Early school leaving: a challenge to face

Early school leaving (ESL) is one of the most concerning and complex issues in our educational system. As a social educator and teacher, I have had the opportunity to closely observe the factors that can trigger this phenomenon and have found that it is not an isolated event. On the contrary, it is a multidimensional reality influenced by social, economic, and psychological causes that often reinforce each other.

ESL particularly affects young people from vulnerable families or contexts at risk of social exclusion. Economic hardship often leads them to view education as an unattainable challenge, forcing them into the labor market under precarious and temporary conditions. In many cases, this situation is exacerbated by a lack of self-esteem, which deeply affects their perception of their abilities. Phrases such as "I can’t," "this isn’t for me," or "I’ll never be able to..." reflect a worrying reality that must be urgently addressed.

To counteract this dynamic, a comprehensive approach is essential, addressing not only economic needs but also emotional ones. Young people need psychological and emotional support to break through self-imposed barriers and gain the confidence necessary to continue their educational and life journeys. Simultaneously, the role of families is crucial. When family support is insufficient or absent, it often becomes a decisive factor in the decision to drop out of school.

A particularly vulnerable group is students from migrant backgrounds, who often face linguistic, cultural, and social barriers that hinder their integration and adaptation to the educational system. These students require additional efforts in terms of reception, support, and inclusion to ensure they find their place in school and are not driven into precarious jobs to meet immediate survival needs.

The education system plays a decisive role in preventing ESL. Even today, many schools lack adequate resources to address the diversity and specific needs of their students. These shortcomings can lead to demotivation and feelings of exclusion. Schools must become inclusive spaces that value each student’s potential and offer meaningful and motivating education.

To reverse this situation, coordinated and decisive actions are needed at multiple levels. It is urgent to analyze the causes of ESL and implement social policies that reduce inequalities, as well as reform the education system to adapt to new realities. It is also crucial to promote social awareness that prioritizes education as a fundamental pillar for the future of any society.

Supporting young people in their educational journey is not just the responsibility of institutions but a collective duty. With determination and commitment, we can guide them, ensure their well-being, and guarantee quality education and labor market integration.