Educational inequalities and inclusion strategies in high school in diverse socioeconomic environments

Abstract

Educational inequality in high school, especially in diverse socioeconomic contexts, represents a structural challenge that limits access, performance and equity in school trajectories. This study, with a qualitative and exploratory-descriptive approach, was based on a systematic review of scientific literature, selecting relevant sources from academic databases to analyze the main barriers and strategies for educational inclusion. The results show significant gaps in access and academic achievement, as well as inequalities in infrastructure and resources, particularly in rural or marginalized areas. Inclusive pedagogical practices such as Universal Design for Learning, co-teaching and active methodologies were identified, as well as comprehensive support strategies such as personalized tutoring, intersectoral articulation and family-community participation. The discussion suggests that effective educational inclusion requires transforming pedagogical, institutional and social structures, overcoming isolated interventions through an articulated and contextualized approach. It is concluded that guaranteeing equitable secondary education requires sustained public policies, continuous teacher training and school management sensitive to diversity, configuring the school as a democratic space for social justice.