The paper about to be introduced belongs to a doctoral thesis sponsored by the Ministry of Education. The main purpose of this paper is to discover and analyze the phenomenon of school failure in Spain in the Secundary Education level. It will be done through the voice of the principal protagonists of education, specifically in this work we present the data for practicing teachers and retired teachers, to understand and investigate on the possible responsibility of schools and teachers with their teaching didactic -pedagogical. Relying on the learning from the experience of such agents, will be derived improvement measures.

            The research is focused on two main aspects:

(1)    First, the main factors influencing the development of the so-called school failure, since this is actually a process which evolves along the time. Some authors such as Choi y Calero (2013); Jurado y Olmos (2012); Gabarró (2010); CES (2009); Martínez-Otero (2009) y Marchesi y Hernández, (2003) pointed out that some of these factors are mainly familiar (context, socioeconomic level and culture, ethnicity, education value), personal (motivation, effort, self-esteem, intelligence, sex), educational from the school (human and material resources, titularity, partners, groups, school environment,  autonomy, familiar involvement, ratio, learning time, flexibility and curricular organization, project of the institution, preventive measures or even the educational investment), and also from the teacher (methodology, classroom management, teacher training, permanent training).

(2)    Second, the most accurate measures and good praxis adopted to improve the teaching and as a consequence, to reduce school failure from the school and the classroom. According to several researches  (Hagelskamp y DiStasi, 2012; Carbonell, 2010; Luzón, Porto, Torres, Ritacco, 2009; Casey, 2002; Cantón, 2002) these measures and praxis are the following ones: headmasters with a strong vision, involved teachers, high expectations from the students, continuous assessment, familiar involvement, teacher-student feedback, respect for the values, beliefs and cultures, teaching the procedure of the received information, carrying out several teaching methods, using tutorials and the department of guidance to diagnose problems and to monitor the student, flexible grouping, education focused on the student and the collaborative work.

Thus we have a first approximation of possible incidents factors in the formation of school failure, and we can also be more accurate at the time of proposing possible preventive measures (didactic-pedagogical proposals).      

Consequently, there are five main goals underlying this research:

1- Introducing the point of view of active teachers (with long teaching experience) about the possible influence of the school and the teaching over the school failure.

2- From personal experiences provided by active teachers (with long teaching experience), we will derive didactic-pedagogical actions that can be considered effective not only in the school but also in the classroom so as to avoid school failure.

3- Determining the opinions of teachers (with long teaching experience and already retired) about the studied cases, showing their particular view from their own professional situation. 

4- Considering school failure experiences that professionals (currently working) have lived on their own, a) Understanding their considerations about the factors having an impact on the school failure and the possible influence of teaching and school itself; b) Offering suggestions to guide the actions of schools and teachers in the future to avoid, where possible, these failure situations.

5- Learning from the experience of students who lived situations of failure/dropout and are immersed in training activities offered by the educational system connected with the employability.

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