Student voices: Factors of retention and dropout in Uruguayan secondary education

This thesis explores the experiences of graduates and non-graduates from Punta del Este High School (Uruguay) to understand the factors that influence student retention or dropout in upper secondary education. Using a qualitative approach, in-depth interviews and image-based reflections were conducted with former students, allowing access to emotional and symbolic dimensions often overlooked in traditional studies. Findings reveal that school dropout is not the result of a single cause but rather a complex interplay of structural, familial, institutional, and personal factors. One of the most significant insights was the central role of peer relationships: participants emphasized that their classmates were key in sustaining their motivation, attendance, and sense of belonging within the school environment. The study also highlights the importance of committed teachers, emotional support, and the need for more inclusive and flexible school settings. It concludes that educational trajectories can be strengthened when schools foster meaningful relationships, actively listen to students, and recognize both their backgrounds and their voices. Developed within an action research framework, this study seeks not only to describe a reality but also to generate transformative proposals in collaboration with educational actors, contributing to the broader discussion on equity and educational justice in Uruguay. Keywords: school dropout, secondary education, educational trajectories, peer relationships, action research, educational inequity.