Educational Screenings: A Key to Academic Tutoring

Abstract

The objective of this study is to analyze the importance of screenings within academic tutoring as a strategy to strengthen student retention and integral development in upper secondary and higher education. This study assumes that the timely application of screenings makes it possible to identify academic, emotional, and social risk factors that may affect students’ educational trajectories. The methodological design follows a qualitative, non-experimental, descriptive-interpretative approach, supported by participant observation, case analysis, and the systematic use of diagnostic instruments in diverse educational contexts. The theoretical framework integrates contributions from socio-emotional education, academic and social integration theory, and comprehensive education approaches. Results indicate that screenings support the early detection of relevant risk conditions, enabling more precise, differentiated, and contextualized interventions. These interventions have a positive effect on student retention, emotional well-being, and decision-making processes. As a limitation, the study is based on situated experiences, which may restrict the generalization of findings; however, its implications are valuable for the design and improvement of institutional tutoring programs. The originality of the study lies in the systematization of tutoring practice through a diagnostic-based approach applied in real educational settings. It is concluded that integrating screenings into academic tutoring represents a key strategy to promote educational equity, enhance personalized support, and foster students’ integral development in a sustainable and context-sensitive manner.