PRESENT IN THE CLASSROOM, ABSENT FROM LEARNING: SCHOOL DISENGAGEMENT, CHALLENGES REGARDING A SENSE OF BELONGING, FACTORS ASSOCIATED WITH STUDENTS BECOMING DISCONNECTED FROM LEARNING, AND INCLUSIVE EDUCATION

Abstract

Students' physical presence at school does not necessarily ensure their participation in educational activities or the development of meaningful learning. In different educational contexts, students may attend classes regularly while showing limited involvement, weak identification with the school environment, and reduced participation in learning experiences. In this context, school disengagement is a complex phenomenon associated with pedagogical, emotional, social, and institutional factors. This study aims to analyze the factors related to students' disengagement from learning processes, considering their sense of belonging, relationships within the school environment, and the principles of inclusive education. This is a bibliographic and documentary study adopting a qualitative and descriptive approach, based on research addressing school engagement, inclusion, educational inequalities, and pedagogical practices. The literature indicates that disengagement cannot be attributed exclusively to a lack of individual interest or effort, since it is also associated with experiences of academic failure, insufficient support for learning difficulties, teaching practices that offer limited opportunities for participation, and situations of discrimination or exclusion. The sense of belonging is particularly relevant because it influences how students perceive their relationships with the school, teachers, and peers. The analysis also emphasizes that inclusive education requires more than guaranteeing enrollment and attendance; it demands effective conditions for participation and learning while respecting different learning paces, needs, and educational trajectories. It is concluded that addressing school disengagement requires diversified pedagogical practices, appropriate support for learning difficulties, stronger interpersonal relationships, and the development of a welcoming school culture that recognizes students as active participants in the educational process.