Review of the scientific literature on the impact of extending learning time with vulnerable groups

Identificador:  imarina:9378610

Handle: https://hdl.handle.net/20.500.11797/imarina9378610

Autors:  Natividad-Sancho, Laura; Serradell, Olga; Sanmamed, Ainhoa Flecha Fernandez; Garcia-Yeste, Carme

Resum:
The scientific literature provides evidence of the importance of increasing the academic level of adolescents from vulnerable groups to achieve better well-being and quality of life (INCLUD-ED, 2006-2011). There are so far no systematic reviews of the scientific literature on how the Successful Educational Action (SEA) "Extending learning time" is achieving this. This article fills this gap to have a better understanding of how extending learning time as an out-of-school intervention is achieving social impact. To this end, we have conducted a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), in which seven studies have been selected that provide results on the implementation of this SEA with adolescents at risk of social exclusion. The results show that offering Successful Educational Actions during extending learning time contributes to the improvement of educational achievement by creating learning spaces that foster the development of personal and social skills that make it possible, managing to reduce the risk factors that increase vulnerability in adolescence.