School dropout intention and reduced academic achievement are two crucial indicators of school dropout risk. Past studies have shown that school performance plays a mediating role in the models explaining dropout intentions. School burnout and test anxiety have been identified as predictors of both academic performance and school dropout. However, their combined effects on the intention to leave school have not yet been investigated. We aimed to address this gap by exploring the predictors of school dropout intention in a sample of 205 French secondary school students. Structural equation modelling analyses have revealed the specific facets of school burnout (devaluation) and test anxiety (cognitive interference) that explained the school dropout intentions and academic performance. Grade Point Average (GPA) was a mediator of the effects of these variables on the intention to drop out of school. The findings highlight the need to acknowledge assessments as a school stress factor that could contribute to health problems and intentions to drop out of school.

The sense of belonging is a human need that educational systems must foster to achieve student success. In the school setting, this feeling strengthens the bond between members of the institution and motivates families to become more involved with the school, improving the overall school climate. Teachers play a crucial role in promoting this sense of belonging by influencing the connection between families and the educational community. This study aims to understand how teachers from different contexts, one Colombian and the other Spanish, promote families' sense of belonging to the school. To this end, an evaluative, comparative, quantitative, and non-experimental study was conducted using a validated questionnaire applied to a significant sample in both contexts. The results show that, for teachers in both contexts, it is very important for families to feel satisfied with the education their children receive, which is why they strive to build trust in the teaching staff. The sense of belonging is more strongly promoted by teachers in charter schools and those with more years of experience in schools in the Spanish context. In the Colombian context, women are the ones who most actively promote it, thereby perpetuating gender roles. There is a need to provide specific training for teachers to help them develop this capacity in families, as well as to conduct further research to explore the differences that may influence the promotion of a sense of belonging.

This umbrella review aimed to synthesize variables that explain dropout among students in preschool, primary, secondary, and high school education. The study focused on peer-reviewed articles indexed in SCOPUS, Web of Science, and ERIC, identifying five systematic reviews that provided comprehensive insights. Key findings revealed individual factors, such as insufficient parental support, emotional and behavioral challenges, and substance use, play significant roles in influencing student dropout. Socioeconomic factors, including poverty, financial constraints, and social inequalities, were also identified as critical contributors. Additionally, institutional elements such as inadequate school infrastructure, insufficient teacher training, and a lack of culturally relevant resources emerged as barriers to student retention. This review highlights research gaps in political-legislative, sociocultural, and family determinants, longitudinal analyses, dropout interventions’ long-term effectiveness, and marginalized populations’ representation, limiting a comprehensive understanding of student dropout and effective policy development. Recommendations include targeted policies and interventions that foster inclusive and supportive educational environments, reduce inequities, and improve access to resources to minimize dropout rates among students in preschool, primary, secondary, and high school education.

Adolescent sexuality education plays a crucial role in supporting healthy physical, emotional, and social development. Through bibliometric analysis, this study aims to capture existing trends in research on adolescent sexuality education and highlight less explored areas in the field. Using VOSviewer, 780 documents (from 1939 to 2024) were searched for authors, countries, journals, and keywords. The results show a 4-year increase in the total number of studies led by the United States. Popular topics about which people have some general understanding include sexual behaviour, contraceptive use and HIV prevention. Other Since 2015, there has been a growing interest in topics such as diversity, digital-age engagement, and the role of parents, but the scope of existing research remains limited, with a focus on only a few specific areas. In addition, the keyword analysis highlights the role of family communication in young people's understanding of sexual health. The implications of these findings are also in line with previous advocacy for a broader focus on health information in sexuality education, including digital technologies, and more inclusivity with a wider range of curriculum topics. More open dialogue between adolescents and trusted adults can reduce stigma, promote understanding, and support better decision-making. Therefore, this study is a valuable contribution to building relevant and adaptive research and policy in response to current challenges.