Family support as a strategy for the comprehensive development of adolescents in Colombia

Abstract

This study aimed to implement an innovative family support strategy to strengthen family dynamics during the academic process of adolescent students at a public educational institution in Colombia. The method used was qualitative with an action-research design and descriptive scope, developed in four phases: planning, action, observation, and reflection. Expert-validated questionnaires, focus group interviews, and five experiential workshops focused on assertive communication, emotional management, and shared family time were used. Participants included 30 tenth-grade students and their families from an Educational Institution in Tolima. The main results show that 72.4% of students perceive a good family relationship, although 43.3% share little time with their families; 83.3% reported improvements in perceived academic support after the intervention, and three fundamental categories emerged: autonomy, emotional management, and family time. It is concluded that structured family interventions through pedagogical workshops positively impact school performance and comprehensive education, strengthening family-school bonds and promoting spaces for adolescents' emotional expression.