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J. Cupul-May, Y. Mézquita-Hoyos, M. De Lille-Quintal

Universidad Autónoma de Yucatán (MEXICO)
According to the Organization for Economic Co-operation and Development (OECD, 2012), in Mexico 58% of young people between 25 and 34 years of age dropped out of school before finishing high school, ranking first among school dropouts of the 34 countries of the organization. In addition, the study of the organization revealed that the low socioeconomic environment, personal or social circumstances of injustice provoke school failure, whose most visible manifestation is school dropout.

Therefore, the objective of this study was to reduce the risk of school dropout in high school students through a group intervention with the parents of these students, whose purpose was to develop the potential of the participants to improve their climate or family environment. The specific objectives were to identify students at risk of dropping out of school, to know the family climate from the perspective of the parents before and after the intervention, as well as to assess the risk of dropping out before and after the intervention.

The Family Environment Questionnaire was administered before and after the group, intervention to assess its effects and a quantitative assessment of the risk of dropping out before and after the intervention was made. We worked with six parents of a School of Bachelors of the State of Yucatán located in a rural area. The intervention consisted of eight sessions of two and a half hours, two sessions per week, using techniques such as drawing and modeling, reflection of videos and audios, as well as relaxation exercises, in order to favor the maintenance and growth of family cohesion.

The school counseling department reported a 50% drop in reprobation on students whose parents participated in the group council, as well as a 50% drop in the number of failed subjects in the semester after the intervention.

It was also observed that the family climate of the participants before the intervention presented an optimal level in one of the six factors that comprise the family climate or environment, after the intervention progress was observed in four factors, leaving these at optimal levels of the Climate or family environment, which concludes that the group intervention implemented contributed to reduce the risk of dropping out of school.