selected is looking for articles with the specific terms. (“social risk” OR “social pedagogy” OR “social exclusion”) AND (“awe” OR “wonder”). Moreover, other criteria for inclusion of the articles are: 2000-2020 (as timespan); Spanish and English (as publication language). Moreover, triangulation will be assured for article selection. The methodology that will be followed by the systematic review is the one indicated by the PRISMA-statement (Preferred Reporting Items for Systematic reviews and Meta-Analyses). It consists of a 27-items checklist where each item and its elaboration process are described (Urrutia & Bonfill, 2010; Sánchez-Meca & Botella, 2010; Moher et al., 2009). As it has been described, the study follows what other authors like Pontes & Griffiths (2015) carried out in systematic review Internet Gaming Disorder and its associated cognitions and cognitive-related impairments.

From this study the expected results are to be able to identify how interventions based in awe-experiences can help childhood in social risk. It is expected to find that awe can reduce minors’ aggressive behaviours and social withdrawal as well as help them construct their project of life by self-transcendent experiences. Having regarded the state of the art, other benefits that may derive from this study are the elaboration of new educational and intervention programs and intervention coherent with new research findings. New innovative actions could be proposed to integrate in school programs as well as part of already existent intervention programs with these groups.

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