This research investigates the level of engagement among students in vulnerable populations attending Colombian public secondary schools. It aims to measure engagement across various dimensions and identify areas for improvement. Ultimately, the goal is to foster safe and supportive school environments that empower these students and act as catalysts for positive change in their lives.

Quantiative methodology was applied. The questionnaire used was the Student Engagement Instrument” (SEI) (Appleton et al., 2006). The sample (N=204) were students who followed the Flexible Educational Models Program. The bivariate results showed significant data in five of the six subfactors in the following order: Future Aspirations and Goals, with six variables: Gender (0.001), Age (<0.001), Course (0.006), Sector Father (SF) (0.001), Mother Field (MF) (0.036) and Institution (<0.001). Control and Relevance of School Work, with five variables: Age (0.022), Course (0.029), SM (0.030), SF (0.009) and the Institution (0.029). Teacher Student Relationship, with four variables: Age (0.023), Department (0.012), SM (0.016) and SF (0.044.) Extrinsic Motivation, with two variables: Gender (0.042), and Course (0.024). Family Support for Learning with two variables: course (0.008) and Department (0.011). The experiences and aspirations shared by highschool students highlight the significant impact of these programs on their future goals. This underscores the crucial role schools play in nurturing student agency and fostering positive development.

Authors:
Isabel Alvarez, Autonomous University of Barcelona, Spain
Cesar Fernando Vega, Autonomous University of Barcelona, Colombia

About the Presenter(s)
Dr Isabel Alvarez is a University Associate Professor/Senior Lecturer at Autonomous University of Barcelona in Spain

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