The paper focuses the readers’ attention on the students who run the risk of educational failure and of early school leaving by analysing the national and international literature in order to infer dysfunctional behaviours and the causes that determine their onset, the reasons why time is of the essence as well as the indications for designing effective policies and strategies of primary, secondary and tertiary prevention. The results indicate the need to improve secondary prevention strategies based on the early identification of attitudes and behaviours at risk, as well as prompt intervention, by activating a pedagogic posture capable of working in favour of the life projects of young people with educational fragilities.
Copyright (c) 2022 RicercAzione