Factores socioemocionales que inciden en la posible deserción escolar de los aprendices de la red salud del SENA regional Norte de Santander.

Abstract

This paper presents the progress of an ongoing research project aimed at understanding the socio-emotional factors that contribute to potential school dropout among apprentices in the Health Network programs of the National Learning Service (SENA) in the North Santander Regional Office. The problem stems from the recognition of a progressive increase in absenteeism and demotivation among apprentices in technical health programs, which could lead to them abandoning their training. This phenomenon, beyond being an administrative indicator, reflects personal and emotional realities that affect educational continuity and the overall well-being of the apprentices.

The general objective is to analyze the socio-emotional factors that influence the decision to continue or abandon the training process, considering dimensions such as self-esteem, motivation, academic stress, family support, mental health, and interpersonal relationships. This research employs a qualitative interpretive approach, grounded in the hermeneutic perspective of Irene Vasilachis (2006), who emphasizes the importance of understanding the meanings that individuals attribute to their educational and personal experiences.

An open-ended questionnaire was administered to 50 apprentices enrolled in health-related programs (Nursing Technician, Prehospital Care, and Administrative Support in Health). Responses were systematized and analyzed using thematic coding and triangulation with field notes and conceptual frameworks. Preliminary results indicate that academic stress, lack of emotional support, family difficulties, and economic pressures significantly influence motivation and a sense of belonging. To date, the study reveals that apprentices who perceive a supportive institutional and family environment demonstrate higher levels of commitment and emotional well-being, while those who experience overload or disinterest perceive their training as a difficult challenge to sustain. This paper presents an initial interpretive approach that will help guide future institutional actions regarding socio-emotional support. The research is ongoing, so the findings presented here are preliminary and are currently undergoing validation and theoretical consolidation.