Not for profit

• The IMERIS Association works with the mission of providing specialized attention and intervention to minors and families in situations of social and / or family conflict. Thus, from the Program of Prevention, Monitoring and Control of School Absenteeism, mediation is carried out between the Educational Center, the students and the family system.
• The El Fanal Association seeks the personal and social development of families at risk of exclusion. They work to achieve a society in which everyone has the right to develop their personal and social skills - in equality and freedom - through education, employment and the exercise of citizenship. Among other programs, they have a project on prevention of school absenteeism.
• The Spanish Association of Second Chance Schools gathers different associations all throughout the country which offer educational resources and a connection to the labor market to facilitate transitions and to assist with educational support through the adolescence as well as in achieving proper education. It has developed an accreditation process to certify which institutions comply with the requirements set by the association in order to extend their model.
• In the region of Valencia, several institutions have been working for quite a long time to prepare youth who left the school to obtain the GCSE attending the open examinations set by the Department of Adult Education of the region. These are institutions like Taleia, belonging to Adsis, Asindown, or Iniciatives Solidàries, some of them well renowned even at national level.
• Several research groups in Spanish universities cover research on early school leaving, school failure, absenteeism and transitions from education into work. From a sociological perspective, the one with the longest tradition is GRET, located at the Autonomous University of Barcelona. In that same university there is also the group GEPS, with a wider overview but recent research on early school leaving. From a pedagogical perspective, there are at least two groups, Transicions at the University of Valencia and the group EIC at the University of the Balearic Islands, with a tradition in research on VET and early school leaving and research also in the Peninsula. The same applies to the group EIE, at the University of Murcia.
• Since the start of the Covid-19 crisis, several institutions have moved their academic and emotional support to online:
  • Fundación Adsis 
  • Grupo Peñascal Kooperatiba 
  • Fundació El Llindar 

• 2020 November 18-21: 6th International Congress of Clinical and Health Psychology on Children and Adolescents, Elche. 
• 2020 V Encuentro Nacional de Escuelas de Segunda Oportunidad, Cataluña. New dates will be communicated according to the recommendations of the health authorities to contain the spread of the COVID19 virus.

• 2019 November 14-16: 5th International Congress of Clinical and Health Psychology on Children and Adolescents, Oviedo. 
• 2019 July: A 1-year funded project called School refusal behavior: identification of profiles, prevalence and its relationship with psychosocial variables (Grant number: GV/2019/075). Contact: Carolina Gonzálvez 
• 2019 June: A 3 years national research project called Evaluation of school refusal behavior and psychoeducational variables in Compulsory Secondary Education: a multilevel and longitudinal perspective (Grant number: RTI2018-098197-B-I00). Contact: José Manuel García Fernández
• 2019 June 12-15: XXVI INFAD Psychology Congress “Psychological positioning: positive psychology, current world and psycho-socio-educational realities”. Salamanca. 
• 2019 June: Cándido J. Inglés and Carolina Gonzálvez are coordinating the edition of a special issue about school refusal that will be published in the European Journal of Education and Psychology (ISSN: 1888-8992). 
• 2019 May 2-3: 3^rd Crossing Boundaries in Vocational Education and Training: Pedagogical concerns and market demands. Valencia. 
• 2019 April 2-3: IV Encuentro Nacional de Escuelas de Segunda Oportunidad, Madrid.
• 2019 March 21-23: I International Congress on Education and Intervention: Psychoeducational, Family and Social. Las Palmas de Gran Canaria. 
• 2018 November 21-23. V International Congress on Psychological, Educational and Health Contexts. Madrid.
• 2018 November 8-9: I Conference of school absenteeism and right to education. Valencia Link: informational brochure
• 2018 September: A 15-month research project called GRE16-07 School refusal behavior profiles: identification, analysis and its relationship with other psychoeducational variables was finished. Among its main findings are (1) the identification of school refusal behavior profiles, (2) the validation of instruments such as the Youth Life Orientation Test, the Positive and Negative Affect Scale and the Visual Analogue Scale for Anxiety-Revised, and (3) the study of the relationship between school refusal and other psychoeducational variables such as anxiety, depression, stress, affect or school anxiety. Contact: Carolina Gonzálvez 

• European Social Fund in Spain, 2010-2012, Network to combat early school leaving, study on early school leaving in the region of Castilla la Mancha.
• Compilation of Good Municipal Practices in the Prevention and Attention of School Absenteeism and bullying (2018). Madrid: Ministerio de Educación, Cultura y Deporte. Link to downland: Prevention and care of school absenteeism and bullying
• The Spanish version of the School Refusal Assessment Scale Revised for children:
  • Gonzálvez, C., Inglés, C. J., Kearney, C. A., Vicent, M., Sanmartín, R., & García-Fernández, J. M. (2016). School Refusal Assessment Scale-Revised: Factorial Invariance and Latent Means Differences across Gender and Age in Spanish Children. Frontiers in Psychology, 7, 1-10.
  • For access to this article or the Spanish translations in other countries such as Chile (Gonzálvez et al., 2017) and Ecuador (Gonzálvez et al., 2018), please contact Carolina Gonzálvez. 
• Spanish-language articles, books and chapter books about school refusal:
  • Delgado, B., Martínez-Monteagudo, M.C., Ruiz-Esteban, C. y Rubio, E. (2019). Latent class analysis of school refusal behavior and its relationship with cyberbullying during adolescence. Frontiers in Psychology, 10, 1916. doi: 10.3389/fpsyg.2019.01916
  • Escarbajal, A., Izquierdo, T. y Abenza, B. (2019). El absentismo escolar en contextos vulnerables de exclusión [School absenteeism in vulnerable contexts of exclusión]. Revista de Currículum y Formación de Profesorado, 23(1), 121-139. doi:10.30827/profesorado.v23i1.9147
  • FEMP (2019). IV Catálogo de buenas prácticas municipales en la prevención e intervención frente al absentismo y el acoso escolar. Madrid, FEMP.
  • Fernández, O., Goñi, E., Ortiz, I., Zubeldia, M. (2019). Ajuste escolar y autoconcepto académico en la educación secundaria. Revista de investigación educativa, 37(1), 163-179.
  • Fernández, O, Ramos, E., Goñi, E., Rodríguez, A. (2020). The role of social support in school adjustment during secondary education. Psicothema, 32(1), 100-107.
  • García, M., Sánchez, A. (2020). La heterogeneidad del abandono educativo en las transiciones postobligatorias. Itinerarios y subjetividad de la experiencia escolar. Papers: revista de sociología, 105(2), 235-257.
  • Gómez-Núñez, M.I., Peña, F., Inglés, C.J. (2020). Rechazo, ansiedad y absentismo escolar. En Inglés, C.J. y Ruiz, C. Manual para psicólogos educativos: teoría y prácticas. Madrid: Pirámide.
  • Giménez-Urraco, E. y Marhuenda, F. (2012). Fracaso, absentismo y abandono escolar reconocer los límites del sistema para corregir y ofrecer alternativas que garanticen el derecho a la educación [Failure, absenteeism and school dropout recognize the limits of the system to correct and offer alternatives that guarantee the right to education]. In M. A. Manzanares (coord.), Educational themes in the spotlight (pp. 187-220). Madrid: Wolters Kluwer España.
  • González-González, M. T. & Bernárdez-Gómez, A. (2019). Elementos y aspectos del centro escolar y su relación con la desafección de los estudiantes. [Elements and aspects of the school and its relationship with the disaffection of students]. Revista de Investigación en Educación, 17(1), 5-19.
  • González-González, M. T. & San Fabián, J. L. (2018). Buenas prácticas en medidas y programas para jóvenes desenganchados de lo escolar [Best practices for measures and programs for school disengaged young people]. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 16(1), 41-60. doi: 10.15366/reice2018.16.1.003
  • Gonzálvez, C., Inglés, C. J., & García-Fernández, J. M. (2018). No quiero ir al colegio. El niño que rechaza la escuela [I do not want to go to school. The child who rejects school]. Madrid: Pirámide.
  • Moyano, M., Ramírez, A., Martos, M. D. y Anguita, V. (2017). El absentismo escolar en Andalucía (España): balance y propuestas de futuro en el marco de la Unión Europea [The truancy in Andalusia (Spain): balance and proposals for the future within the framework of the European Union]. Opción, 84, 65-90.
  • Romero, E., Alcaraz, S., Hernández, M. (2020). Desigualdades educativas y respuesta institucional. Una investigación desde la perspectiva territorial. Profesorado, 24(1), 22-48.
  • Romero, E., Hernández, M. (2019). Análisis de las causas endógenas y exógenas del abandono escolar temprano: una investigación cualitativa. Educación XXI, 22(1), 263-293.
  • Ruiz, A.C., Palma, M.O. (2019). Preventions of early school leaving. Contributions from social work. Prospectiva: revista de trabajo e intervención social, 27, 139-158.
  • Salvá, F., Cerdá, A., Sureda, J. (2019). The promotion of educational success in intermediate level VET: The case of the Balearic islands. In F. Marhuenda Fluixá (ed.), The School-Based Vocational Education and Training System in Spain, 167-186.