Inclusive educational policies to combat early school leaving in migratory contexts

Abstract

School dropout continues to be a significant challenge in Latin America, particularly affecting students in migration situations. Countries such as Venezuela, Honduras, Guatemala, and El Salvador are among the main sending countries of migrants in the region, which has led to growing concern about early school leaving among displaced communities. This problem deepens structural inequalities, affecting not only access to education but also the retention and academic success of migrant students. This study aimed to analyze the policies implemented by Latin American countries with high levels of migration, both sending and receiving countries—such as Mexico, Colombia, Chile, and Argentina—focusing on their strategies to mitigate school dropout. Using a Comparative Education methodology and a descriptive approach, an analytical framework was designed based on preventive, interventionist, and combined measures, in line with the guidelines suggested by international organizations such as UNESCO. The results show that the countries analyzed have developed diverse strategies aimed at the inclusion of migrant students, highlighting language programs, teacher training in attention to diversity, and psychosocial support. However, a predominantly curriculum-centered approach persists, neglecting the emotional dimension of students, a key aspect for their integration and academic well-being. In general, there is a trend toward aligning national policies with international recommendations. However, there is an urgent need to move toward a more comprehensive and intersectional approach that addresses not only structural educational barriers but also the social and emotional factors that influence school dropout among the migrant population in Latin America.