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This page is brought to you by your hosts:

Carolina Gonzálvez

Carolina Gonzálvez, associate professor at the Department of Developmental Psychology and Didactics at the University of Alicante. Her main line of research focuses on school attendance problems and its relationship with other psychoeducational variables. Principal investigator and promoter of the Observatory SOS-Attendance and the Valencian Institute of School Absenteeism.

Fernando Marhuenda-Fluixà

Fernando Marhuenda Fluixá, full university professor in Didactics and School Organization, at the Faculty of Philosophy and Educational Sciences at the University of Valencia. Research focus on vocational education and training policies and practices, mainly addressed to young and adult people with no formal qualifications or who have had difficult life trajectories. Coordinator of the research group Transicions.

The menus below were updated in April 2024. If you have information to share with others in your country, please contact your country’s hosts: Carolina Gonzálvez (carolina.gonzalvez@ua.es) or Fernando Marhuenda-Fluixà (fernando.marhuenda@uv.es). 

People, groups, and organisations

Not for profit

  • The IMERIS Association works with the mission of providing specialized attention and intervention to minors and families in situations of social and / or family conflict. Thus, from the Program of Prevention, Monitoring and Control of School Absenteeism, mediation is carried out between the Educational Center, the students and the family system.
  • The El Fanal Association seeks the personal and social development of families at risk of exclusion. They work to achieve a society in which everyone has the right to develop their personal and social skills – in equality and freedom – through education, employment, and the exercise of citizenship. Among other programs, they have a project on prevention of school absenteeism.
  • The Spanish Association of Second Chance Schools gathers different associations all throughout the country which offer educational resources and a connection to the labor market to facilitate transitions and to assist with educational support through the adolescence as well as in achieving proper education. It has developed an accreditation process to certify which institutions comply with the requirements set by the association in order to extend their model.
  • In the region of Valencia, several institutions have been working for quite a long time to prepare youth who left the school to obtain the GCSE attending the open examinations set by the Department of Adult Education of the region. These are institutions like Taleia, belonging to Adsis, Asindown, or Iniciatives Solidàries, some of them well renowned even at national level.
  • Several research groups in Spanish universities cover research on early school leaving, school failure, absenteeism, and transitions from education into work. From a sociological perspective, the one with the longest tradition is GRET, located at the Autonomous University of Barcelona. In that same university there is also the group GEPS, with a wider overview but recent research on early school leaving. From a pedagogical perspective, there are at least two groups, Transicions at the University of Valencia and the group EIC at the University of the Balearic Islands, with a tradition in research on VET and early school leaving and research also in the Peninsula. The same applies to the group EIE, at the University of Murcia, whose works are on vulnerability and exclusion/social and educational inclusion.

2023

 

2022

 

2021

 

2020

 

2019

 

2018

  • 2018 November 21-23. V International Congress on Psychological, Educational and Health Contexts. Madrid.
  • 2018 November 8-9: I Conference of school absenteeism and right to education. Valencia Link: informational brochure
  • 2018 September: A 15-month research project called GRE16-07 School refusal behavior profiles: identification, analysis and its relationship with other psychoeducational variables was finished. Among its main findings are (1) the identification of school refusal behavior profiles, (2) the validation of instruments such as the Youth Life Orientation Test, the Positive and Negative Affect Scale and the Visual Analogue Scale for Anxiety-Revised, and (3) the study of the relationship between school refusal and other psychoeducational variables such as anxiety, depression, stress, affect or school anxiety. Contact: Carolina Gonzálvez

Various

 

Articles, books, and chapters about school refusal

  • Carmona-Santiago, J., García-Ruiz, M., Máiquez, M.L. y Rodrigo, M.J. (2021). Colaboración entre familia y escuela y su relación con las competencias sociales y académicas del alumnado de etnia gitana de Canarias. Revista de Educación, 394, 393-408. https://doi.org/10.4438/1988-592X-RE-2021-394-512
  • Cerdà-Navarro, A., Salvà-Mut, F., Comas-Forgas, R. & Morey-López, M. (2020). Natives and immigrants enrolled in Spanish Intermediate vocational education and training: a comparative study. Research in Post-Compulsory Education, 25(3), 295-317, https://doi.org/10.1080/13596748.2020.1802942
  • Cerdà-Navarro, A., Sureda, I. y Salvà, F. (2020). Intención de abandono y abandono durante el primer curso de Formación Profesional de Grado Medio un análisis tomando como referencia el concepto de implicación del estudiante (“student engagement”). ESE Estudios Sobre Educación, 39, 33-57.
  • Cruz-Orozco, J.I. (2020). Absentismo escolar en España: datos y reflexiones. Contextos educativos, 26, 121- http://doi.org/10.18172/con.4443
  • Delgado, B., Martínez-Monteagudo, M.C., Ruiz-Esteban, C. y Rubio, E. (2019). Latent class analysis of school refusal behavior and its relationship with cyberbullying during adolescence. Frontiers in Psychology, 10, 1916. https://doi.org/10.3389/fpsyg.2019.01916
  • Escarbajal, A., Izquierdo, T. y Abenza, B. (2019). El absentismo escolar en contextos vulnerables de exclusión [School absenteeism in vulnerable contexts of exclusión]. Revista de Currículum y Formación de Profesorado, 23(1), 121-139. https://doi.org/10.30827/profesorado.v23i1.9147
  • FEMP (2019). IV Catálogo de buenas prácticas municipales en la prevención e intervención frente al absentismo y el acoso escolar. Madrid, FEMP.
  • Fernández, O., Goñi, E., Ortiz, I., Zubeldia, M. (2019). Ajuste escolar y autoconcepto académico en la educación secundaria. Revista de investigación educativa, 37(1), 163-179.
  • Fernández, O, Ramos, E., Goñi, E., Rodríguez, A. (2020). The role of social support in school adjustment during secondary education. Psicothema, 32(1), 100-107.
  • García, M., Sánchez, A. (2020). La heterogeneidad del abandono educativo en las transiciones postobligatorias. Itinerarios y subjetividad de la experiencia escolar. Papers: revista de sociología, 105(2), 235-257.
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