Inclusive Education: Factors Influencing Atypical Academic Pathways of Youth in Portugal

This research, framed theoretically within studies on school success, aims to generate knowledge about the successful academic pathways of students at risk of school failure and social exclusion in compulsory education. Employing a qualitative approach, a multi-case study was conducted in a municipality located in the north-eastern region of Portugal, within the framework of two national education interventions: the Priority Intervention Educational Territories (TEIP) and the Choices Programme, aimed to promote school success and social inclusion in formal andnon-formal educational contexts, respectively. The qualitative data involved content analysis of biographical interviews with children and young people. The findings reveal how maternal involvement, teacher recognition, and non-formal educational activities play a decisive role in reshaping atypical academic pathways, andin supporting academic success among disadvantaged youth. These results offer insights for the design of educational practices and policies that strengthen socio-educational support systems to improve school outcomesand educational quality.Keywords: academic success; inclusive education; educational programs; formal and non-formal education.