Psychosocial factors have a significant impact on young people's academic performance. These factors, which include emotional, social, and family aspects, can influence academic performance both positively and negatively. Factors such as stress, anxiety, self-esteem, family climate, and social relationships can affect students' motivation, concentration, and, ultimately, their academic success. Teachers should develop strategies that strengthen the development of social-emotional skills, as well as dynamics to generate an environment in which students feel comfortable expressing their feelings about their progress in the learning process, recognizing their strengths, and working on areas for improvement both individually and collaboratively. Strengthening social-emotional skills contributes to students' comprehensive development. In this way, acquiring knowledge and skills about emotions allows them to better face the challenges they face in everyday life. At the secondary and higher education levels, tutoring is an essential element in facilitating students' adaptation to their new environment and promoting their comprehensive development in their intellectual, emotional, personal, and social spheres. teaching (contributing to the understanding of curricula and the meaning of different subjects), organizational (facilitating participation), and services (guidance, cultural, sports, etc.) by enhancing their knowledge and fostering mutual understanding. It also ensures the appropriate use of the various curricular and extracurricular resources made available by the institution. Finally, the psychosocial factors that influence the academic performance of students in the metallurgy program were analyzed from January to July 2025. The study sample consisted of 98 students from a population of 1,200 students enrolled in the morning and afternoon shifts, 35 male and 15 female, enrolled in their sixth semester at the upper secondary level. A cross-sectional study was used as the methodology; a questionnaire was developed to identify the students' psychosocial factors.

While the support of a tutor and the responsibility shown by the polytechnic teacher is the driving force behind understanding and addressing the problems of students experiencing failure, and, where appropriate, dropout, it is important to identify the psychosocial factors that affect their performance by seeking strategies within the institutional environment and always with the conviction of jointly finding possible solutions or channeling students who require additional support. We believe that the study and dissemination of better intervention strategies in the classroom and throughout the educational process should be strengthened by teachers, authorities, parents, and institutions. For this purpose, some suggestions are mentioned and the creation of visual guides is proposed that recommend the use of techniques for the socio-emotional support of students in social or psychological situations that affect them during their academic stay, as well as the development of coordinated activities with all polytechnic departments that provide services to students, such as librarians, health, guidance, scholarships, social service, languages, mobility, among others.

Keywords: Tutor, education, psychosocial.