Prevention and intervention against early dropout in education: a comparison between Veneto (Italy) and the Balearic Islands (Spain)

International guidelines highlight the importance of improving the quality of education globally. But problems such as early dropout reduces the possibilities of education and puts at risk the future of generations increasing their social vulnerability and the consequences for their academic and professional careers. (Nevala & Hawley, 2011). The factors that influence these dropout rates are complex, encompassing individual, social and contextual aspects (Farrugia, 2019). There are a multitude of interrelated factors, such as: lack of personal and parental skills, lack of interest and motivation among students, lack of information, late detection, the demands of Compulsory Secondary Education, lack of educational supervision and barriers in communication with children (Martín et al, 2015). Inclusive and participatory teaching practices, cultural recognition, confidence in students' competences can prevent dropout, while practices contrary to these values can lead to student disaffection. (Rodríguez-Izquierdo & Antolínez-Domínguez, 2023). Studies differ when it comes to identifying the main causes of early dropout. Some focus more on external causes (pedagogical practices, school policies, etc.) and others on internal causes (Jasińska-Maciążek, 2020). Other studies distinguis between dimensions: micro-social (individual characteristics); mesosocial (attitudes and bad educational practices from the family to those developed by teachers or the school) and macro-social (the educational, training and labour system and socio-cultural values) (Salvà-Mut, et al, 2014).