Classroom Methodology as a Protective Factor Against Early School Leaving: Analysis of Educational Support Measures in Secondary Education

Abstract

Early school leaving in secondary education poses a major challenge with significant social and economic implications both in Spain and internationally. Given its multicausal nature and its association with the risk of social exclusion, comprehensive and multidimensional interventions are required. This study focuses on the school dimension to explore whether curriculum design and, particularly, classroom methodology act as protective factors within educational support measures. Using a mixed-methods approach, it analyzes the Comprehensive Learning Program, Occupational Classroom, Basic Vocational Training, and Professional Training Program in the Region of Murcia through interviews, questionnaires, and discussion groups with teachers, administrators, professionals, and students. Findings reveal that curricular development based on inclusive, practice-oriented, and contextualized methodologies contributes significantly to the educational and social reengagement of students with trajectories of school failure, underscoring the pedagogical importance of a supportive classroom environment with high expectations.