Addressing underachievement and early school leaving in Europe: the role of institutional factors

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dc.contributor.authorGarcía Cid, Alba
dc.contributor.authorKhalfaoui Larrañaga, Andrea
dc.contributor.authorFernández Villardón, Aitana
dc.contributor.authorAnabo, Icy F.
dc.contributor.authorGutiérrez Fernández, Nerea
dc.contributor.authorSantiago Garabieta, Maite
dc.contributor.authorSharipova, Dildora
dc.contributor.authorVillardón Gallego, Lourdes
dc.contributor.authorGarcía Carrión, Rocío
dc.date.accessioned2026-01-26T08:50:30Z
dc.date.available2026-01-26T08:50:30Z
dc.date.issued2025-02-18
dc.date.updated2026-01-26T08:50:30Z
dc.description.abstractThis systematic review aims to analyse the existing evidence on the institutional factors that counteract underachievement and Early School Leaving (ESL) in Europe. Considering the role of context in generating optimal learning environments, a more nuanced understanding of how institutional aspects could be shaped to improve students’ school outcomes is paramount. The Web of Science, SCOPUS, and PsycINFO databases were used to identify relevant papers following the PRISMA guidelines. A total of 7,049 entries were generated from the initial search and were subjected to a blind review process using the web application Rayyan, which resulted in 34 articles being included in the final review. Following a thematic analysis, it was found that adopting heterogeneous classrooms, promoting a climate of high expectations in schools, implementing critical pedagogies and an engaging, culturally sensitive curriculum, facilitating positive and dialogic interactions with adults and peers, providing tailored support and guidance services, and nurturing a culture of co-creation and equitable involvement of families and communities act as buffers against the risk of underachievement and early school leaving. These findings shed light on possible practical approaches for addressing these issues, including the implementation of Successful Educational Actions, providing targeted support for the most vulnerable, and promoting a whole-school approach to ensure that dialogues between educational communities and school staff are frequent and constructive.en
dc.description.sponsorshipThis work was supported by European Commission [grant number: 101061288]en
dc.identifier.citationGarcía-Cid, A., Khalfaoui, A., Fernández-Villardón, A., Fresno Anabo, I., Gutiérrez-Fernández, N., Santiago-Garabieta, M., Sharipova, D., Villardón-Gallego, L., & García-Carrión, R. (2025). Addressing underachievement and early school leaving in Europe: the role of institutional factors [Review of Addressing underachievement and early school leaving in Europe: the role of institutional factors]. Educational Review. Routledge. https://doi.org/10.1080/00131911.2025.2459902
dc.identifier.doi10.1080/00131911.2025.2459902
dc.identifier.eissn1465-3397
dc.identifier.issn0013-1911
dc.identifier.urihttps://hdl.handle.net/20.500.14454/4861
dc.language.isoeng
dc.publisherRoutledge
dc.rights© 2025 The Author(s)
dc.subject.otherEarly school leaving
dc.subject.otherSuccessful educational actions
dc.subject.otherSystematic review
dc.subject.otherUnderachievement
dc.subject.otherVulnerable groups
dc.titleAddressing underachievement and early school leaving in Europe: the role of institutional factorsen
dc.typereview article
dcterms.accessRightsopen access
oaire.citation.titleEducational Review
oaire.licenseConditionhttps://creativecommons.org/licenses/by-nc-nd/4.0/
oaire.versionVoR
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