One of the most critical indicators of the Spanish educational system is the Early School Leaving (ESL) rate, which refers to the percentage of the population aged 18 to 24 who have not completed any post-compulsory secondary education and are not following any type of training. In fact, while the European rate is 9,7%, the Spanish one is 13.3% (Spanish Ministry of Education and Vocational Training, 2022). In view of this situation, the fight against ESL is one of the strategic objectives of the European framework for Education and Training ET2020.

In this context, in recent years significant attention is being paid to the study of student engagement, i.e. the commitment with the educational process from various levels and structures (Reschly and Christenson, 2012; Fredricks, Reschly and Christenson, 2019), due to its relevance for understanding the diversity of students’ pathways. Specifically, research on engagement allows us to deepen the study of the phenomena of absenteeism, failure and ESL. Although school disengagement is developing n primary school, it is in secondary school when it becomes more visible and also when it begins to generate difficulties in classroom management (González González & Cutanda López, 2015; Salvà-Mut, Oliver-Trobat & Comas-Forgas, 2014). It is a gradual process of disengagement to learning and school life that progressively distances students from a positive educational experience, and in which factors of different nature come into play (Rumberger, 2011).  

In this context students do not constitute a homogeneous group, although they share socioeconomic, family, cultural and academic factors considered as 'risk factors'. In a review on the state of the matter, González González (2017), points out that the students’ heterogeneity is evident and that this entails different types of measures and supports. On the other hand, the research of Ramos-Díaz, Rodríguez-Fernández, Fernández-Zabala and Zuazagoitia (2016) concludes that family and peer support activate the general self-concept as a mediating variable, which in turn directly influences on school involvement, along with the influence of teacher and family support (p.349). The results of this study reveal the important mediating role of general self-concept in the indirect influence of social support on school involvement.

Thirdly, it is also interesting to emphasize that the analysis of school engagement is sometimes reduced to measuring good school behavior, while less observable variables such as cognitive or emotional ones are ignored.  The research of Aina Tarabini and her team (Curran, 2017; Tarabini, Curran, Montes, & Parcerisa, 2019) suggests focusing on these three dimensions and studying them jointly in order to have a global look that can provide relevant information. Their work points out that the 'center effect' acts on (dis)engagement and it concludes that both the social composition and the mechanisms of attention to diversity influence this process. Therefore, we should take into account that the type of dynamics of work established in the centers can be decisive in terms of engagement.

Under this theoretical framework, this communication proposal is framed in a study that has been developed in the region of Valencia (Spain) in the framework of a state research, with continuity at the regional level, whose main objective is the analysis of VET students’ pathways.

This presentation is based on the main results obtained in the research "Itinerarios de éxito y abandono en la Formación Profesional del sistema educativo de nivel 1 y 2" (EDU2013-42854- R), led by the research group Educació i Ciutadania, of the Universitat de les Illes Balears (Spain), whose objectives were to obtain new knowledge on the phenomenon of school dropout in VET; as well as the development of action proposals aimed at the prevention, intervention and remediation of this dropout. In Valencia, the research had continuity through the autonomous project "Itinerarios de éxito y abandono en Formación Profesional de nivel 1y 2 del sistema educacitivo de la provincia de Valencia” (Itineraries of success and dropout in Vocational Training level 1 and 2 of the educational system of the region of Valencia), funded by the Conselleria d'Educació, Investigació, Cultura i Esport de la Generalitat Valenciana (GV/2018/038). The research we present, developed in the region of Valencia, consisted of two main methods developed for three years: -Statistical data analysis and representation in maps of enrollment in VET level 1 and 2. The data with which we started the project correspond to the academic year 2016-17. - Longitudinal study with questionnaires over three years starting in 2016-17 and in 2018-19. In Basic VET, according to official data, the population of our study was 5,288 students enrolled in the first year for the 2016-2017 academic year. The optimal sample design, with a confidence level of 95% and a sampling error of 3%, indicated that a total of 894 questionnaires had to be obtained. In total, 737 questionnaires were collected, which means an actual sample error of 3.35%. In Intermediate VET, according to official data, the population of our study was 21,246 students enrolled in the first year for the 2016-2017 academic year. The optimal sample design, with a confidence level of 95% and a sampling error of 3%, indicated that a total of 1,028 questionnaires had to be obtained. In total, 1,240 questionnaires were collected, which means a real sample error of 2.27%. Under this theoretical framework, the communication proposal is framed in a study that has been developed in the region of Valencia (Spain) in the framework of a state research with continuity at the regional level whose main objective is the analysis of the itineraries of VET students.

For clarity of exposition, the results of each of the three dimensions of engagement are presented separately. - Behavioral and academic dimension: At the behavioral and academic level, some significant differences to be highlighted appear: on the one hand, the Intermediate VET students manifest greater school effort. On the other hand, Basic VET students are perceived as significantly more undisciplined and participate more actively in extracurricular activities at school. With regard to their participation in leisure and free time activities outside the educational center, there are no significant differences between both groups. - Emotional dimension At the emotional level, significant differences appear: Intermediate VET students perceive themselves to have a higher level of relationship with both teachers and classmates. However, in relation to perceived parental commitment, Basic VET students have significantly higher scores. Finally, neither group shows significant differences in terms of perceived family support. - Cognitive dimension Intermediate VET students present significantly higher scores in all the subdimensions, as well as in the overall score of this dimension. Thus, this group perceive themselves as having greater control and relevance in school work, as well as greater future aspirations, achievements and expectations of professional results. They also perceive themselves as more motivated towards their studies and more identified with the profession they are learning. Finally, it is important to emphasize that there is a lack of empirical research on VET students’ engagement. This field should be developed further with meta-analysis, which would allow us to transcend local contexts. In addition, future research should include teachers' perceptions and reflections on their pedagogical practice to deepen the knowledge of these contexts.

Curran, M. (2017). ¿Qué lleva a los jóvenes a dejar los estudios?: explorando los procesos de (des)vinculación escolar desde una perspectiva de clase y género. (Tesis de doctorado). Universitat Autònoma de Barcelona, Barcelona. Recuperado de: https://ddd.uab.cat/pub/tesis/2017/hdl_10803_405662/mcf1de1.pdf Fredricks, J. A., Reschly, A. L. y Christenson, S. L. (Eds.). (2019). Handbook of student engagement interventions: working with disengaged students. Academic Press. González González, Mª T. y Cutanda López, Mª T. (2015). La formación del profesorado y la implicación (engagement) de los alumnos en su aprendizaje. Teacher training and engagement of the students in their learning. Revista Iberoamericana de Educación / Revista Ibero-americana de Educação,69(2), 9-24. González González, Mª T. (2017). Desenganche y abandono escolar, y medidas de re-enganche: algunas consideraciones. Profesorado, revista de currículum y formación del profesorado,21(4). Ministerio de Educación y Formación Profesional (2022). Sistema estatal de indicadores de la educación. Edición 2022. Recuperado de: https://www.educacionyfp.gob.es/dam/jcr:afaf513f-0cec-4e99-a05a-e2b222d0493f/seie-2022.pdf Ramos-Díaz, E., Rodríguez-Fernández, A., Fernández-Zabala, A., Revuelta, L. y Zuazagoitia, A. (2016). Apoyo social percibido, autoconcepto e implicación escolar de estudiantes adolescentes. Revista de psicodidáctica, 21(2), 339-356. doi: 10.1387/RevPsicodidact.14848 Reschly, A. L. y Christenson, S. L. (2012). Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the EngagementConstruct. En S. L. Christenson, A. L. Reschly y C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 3-20). New York: Springer. Rumberger, R.W. (2011). Dropping out. Why students drop out of high school and what can be done about it.Harvard University press. doi: 10.4159/harvard.9780674063167 Tarabini, A.; Curran, M.; Montes, A. y Parcerisa, Ll. (2019). Can educational engagement prevent Early School Leaving? Unpacking the school’s effect on educational success. Educational Studies, 45(2), 226-241. doi: 10.1080/03055698.2018.1446327