Impact of comprehensive classroom support on the academic performance of upper elementary school students
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The study examines the impact of comprehensive classroom support on the academic performance of upper secondary school students, placing the problem in contexts of vulnerability and inequality that affect motivation, retention, and achievement. A qualitative and exploratory literature review (2015–2025) was conducted in Scopus, Web of Science, SciELO, Dialnet, and repositories, applying criteria of quality and relevance, and a thematic analysis with matrices to compare findings. The results show that comprehensive strategies that combine cognitive and socio-emotional support—in particular systematic tutoring, continuous feedback, and school-family links—improve comprehension, self-regulation, and motivation, and are associated with lower dropout rates; their effectiveness increases in positive school environments and with teacher professional development (coaching, learning communities). At the same time, socioeconomic status, urban-rural gaps, and institutional challenges condition the magnitude and sustainability of the effects. It is concluded that comprehensive support is a cost-effective and promising strategy when implemented as a cross-cutting policy aligned with teacher training and strengthening of the school climate; comparative empirical studies are recommended to specify impacts by context.
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