Secondary School Dropout: A Qualitative Study of Definitions, Manifestations, and Intervention Strategies from the Teacher's Perspective

Abstract

Introduction: School Failure is a phenomenon of concern in most developed countries. This article analyzes the complexity involved in its conceptualization, examines its manifestation in the academic career of students and tries to demonstrate the existence of programs to address it in Secondary Education centers. Methodology: A qualitative methodology is used, with the study population being teachers from educational centers in different municipalities of the Region of Murcia. The strategies for collecting information are: Systematic Bibliographic Review, In-depth Semi-Structured Interviews and Documentary Analysis. Results: Its complexity stands out due to the variables that compose it and its gradual presence in the students' academic itinerary, although it also manifests itself at specific moments. There are programs in educational centers, but with little differentiated purposes. Discussion: School Failure is a phenomenon that is difficult to address from a single dimension. It is essential to identify different moments in its appearance, with multiple programs developed to deal with it. Conclusions: The study reveals that it is a priority to identify its causes. Its dual static/dynamic aspect limits its temporal location and it is important to implement early prevention measures to ensure academic success.