School Failure from the Bioecological Model of Human Development

Abstract

This article establishes an analytical framework for examining school failure from a multidimensional perspective. To this end, Bronfenbrenner’s bioecological theory of human development is adopted as the conceptual foundation, allowing for an understanding of how students’ school experiences are constructed across multiple levels of influence, from everyday interactions in the classroom and the home (microsystem and mesosystem) to broader structural contexts such as culture, public policies, and socioeconomic conditions (exosystem and macrosystem), while also recognizing the role of time in processes of change (chronosystem).

This theoretical framework enables a systematic approach to the phenomenon, fostering an integrated understanding of the factors associated with school failure from a bioecological perspective.