EARLY IDENTIFICATION OF STUDENTS AT RISK OF SUCCESS/FAILURE IN PRIMARY EDUCATION: NEEDS, CHALLENGES AND GOALS OF A LONGITUDINAL ASSESSMENT

Currently, educational institutions are challenged to define strategic and intervention plans aimed at promoting success and preventing failure, which requires relevant information to support enlightened decision-making. In this context, it becomes central to know who the students (intrapersonal assessment) are and how their performances are influenced by their personal and family characteristics (interpersonal assessment), as well as the way they interact with the school context (transpersonal assessment). Based on the recent trends of Educational Psychology approach and in the light of national and international educational policies, this study intends to understand the reality of Portuguese schools, with special focus in primary education. The main goal of this study is, therefore, to contribute to the understanding of the phenomenon of success and failure in primary school, from a longitudinal perspective. In order to achieve this goal, firstly, there was the need to identify and to understand the core variables that explain this success/failure. On the other hand, it was also essential to recognise the students at risk in a timely manner and to outline the intervention strategy best suited for each student, considering the personal, social and contextual features. As a result, the aim is to identify predictable success or failure profiles, creating an early detection system that works as an efficient decision-making support system, enabling school managers to identify risks and opportunities. An intentional and early intervention is the central goal of all research effort. For this purpose, a technological tool will be developed that can be made available to school centres, allowing school managers to intervene early in the promotion of success and prevention of school failure.