Vulnerabilidades intersectoriales en el abandono escolar de educación secundaria: una revisión sistemática
DOI:
https://doi.org/10.5281/zenodo.23074765Palabras clave:
abandono escolar, educación secundaria, rendimiento académicoResumen
El presente estudio examina los factores socioeconómicos, académicos y familiares asociados al abandono escolar en secundaria, distinguiendo entre salida registrada y finalización, así como entre predicción e indicadores de intervención. Para ello, se recopilaron 30 informes de estudios primarios (2021–2026) mediante búsquedas dirigidas a editoriales y DOI, y los hallazgos se clasificaron según población, diseño, variable de resultado y tres dominios interrelacionados. Si bien la revisión siguió las directrices PRISMA 2020 y PRISMA-S, la ausencia de una exportación completa de la base de datos, de una auditoría del proceso de selección y de una evaluación formal del riesgo de sesgo impide considerarla una revisión sistemática plenamente reproducible. En cuanto a los resultados, la evidencia de diversas regiones vincula el abandono con carencias materiales, trabajo juvenil, bajo rendimiento, repetición de curso, absentismo crónico, desconexión escolar, nivel educativo de los padres e inestabilidad del hogar. No obstante, estudios de cohortes matizan explicaciones simplistas, por ejemplo, la relevancia de habilidades y aspiraciones varía según la etapa; en un caso, la autopercepción de salud no mostró asociación independiente tras ajustes, y en otro no hubo correlaciones significativas a nivel del hogar. Además, un mejor rendimiento predictivo no equivale a prevención verificada. En conclusión, las condiciones materiales, académicas y familiares actúan de manera interrelacionada y dependiente del contexto, sin respaldar una jerarquía causal universal.
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