“…Due to the long-term impact of the academic failure on society, there is a broad range of literature about it (Calero, Escardíbul & Choi, 2012;Escudero, González, & Martínez, 2009;Fernández, 2010;González, & Porto 2011;Marchesi, 2003;Martínez, 2009;Navarrete, 2007;Reynolds, 2010, among others), although it appears difficult to reach a consensus on a definition, its causes, or even a solution that could help reduce its occurrence in our school system and thereby in our society. Nevertheless, it is evident that there is a current tendency ORIGINAL * To whom correspondence should be addressed: Universidad de Murcia Facultad de Educación, Campus de Espinardo Departamento de Didáctica y Organización Escolar 30100 Murcia, Spain towards using explanatory ecological models in order to comprehend academic failure (Escudero, 2005), which aim to substitute for other too simplistic traditional explanatory models that focusing on a single cause This ecological perspective must lead us to consider proposals and actions under the cloak of a more inclusive and equitable school (Field, Kuczera, & Pont, 2007;Walkey, McClure, Meyer, & Weir, 2013), it allows us to understand the factors and dynamics that begin the failure, as well as offering a resounding answer to why it should not be permitted (Escudero, 2005;Hill, 2014), understanding that we need explanations at different levels "that combine the micro or interpersonal aspects that occur in the classroom and the macro socioeconomic aspects that take into account social, structural and cultural factors" (Abajo, 2011, p. 74).…”