Impacto del acompañamiento psicopedagógico en la retención escolar en zonas rurales del Ecuador

This research analyzes the impact of psychopedagogical support on the retention of primary and secondary school students in rural areas of Ecuador. The study was conducted using a mixed-method approach, with a quasi-experimental design, using surveys, interviews, and document reviews in 15 public institutions located in highly vulnerable contexts. The results reveal that the implementation of psychopedagogical strategies significantly contributed to reducing dropout rates, strengthening students' motivation, emotional self-regulation, and sense of belonging. The interventions were especially effective at the primary education level, where the emotional connection to the school environment is most crucial. The study also highlights the fundamental role of the psychopedagogical professional as a mediator between personal, family, and institutional factors. It concludes that institutionalizing psychopedagogical support in rural schools can become a key tool for improving educational equity, quality, and continuity, in line with public inclusion policies and the sustainable development goals in education.