SCHOOL FAILURE IN EUROPEAN EDUCATION: FROM THE STUDENT TO THE EDUCATIONAL SYSTEM

School failure has been a central concern of European educational policy for decades, as it is closely linked to the social, economic, and ideological transformations of each era. In the past, failure was often interpreted in terms of individual inadequacy or lack of effort approaching school achievement as the result of innate abilities and personal will. However, as early as the 1960s, research began to highlight the decisive role of social capital and class position in academic success, challenging the dominant narrative of individual responsibility. The shift towards a more systemic approach has been reinforced in recent decades, with European Union policies focusing on preventing student dropout and reducing educational inequalities. The concept of school failure has been transformed from an individual issue into an indicator of the structural weaknesses of the educational system, acknowledging the influence of factors such as educational policy, social background, and the school environment. This article explores the transition to the current understanding of school failure through a historical and political analysis of European education, focusing on the educational policies that have shaped the perception of the phenomenon. The analysis centers on the theoretical dimensions of school failure, educational inequalities, and policy interventions aimed at addressing the issue, examining the strategies and tools developed to reduce disparities and enhance access to education for all.