Impacto de la covid-19 en estudiantes de preparatoria en comunidades rurales, México

(analítico) El proceso educativo se trasladó de las escuelas a los hogares mexicanos como consecuencia de la covid-19. El objetivo planteado fue analizar el impacto económico, familiar y académico de la covid-19 en discentes de comunidades rurales que asisten a la preparatoria. La metodología fue cuantitativa. La muestra fueron 222 estudiantes de la Universidad Autónoma de Sinaloa, en México, que respondieron un cuestionario en línea. Los datos se analizaron por estadística descriptiva y análisis de correlación. En los resultados se destacan tres impactos: económicos, por falta de ingresos para comprar tecnología; familiares, por la falta de apoyo de padres y madres; y académicos, porque hay poca capacitación en el uso de TIC. En conclusión, la covid-19 causó dificultades y puso de manifiesto una brecha digital, inequidad social y rezago educativo.

(analytical) The educational process shifted from schools to the home for Mexicans as a result of COVID-19. The objective was to analyze the economic, family and academic impact of COVID-19 among students from rural communities attending high school in Sinaloa. The methodology used for the study was the quantitative. The statistical sample size was 222 students from the Universidad Autónoma de Sinaloa, in México, who respond to an online questionnaire. The data was analyzed using descriptive statistics and correlational analysis. The results showed three types of problems: economic issues due to lack of income to buy the technological items required for online learning; family problems, specifically the lack of support provided by parents to help children with distance education; and academic difficulties, because there was little training provided to students on the use of technology. The authors concluded that COVID-19 caused difficulties and highlighted the existence of a digital divide, social inequality and educational lag.

(analítico) O processo educacional mudou as escolas para lares mexicanos como resultado da covid-19. O objetivo era analisar o impacto econômico, familiar e acadêmico do Covid-19 em algumas comunidades rurais que eles estudam ensino preparatório. A metodologia era quantitativa. A amostra era de 222 alunos da Universidade Autônoma de Sinaloa, no México, eles responderam a um questionário online. Os dados foram analisados por meio de estatística descritiva e análise de correlação. Os resultados mostram três problemas: econômicos devido à falta de renda para comprar tecnologia; parentes por falta de apoio dos pais e filhos, e Acadêmicos porque há pouco treinamento no uso das TIC. Em conclusão, da covid-19 causou dificuldades e revelou uma lacuna digital, desigualdade social e atraso educacional.

Acompanhamento psicológico e permanência em estudantes universitários / Acompañamiento psicológico y permanencia en estudiantes universitarios / Psychological accompaniment and permanence in university students

El estudio tiene como objetivo establecer la relación entre el acompañamiento psicológico y la permanencia estudiantil, mediante el análisis de las variables individuales, académicas y sociodemográficas. El estudio siguió un diseño Ex post-facto, de tipo descriptivo correlacional con un muestreo censal de 520 estudiantes quienes han asistido a acompañamiento psicológico de manera voluntaria. La información fue obtenida mediante un cuestionario que explora características sociodemográficas, académicas y específicas de seguimiento psicológico. Se realizaron análisis comparativos y correlaciónales encontrando una relación positiva entre la permanencia y el acompañamiento psicológico breve ante crisis situacionales. Adicionalmente, se concluyó que la permanencia estudiantil se relaciona con la edad, el género, el semestre, el promedio, el motivo de consulta y el método terapéutico desarrollado en el proceso de acompañamiento psicológico. Se discutieron los resultados a la luz de antecedentes que han explicado los fenómenos de la permanencia y la deserción en contexto escolares.

O estudo tem como objetivo estabelecer a relação entre o acompanhamento psicológico e a permanência estudantil, mediante a análise das variáveis individuais, acadêmicas e sóciodemográficas. O estudo seguiu um modelo Ex post-facto, de tipo descritivo com uma amostra de censo de 520 estudantes os quais se submeteram a acompanhamento psicológico de maneira voluntária. A informação foi obtida mediante um questionário que explora características sóciodemográficas, acadêmicas e específicas de seguimento psicológico. Realizaram-se análises comparativas e correlacionais encontrando uma relação positiva entre a permanência e o acompanhamento psicológico breve ante crises situacionais. Adicionalmente, concluiu-se que a permanência estudantil se relaciona com a idade, o gênero, o semestre, a média, o motivo de consulta e o método terapêutico desenvolvido no processo de acompanhamento psicológico. Discutiram-se os resultados à luz de antecedentes que explicam os fenômenos da permanência e a deserção em contextos escolares.

The study aims to establish the relationship between psychological support and university permanence, through the analysis of individual, academic and sociodemographic variables. The study followed an ex post-facto, descriptive correlational design with a census sampling of 520 students who have voluntarily attended psychological support. The information was obtained through a questionnaire that explores sociodemographic, academic and specific characteristics of psychological follow-up. Comparative and correlational analyzes were performed finding a positive relationship between permanence and brief psychological accompaniment in the face of situational crises. Additionally, it was concluded that university permanence is related to age, gender, semester, average, the reason for consultation and the therapeutic method developed in the psychological accompaniment process. The results were discussed in the light of background that have explained the phenomena of permanence and dropout in school context.

Análise das condições de permanência do estudante com deficiência na Educação Superior / Analysis the conditions of the permanence of academics with disabilities in higher education / Análisis de las condiciones de permanencia del estudiante con discapacidad en la educación universitaria

Considerando que nos últimos quinze anos houve a ampliação do acesso de estudantes com deficiência na educação superior, torna-se necessário que se efetivem políticas institucionais que visem promover a acessibilidade. O objetivo deste trabalho foi analisar as condições de permanência de acadêmicos com deficiência, em cursos de educação superior de uma instituição federal. A metodologia empregada foi de natureza exploratória, aproximando-se da técnica de estudo de caso. Os procedimentos adotados previram a análise dos conteúdos dos documentos institucionais e a realização de entrevistas semiestruturadas. A pesquisa foi desenvolvida em uma universidade pública, coma participação de 11 acadêmicos com deficiência e 11 diretores de unidades. A análise dos conteúdos das informações coletadas permite concluir que, conquanto se tenham alcançado alguns avanços para tornar a universidade mais acessível aos estudantes, ainda se evidencia a necessidade de investimentos em infraestrutura, em mudança de concepção do currículo, na formação dos professores e demais profissionais, na produção e veiculação de informações para disseminar a cultura da educação inclusiva, de modo a tornarem viáveis as condições para que os estudantes com deficiência concluam com êxito os seus cursos de educação superior.

Considering that in the last fifteen years there has been an increase in the access of students with disabilities to higher education, it is necessary to implement institutional policies aimed at promoting accessibility. The objective of this study was to analyze the conditions of the permanence of academics with disabilities in higher education courses of a federal institution. The methodology used was exploratory in nature, approaching the case study technique. The procedures adopted foreseen the analysis of the contents of the institutional documents and the accomplishment of semistructured interviews. The research was developed in a public university, with the participation of 11 academics with disabilities and 11 directors of units. The analysis of the contents of the collected information allows to conclude that, although some advances have been made to make the university more accessible to the students, it is still evident the need of investments in infrastructure, in change of curriculum conception, in the training of teachers and other professionals , in the production and dissemination of information to disseminate the culture of inclusive education, so as to make feasible the conditions for students with disabilities to successfully complete their higher education courses.

Considerando que en los últimos quince años hubo la expansión del acceso de estudiantes con discapacidad en la educación universitaria, se vuelve necesario que se efectivice políticas institucionales que persigan promover la accesibilidad. El objetivo de este estudio fue analizar las condiciones de permanencia de académicos con discapacidad, en cursos de educación universitaria de una institución federal. Se empleó la metodología de naturaleza exploratoria, acercándose de la técnica de estudio de caso. Los procedimientos adoptados previeron el análisis de los contenidos de los documentos institucionales y la realización de entrevistas semiestructuradas. Se desarrolló la investigación en una universidad pública, con la participación de 11 académicos con discapacidad y 11 directores de unidades. El análisis de los contenidos de las informaciones recolectadas permite concluir que, aunque se tengan alcanzado algunos avances para volver la universidad más accesible a los estudiantes, aun se evidencia la necesidad de inversiones en infraestructura, en cambios de concepción del currículo, en la formación de los profesores y demás profesionales, en la producción y vinculación de informaciones para diseminar la cultura de la educación inclusiva, de modo a volver viables las condiciones para que los estudiantes con discapacidad concluyan con éxito sus cursos de educación universitaria.

Deserción escolar de adolescentes a partir de un estudio de corte transversal: Encuesta Nacional de Salud Mental Colombia 2015 / A Cross-sectional Study of School dropout in adolescents: National Mental Health Survey Colombia 2015

Resumen Introducción: La deserción escolar de los adolescentes puede tener consecuencias negativas no solo para el individuo y su núcleo familiar, sino también para la sociedad. Identificar características relacionadas con la ocurrencia de este evento puede contribuir a la planeación de estrategias de prevención. Objetivos: Evaluar la relación entre características individuales y del hogar y la deserción escolar de adolescentes de 12-17 años en Colombia. Métodos: Este es un estudio transversal, la información se extrajo de la Encuesta Nacional de Salud Mental de 2015, y se estudió la relación entre características individuales y del hogar y la deserción escolar de adolescentes de 12-17 años. Resultados: Se observó un mayor porcentaje de adolecentes no escolarizados en los grupos de más edad, de sexo femenino o que han tenido hijos. Entre las características del hogar se identificó que los hogares con 2 personas, de zona rural o en estado de pobreza presentan un mayor porcentaje de adolescentes no escolarizados. Conclusiones: Las estrategias cuyo objetivo sea prevenir la deserción escolar deben considerar a las poblaciones con mayores porcentajes de adolescentes no escolarizados (mujeres, hogares de zona rural y hogares en estado de pobreza). Acciones de prevención del embarazo adolescente pueden contribuir a evitar la deserción.

Abstract Introduction: School dropout in adolescents can have negative consequences, not only for the individual and the family, but also for the society. To identify the characteristics associated with the occurrence of this event might contribute to the planning of a prevention strategy. Objectives: To evaluate the relationship between the individual and home characteristics and school dropout in adolescents from 12 to 17 years old in Colombia. Methods: A cross sectional study was conducted from information taken from the results obtained in the 2015 National Mental Health Survey. A study was made of the relationship between the individual and home characteristics and school dropout in adolescents from 12 to 17 years old. Results: A higher percentage of school dropoutswas found in the older adolescents, females, and those who have children. Among the home characteristics, it was observed that those homes with more than two people, located in rural area, or that are classified as poor, have an increased percentage of school dropout adolescents. Conclusions: Strategies for which the main goal is to prevent school dropout should consider populations with higher prevalence of out-of-school adolescents (female, homes in rural area, or household poverty). Preventive actions of adolescent pregnancy might contribute to reduce the school dropout rate.

Evaluation of the health profile of school dropouts of Urban Slum Inhabitants in Maharashtra.

Background and Objective: The benefits that accrue to a country by having a literate population are multidimensional; it becomes imperative to study the determinants or reasons of school dropouts. Therefore the present study was undertaken to find out the magnitude of the health problems of school dropouts in an urban slum in a metropolitan city. Methods: This study uses a community based descriptive cross-sectional design to identify school dropouts, their health problems, and comparison of these factors with non-school dropouts conducted in an urban slum area after the informed consent from all the participants. Descriptive analysis for socio-demographic factors in dropouts was done using Univariate analysis. P value less than 0.05 was the level of significance. Result: It was evident that the nutritional status of respondents during health check up exhibited a significant difference (p<0.05) when compared to the normal comparison group. The comparison of history of recurrent illness in respondents did not show any significant difference between two groups. Conclusion: In order to minimize the school dropouts there should be a regular medical checkup of children so that the parents are satisfied that their child is being taken care of in the school. Keywords: Health profile, School dropouts, Urban.

Influence of mental disorders on school dropout in Mexico / Influencia de los trastornos mentales en el abandono escolar en México

OBJECTIVE: To study the impact of mental disorders on failure in educational attainment in Mexico. METHODS: Diagnoses and age of onset for each of 16 DSM-IV disorders were assessed through retrospective self-reports with the Composite International Diagnostic Instrument (CIDI) during fieldwork in 2001-2002. Survival analysis was used to examine associations between early onset DSM-IV/CIDI disorders and subsequent school dropout or failure to reach educational milestones. RESULTS: More than one of two Mexicans did not complete secondary education. More than one-third of those who finished secondary education did not enter college, and one of four students who entered college did not graduate. Impulse control disorders and substance use disorders were associated with higher risk for school dropout, secondary school dropout and to a lesser degree failure to enter college. Anxiety disorders were associated with lower risk for school dropout, especially secondary school dropout and, to a lesser degree, primary school dropout. CONCLUSIONS: The heterogeneity of results found in Mexico may be due to the effect of mental disorders being diminished or masked by the much greater effect of economic hardship and low cultural expectations for educational achievement. Future research should inquire deeper into possible reasons for the better performance of students with anxiety disorders in developing countries.

OBJETIVO: Estudiar la repercusión de los trastornos mentales en el fracaso escolar en México. MÉTODOS: De septiembre del 2001 a mayo del 2002, se evaluaron los diagnósticos y la edad de aparición para cada uno de los 16 trastornos del DSM-IV mediante autoinformes retrospectivos recogidos por medio de la Entrevista Diagnóstica Internacional Compuesta (CIDI). Se empleó el anßlisis de supervivencia para analizar las asociaciones entre los trastornos del DSM-IV/CIDI de aparición temprana y el subsiguiente abandono escolar o fracaso en el logro de los hitos educativos. RESULTADOS: Mßs de uno de cada dos mexicanos no completó la educación secundaria. Mßs de una tercera parte de los que terminaron la educación secundaria no entraron en la universidad y uno de cada cuatro estudiantes que entraron el la universidad no llegó a graduarse. Los trastornos de control de los impulsos y los trastornos relacionados con el consumo de sustancias se asociaron con un mayor riesgo de abandono escolar, principalmente de abandono de la escuela secundaria y, en menor grado, de fracaso en entrar en la universidad. Los trastornos de ansiedad se asociaron con un menor riesgo de abandono escolar, especialmente de abandono de la escuela secundaria y, en menor grado, de la escuela primaria. CONCLUSIONES: La heterogeneidad de los resultados observados en México puede deberse a que el efecto de los trastornos mentales queda disminuido u oculto ante el efecto mucho mayor de las dificultades económicas y las reducidas expectativas culturales en cuanto al rendimiento escolar. En el futuro, la investigación debe inquirir mßs a fondo las posibles razones con objeto de mejorar el desempe±o de los estudiantes aquejados de trastornos de ansiedad en los países en desarrollo.