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School failure is a complex concept. It is usually attributed to the subjects as percentage inevitable and the other convergent failures are ignored (methodological, curricular, organizational ...). Schools have pedagogical autonomy to face this challenge. This case study presents a measure of support in contrast to the reality of the ordinary classroom. We use stories of experience and in-depth interviews. It emphasizes the importance of preventing the construction of consummate trajectories of school failure. The article calls for curricular flexibility, personalization of teaching-learning processes, through active and participative methodologies and high expectations about students.

Academic failure, Organization, Life skills, School classes.

Domingo, J., & Martos, J. M. (2017). Prevención del fracaso escolar en educación secundaria en Andalucía desde la voz del profesorado. Estudio de caso [Prevention of school failure in comprehensive school in Andalusia from the voice of teachers. A case study]. Revista Internacional de Educación para la Justicia Social, 6(1), 329-347.
https://doi.org/10.15366/riejs2017.6.1.019