School absenteeism in urban marginality: School adaptations to the student’s environment

Abstract

One of the most characteristic and persistent issues in the teaching processes of urban peripheries is school absenteeism. It is in these contexts where schools strive to adapt to the circumstances, dynamics, and needs of their students. In light of this, the purpose of this study is to explore the implications of recurring student absences on educational processes in urban marginality, the causes of high absenteeism rates in these settings, and to describe the institutional strategies implemented to address this phenomenon in a secondary school located in a vulnerable area, where contextualized pedagogies take on particular significance. The methodological approach was narrative, allowing for the identification of the influence of family situations on student absenteeism, as well as the specific actions implemented in peripheral schools to address student absences. The study concludes with a call for the urgent establishment of a national care system to support the development of families residing in the most vulnerable areas.