This research addresses the phenomenon of school failure and the role of the social educator, analysed from a multifaceted perspective that considers individual, social and institutional factors. School failure is an often-present challenge in the educational and social development of students. The social educator plays a fundamental role in schools by acting as a mediator between the school, the family and the community, offering emotional, social and pedagogical support to students. Their work aims not only to identify and intervene in the causes of school failure, but also to promote inclusive and preventative strategies, creating a school environment that is more welcoming and conducive to educational success for all. The aim of this research is to identify secondary school students' perceptions of school failure and how this is reflected in their attitude towards school.

To this end, we outlined the following objectives:
i) to find out students' perceptions of school failure;
ii) to understand the relationship between this perception and their attitude towards school; and
iii) to analyse and interpret the data collected, from the point of view of the social educator.

As a data collection tool, we used a questionnaire, with open questions and multiple-choice questions, created on the Google Forms platform, which was distributed online, with access via QR code. We received 84 responses out of a total of 114. We used content analysis and statistical analysis to analyse the data. The data shows that students' perceptions of school failure are associated with low grades, lack of motivation and failure to move on. There is also a distinction between direct and indirect influences on the process of school failure. Factors such as motivation, effort and learning ability are seen as direct influences, while culture, school organisation, teacher competence and family support appear as indirect influences. This approach reflects a systemic view of school failure, in which the interaction between the school, the family and the social context plays a crucial role. The students also say that the school should play a formative and inclusive role, promoting not only academic success, but also emotional well-being and motivation for learning. School failure must therefore be understood as the result of a complex interaction of factors, requiring active collaboration between all those involved in the educational process - school, family and society - in order to prevent and overcome it. The role of the social educator is highlighted as being a professional who promotes well-being, helping to create a welcoming school environment where students feel valued and respected. This professional should also direct their socio-educational intervention towards preventing risks, promoting and building positive relationships and developing socio-emotional skills such as empathy, self-control, teamwork and respect for differences.

Keywords: Perceptions, school (un)success, students, Social Educator.