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The effect of successful educational actions in transition from primary to secondary school.
Roca, Esther; Fernández, Pilar; Troya, Maria B; Flecha, Ainhoa.
Afiliación
  • Roca E; Department of Comparative Education and History of Education, University of Valencia, Valencia, Valencian Community, Spain.
  • Fernández P; Department of Educational Sciences, University of Oviedo, Oviedo, Asturias, Spain.
  • Troya MB; Department of Sociology, Autonomous University of Barcelona, Barcelona, Catalonia, Spain.
  • Flecha A; Department of Sociology, Autonomous University of Barcelona, Barcelona, Catalonia, Spain.
PLoS One ; 19(6): e0304683, 2024.
Article en En | MEDLINE | ID: mdl-38865381
ABSTRACT
While data show improvement in terms of educational access, dropout rates are significant in many countries. In Spain, 28% of students drop out of school without finishing secondary school, more than double the EU average. Thus, extensive research has shown the consequences of the dropout phenomenon, including negative effects on employment, welfare dependency, as well as health and emotional problems. The transition from primary to secondary education is a critical turning point. This situation worsens in the case of refugee and migrant minors who are refugees or with migrant backgrounds. Although there is strong evidence revealing the potential of SEAs to advance educational success for all in different contexts, no research has yet explored the effect of SEAs on enabling a successful transition from primary to secondary education, which could considerably impact decreasing dropout rates. Drawing on a qualitative case study of a secondary educational centre in Spain, this study analyses the impact of the implementation of three SEAs in key aspects related to primary-secondary transitions. Findings show how the systematic implementation of SEAs impacts the ease of the primary-secondary transition positive relationships between the educational community are promoted, school connectedness across transition is strengthened, and academic support networks are enhanced. The study therefore suggests the benefits of SEAs as strategies that can enhance positive primary-secondary school transitions in terms of students' perception of belongingness, and academic performance.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Instituciones Académicas Límite: Adolescent / Child / Female / Humans / Male País/Región como asunto: Europa Idioma: En Revista: PLoS One Asunto de la revista: CIENCIA / MEDICINA Año: 2024 Tipo del documento: Article País de afiliación: España Pais de publicación: Estados Unidos
Texto completo
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XML
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Instituciones Académicas Límite: Adolescent / Child / Female / Humans / Male País/Región como asunto: Europa Idioma: En Revista: PLoS One Asunto de la revista: CIENCIA / MEDICINA Año: 2024 Tipo del documento: Article País de afiliación: España Pais de publicación: Estados Unidos