EDUCATIONAL GUIDANCE IN HIGH-DEMAND EDUCATIONAL CONTEXTS: FROM A REACTIVE TO A PREVENTIVE AND INSTITUTIONAL MODEL

Abstract

Educational guidance has traditionally carried out a substantial part of psychoeducational assessment through predominantly reactive intervention models, in which action begins after difficulties emerge or following a request from teachers or families. This approach may be insufficient in high- demand educational contexts, where high achievement can make strengths, potential and educational needs less visible. This study describes and analyses the implementation of a preventive and institutional guidance model developed in an Integrated Music Education Centre (CIEM) in the Community of Madrid. Using an applied case-study design, a sequential procedure was implemented involving contextual analysis, awareness- raising, initial knowledge of students, universal screening, psychoeducational assessment when needed, educational-response planning, family collaboration and institutionalisation. Universal screening was conceived as a strategy for early knowledge of the whole student body, not as a procedure for selection, classification or the search for specific educational support needs associated with high intellectual ability. Its application made it possible to recognise diverse profiles of strengths and potential and, as an initially unexpected finding, revealed in two consecutive cohorts a high proportion of students with specific educational support needs associated with high intellectual ability, together with high-potential profiles and indicators of specific talent. The value of the model lies in transforming early knowledge of students into educational decisions aimed at talent development, personalised educational responses, the prevention of difficulties and the promotion of emotional well-being. The progressive incorporation of the procedure into school planning and organisation also makes it possible to examine its implications for Educational Inspection in the supervision, advisory support and evaluation of innovation and institutional improvement processes.