Lúcio, JoanaRodrigues, RaquelRodrigues, Marta de Oliveira2024-02-292024-02-292024-022014-2862http://hdl.handle.net/10400.14/44112As school became a primary instance of socialization and acculturation, and school education expanded across practically every country in the world, and reached virtually all children/young people, during an increasingly longer period of the life cycle, school failure and dropout emerged as cross-cutting educational and sociopolitical issues. Nonetheless, the voices of the actors engaging in initiatives aimed at overcoming school failure and dropout are seldom heard. Project EDUPLACES (PTDC/MHC-CED/3775/2014) proposed to do just that, through interviews, questionnaires and focus groups with parents/families, children/young people, teachers/other staff and community representatives. This paper explores the outcomes of eight focus groups involving a total of 57 children/young people, with a particular emphasis on the discourses emanating from the participants in Mediation and Study Support practices. As we discuss how initiatives aimed at overcoming school failure and dropout address issues such as inclusion, participation, learning, empowerment and community development, focus groups emerge as a relevant tool for navigating the meaning(s) of educational success.engFocus groupsMediationSchool failure and dropoutSocio-educational practicesStudy supportjournal article10.17583/remie.1045785185470594001162766800003