ROOT OF THE PROBLEM

There are many causes that are presented in this problem some of them depend on the student meanwhile there are some others that depend on the environment in which the student develops the activities.

Currently, two major interpretative frameworks are recognized on the factors "ejectors" of the educational system. The first emphasizes the socioeconomic situation and the family context of children and young people as the main sources of various events that may directly or indirectly facilitate school withdrawal - conditions of poverty and marginalization, early work enrollment, family anomie, addictions, etc

First of all it has to be considered those aspects that are inherit from the student or their families for example, factors such as family breakdown, the pressure to work or care for younger siblings, the costs of books and uniforms, early pregnancy or marriage, or violence in schools and the local community also force children to drop out of school early.

Similarly, there is the fact that refers to the intrasystem situations that make the permanence of the students in the school problematic: low performance, behavioral problems, teacher authoritarianism, etc. In this way, it would be the characteristics and structure of the school system, together with the intraschool agents themselves, the directly responsible for the generation of the expulsion elements of this, either because of the inadequacy of their socializing action or because of their inability to channel or contain the influence of the socioeconomic environment (adverse) in which children and young people develop.

Among the problems and inadequacies that precipitate or accentuate the tendencies to retirement and to desertion within the school system, the vision stands out that school failure can be understood as resistance to the socializing codes provided by the school. With such an interpretation, this and its agents would deny validity to the cultural capital with which young people come to school, and would try to socially discipline learners by defining a priori what is legitimate to learn. (Espíndola & Léon, 2002)

Also, barriers to access such as the stigma surrounding disability and special educational needs, the invisible borders faced by children living in neighborhoods controlled by gangs or the long distances and lack of infrastructure children in rural areas face when travelling to their nearest school. (Service, 2004 - 2018)

When schools do not have in the same building all the courses. This means that schools will offer the entire basic cycle instead of having many institutions. This situation can also ensure the problems that could be related to the situation that will cause the fact of seeking for vacancies in other institutions that could be far of the place of living of the student. (Cuatro estrategias Contra la repitencia y la deserción, 2003)

Another situation that can cause this problem is the insufficiency of income in the homes and the diverse deficits of material welfare of the children and adolescents of poor strata are decisive factors for the greater frequency of their delay and of their school abandonment. (Espíndola & Léon, 2002)