School Permanence Through Migrant Perspectives

This article explores the meanings attributed to the school permanence of migrant students from two Chilean state high schools based on the narratives of the students, their families, and diverse education stakeholders. A qualitative phenomenological approach is employed to identify three interpretative categories: permanence as a promise for the future, as a practice sustained over time, and as a relational experience anchored in affective bonds. The findings allow us to understand permanence not merely as statistical data but as a complex experience that shapes migrant trajectories, school relationships, and life projects in highly vulnerable educational contexts

Interpretative phenomenological analysis · Lived experience · Narrative · Phenomenology (philosophy) · Qualitative research · State (computer science) · Migration, Education, Indigenous Social Dynamics · Parental Involvement in Education · Social Representations and Identity