INSTITUTIONAL ACTIONS AND INNOVATIVE PRACTICES TOWARDS INCLUSION IN HIGHER EDUCATION

ABSTRACT

Dropping out of higher education, a topic widely studied both at national and international levels, is attributed to institutional and personal factors. We analyzed 265 student evaluations about the psychopedagogical services received at a university in Rio de Janeiro, Brazil. The students highlighted socio-emotional factors in their evaluation of the services, despite complaints of academic nature. We concluded that psychopedagogical support is essential for students with difficulties in adapting to higher education, as it focuses on both academic and socio-emotional issues.

KEYWORDS
Higher education; Academic well-being; Adaptation to university