Dropping out of school, beyond reflecting the family, social and economic conditions that affect training, reveals the inability of educational systems to make the expectations and dreams of many of the students who go through them come true. The non-existence or low effectiveness of adequate guidance and tutoring processes before, during and at the end of studies, poorly connected school transition processes, insufficient support mechanisms to reduce school failure, teachers little involved in student support tasks or systems educational systems more focused on selection than on the success of students can explain, rather than justify, the number of young people who fail in their studies, that some abandon them, and the loss of resources invested in training.
The problem is more serious when we talk about Early Educational Leaving (AET), which continues to be one of the great challenges of society. Identified as one of the risk, exclusion and vulnerability factors with the most impact in educational contexts (at national and European level), its incidence translates into less equitable societies, being considered an important economic and social phenomenon due to its impact on the individual. society and the economy in general.
This text proposes, from a European perspective and with references to the Spanish educational system, the actions to be carried out by educational organizations in the face of the inclusive challenge of addressing school dropouts at the different educational stages. It includes research results and international and national theoretical contributions, as well as strategies, instruments and good practices that try to materialize certain approaches to the problem in question.
The work, aimed especially at scholars and researchers, advisors, counselors, managers and teachers of educational systems, thus seeks to disseminate existing knowledge, providing theoretical and practical frameworks that can support intervention in educational centers.