The Relationship Between Family Functioning and Academic Risk Among High School Students: An Analysis from a Bioecological and Systemic Perspective

Abstract

Academic risk is a critical indicator of vulnerability to high dropout rates in high school. In this context, family functioning emerges as an important protective factor for adolescents. Thus, the objective of this study was to analyze the relationship between family functioning and academic risk among high school students from a bioecological and systemic theoretical perspective. To this end, a quantitative methodology was employed, using a non-experimental, descriptive-correlational, cross-sectional design. The sample consisted of 423 high school students who were administered the Family APGAR Scale and the Academic Risk Scale (ERA). The results indicated that 67.1% of the students perceive some degree of family dysfunction, while more than half (57.4%) exhibit a low overall risk level. Furthermore, a high and statistically significant negative correlation was found between family functioning and academic risk (Rho = -.503, p = < .001), with the dimension of school disengagement showing the strongest correlation (Rho = -.523, p = < .001). Consequently, it was concluded that a functional family microsystem acts as a fundamental protective factor against academic risk and school dropout..