BELIEVING TO PROGRESS: EDUCATIONAL EXPECTATIONS AS A DRIVING FORCE BEHIND THE EDUCATIONAL SUCCESS OF ROMA STUDENTS

Abstract

The academic success of Roma students remains one of the major challenges facing the Spanish education system. Despite significant progress in school enrolment and educational inclusion, persistent inequalities continue to affect educational progression, early school leaving and access to post-compulsory education. While these issues have traditionally been examined from structural, social and economic perspectives, this article explores the role of educational expectations in shaping the educational trajectories of Roma students. Drawing on a review of the scientific literature and on reflections derived from professional experience in the socio-educational field, the paper analyses how the expectations held by teachers, families, students themselves and the wider educational community may act either as protective factors or as barriers to academic success. Finally, it argues for the promotion of a culture of high expectations based on equity, confidence in students' potential and collaborative work between schools, families and the community as a strategy to foster educational inclusion and improve the academic success of Roma students.