Los factores sociales que influyen en el abandono escolar temprano

Laburpena

Early leaving from education and training is a great concern worldwide. At the level of the European Union, countries have committed to reducing the proportion of early leavers to less than 10% by 2020 (European-Commission, EACEA, Eurydice, & Cedefop, 2014). Spain is far from this target, with a proportion of 21,9% Spanish early school leaving rate is one of the highest within European Union countries (EUROSTAT, 2016; MECyD, 2015). Additionally, Spanish repeating students rate is among the highest of European Union countries with the greatest increment in the first grade of the secondary school (MECyD, 2015). Literature shows that social factors, together with personal and educational factors, influence on early school leaving. The objetive of this study is to describe the social factors. An advanced search of review articles has been undertaken in various international databases. For the data analysis has been used the program Nvivo. Social factors that influence on early school leaving can be grouped in familiar factors and in the social relationships with peers. The influence of the family is of great importance, with key elements such as the socio-economic status, parent education, family structure or the family environment. Other elements such as social rejection of peers, poor social skills linked to truancy originated by the peer group influence early school leaving. Hence, an explanatory model responds to a complex model of factors that interact and, consequently, need to be precisely diagnosed in order to be undertaken from different but coordinated contexts.