One of the serious problems affecting the education system in general, and particularly the compulsory secondary education stage, is early school leaving, which has serious consequences for the students themselves, for their families, educational centres and society in general. Academic dropout, at any educational stage, is a multi-causal problem, because there are various factors that cause it. Among these factors, this research analysed the relationship that self-efficacy expectations and sense of belonging had with the intention to drop out of a sample of high school students. Following a descriptive quantitative methodology, a research was carried out with a sample of 368 high school students. It was shown that 25.8% of the respondents had the intention to drop out of their studies, this group being the one that presented the lowest scores on the scales of expectations and sense of belonging. The research provides empirical evidence of the relationship between the variables studied and dropping out of high school, where there is a lack of analysis of variables associated with academic disengagement. The results have implications for practice since they could be used to develop programs that help improve students' skills in relation to these two factors, thus reinforcing academic permanence and strengthening successful educational paths. © 2025 Facultad de Ciencias de la Educacion. All rights reserved.
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