Acompañamiento educativo y autoestima en estudiantes con discapacidad intelectual leve en instituciones fiscales del Ecuador

This research analyzes the relationship between educational support and self-esteem in students with mild intellectual disabilities in public institutions in Ecuador. The study was conducted using a quantitative approach, with a non-experimental design and correlational scope. Eighty students from upper elementary and high school participated, administering an adapted self-esteem test and an observation rubric to assess the dimensions of academic, emotional, social, and family support. The results reveal that most students have average self-esteem, and that the emotional and social dimensions of support are more strongly correlated with self-esteem than the academic dimension. It is concluded that the frequency and quality of support significantly influence students' personal development and are key to their inclusion and retention in school. The study highlights the need to strengthen the role of teachers and the Department of Education (DECE) as agents of emotional and academic support, institutionalizing educational support as part of school management.