Background: Early school leaving (ESL) is a significant and complex problem for most educational systems. Research has analysed this problem from a number of different perspectives but has been mainly focused on a specific set of variables that may influence ESL. Purpose: This study sought to identify the variables that influence ESL in compulsory education, provide a global perspective and develop a comprehensive model to enable the visualisation of different ways in which a student can be at risk of ESL. Design and method: A content analysis of 32 reviews published between 2006 and 2016 was carried out, and data were coded qualitatively. Findings: In total, 122 variables connected with ESL were grouped into two differentiated clusters: a non-academic cluster with three factors (Individual, Family and Friendship) and an academic cluster with four factors (Student, School, Teacher and Classmates). Based on the variables analysed, a model was created that presents, in a synthetic and visual form, all variables related to ESL, grouped in two clusters and seven factors. The largest groups of variables related to ESL are those linked to the person, as an individual and a student, and those linked to the family. This classification provides an idea of the complexity of ESL as well as the high number of variables that should be considered in designing efficient strategies to provide solutions to it. Conclusions: This study points to the need to approach the problem by taking into account all possible perspectives, as suggested by the proposed model, thereby taking into consideration all the variables that can contribute to ESL.

MicroRNAs (miRNAs) are noncoding RNAs that contribute to gene expression modulation by regulating important cellular pathways. In this study, we used small RNA sequencing to identify a series of circulating miRNAs in blood samples taken from Friedreich’s ataxia patients. We were thus able to develop a miRNA biomarker signature to differentiate Friedreich’s ataxia (FRDA) patients from healthy people. Most research on FDRA has focused on understanding the role of frataxin in the mitochondria, and a whole molecular view of pathological pathways underlying FRDA therefore remains to be elucidated. We found seven differentially expressed miRNAs, and we propose that these miRNAs represent key mechanisms in the modulation of several signalling pathways that regulate the physiopathology of FRDA. If this is the case, miRNAs can be used to characterize phenotypic variation in FRDA and stratify patients’ risk of cardiomyopathy. In this study, we identify miR-323-3p as a candidate marker for phenotypic differentiation in FRDA patients suffering from cardiomyopathy. We propose the use of dynamic miRNAs as biomarkers for phenotypic characterization and prognosis of FRDA.

INTRODUCCIÓN. Las transiciones entre etapas, concretamente, el paso de la educación primaria a la educación secundaria, son uno de los cambios más complejos que el estudiante experimenta a lo largo de su vida académica. Proporcionar pautas para mejorar este proceso de transición es una tarea compleja que debe ser llevada a cabo teniendo en cuenta todas las variables (académicas y no académicas) que rodean al sujeto. El objetivo del presente estudio es conocer cuáles son las variables que influyen en el estudiante que se encuentra realizando la transición a la educación secundaria desde una perspectiva global, atendiendo tanto a la parte académica como a la no académica y crear un modelo comprensivo que nos ayude a diagnosticar a aquellos estudiantes más vulnerables al proceso de transición. MÉTODO. Se ha realizado una revisión sistemática con una selección de artículos que abarcan desde el año 1985 hasta febrero de 2018. La búsqueda se realizó utilizando cuatro bases de datos: Scopus, Web of Science, Eric y Dialnet. RESULTADOS. 80 estudios han formado la muestra final de esta revisión. Los resultados muestran 70 variables descritas que influyen en este proceso de transición. Estas variables han sido clasificadas en seis factores académicos y no académicos (individuales, familiares, estudiante, compañeros de clase, profesorado y centro). DISCUSIÓN. De todas las variables revisadas, las relacionadas con el individuo (individuales y del estudiante) y la familia son aquellas que han sido más estudiadas en la literatura. Se concluye que la identificación de variables de riesgo que pueden influir en el estudiante que realiza el proceso de transición es compleja. Por tanto, es necesario disponer de un modelo comprensivo que facilite el diseño de acciones para la mejora de su rendimiento.

El Abandono Escolar Temprano es un problema que preocupa a los países de todo el mundo. Esto se debe a que afecta directamente tanto a la vida de los estudiantes que abandonan como a la sociedad en general. El objetivo del presente estudio es conocer la percepción que tienen los docentes de las etapas de Educación Primaria, Educación Secundaria Obligatoria y Bachillerato sobre las variables más influyentes en el Abandono Escolar Temprano. La investigación llevada a cabo sigue una metodología de encuesta, mediante la administración de un cuestionario con 85 variables identificadas en la literatura científica. Se obtuvieron 134 respuestas de docentes de toda España. Los resultados indican que las variables consideradas más relacionadas con el Abandono Escolar Temprano son las vinculadas a características individuales y familiares. En menor medida, se consideran relacionadas la actividad escolar del individuo como estudiante, la actitud del profesorado, el comportamiento de los compañeros de clase y las características del centro. Se concluye que estamos ante un fenómeno de causas complejas que no debe ser abordado exclusivamente desde una perspectiva académica sino multidisciplinar. Early School Leaving is a problem that worries countries around the world. This is because it directly affects both the lives of students who abandon and society in general. The objective of the present study is to know the perception that Primary Education, Compulsory Secondary Education and Upper Secondary Education teachers have on the most influential variables that affect Early School Leaving. The research carried out follows a survey methodology, by administering a questionnaire with 85 variables identified in the scientific literature. 134 responses were obtained from teachers throughout Spain. The results indicate that the variables considered more related to Early School Leaving are those related to individual and family characteristics. To a lesser extent, the school activity of the individual as a student, the attitude of the faculty, the behaviour of the classmates and the characteristics of the school are considered related. We conclude that we are facing a phenomenon of complex causes that should not be approached exclusively from an academic perspective but multidisciplinary.

The transition from high school to university is usually complex for every student, but especially for minority groups. This is mainly due to the need to create more inclusive universities. The objective of this study was to determine the variables that influence the transition from post‐compulsory education to university for students identifying as autistic. A systematic review was performed of scientific articles about the transition from high school to university for these students. The databases used in the review were: EBSCOhost, SCOPUS and Web of Science. The final sample comprised 38 studies published between 2007 and 2023. The analysis followed an inductive process, in which the selected studies were subject to content analysis. The data were coded qualitatively. The extracted results were summarized in two tables based on their content, which fell into two categories: (1) non‐academic and academic variables that pose a problem for proper transition and (2) academic and non‐academic variables that can benefit the transition process. A wide variety of different variables influence the transition process, and it is important to know each person's life history in order to give them the most suitable educational response possible.

El objetivo de este estudio es identificar las variables que influyen en la repetición de curso en Educación Obligatoria en España según la literatura científica. Se realizó una revisión sistemática en las bases de datos Web of Science, Scopus y Dialnet, y mediante análisis de contenido se identificaron 67 variables que fueron incorporadas a un modelo estructurado en seis factores correspondientes a dos grupos: no académicos (individuales y familiares) y académicos (estudiante, compañeros de clase, profesorado y centro educativo). Se concluye que el diagnóstico de estas variables puede contribuir al diseño de medidas de actuación (prevención e intervención) ajustadas a las necesidades de cada estudiante. Además, el elevado peso de las variables familiares, tanto en el estudiante como en el contexto del centro educativo, refuerza la necesidad de buscar sinergias entre la política educativa y la social para apoyar a las familias más desfavorecidas.