La invisibilidad del estudiante que no causa problemas: el silencio como forma de exclusión educativa
Year: 2026
Type: article
Abstract: The invisibility of students who do not cause problems is a little-explored reality within educational contexts. In many classrooms, teachers’ attention tends to focus on students who exhibit behavioral difficulties, low academic performance, or disruptive behaviors, while those who remain quiet, follow the rules, and participate minimally may go unnoticed. This situation can generate a form of silent educational exclusion, in which the absence of conflict is interpreted as evidence of well-being, adaptation, or learning. However, silence may also be associated with insecurity, fear of making mistakes, lack of confidence, low motivation, or difficulties in feeling part of the group. This article analyzes student silence as a phenomenon that can contribute to the invisibility of certain students and limit their opportunities for participation, expression, and pedagogical support. It highlights the need to move beyond an approach focused exclusively on students who display visible problems and to develop educational practices that also identify and support those who remain silent. From an inclusive education perspective, recognizing students’ voices and creating safe spaces for participation are essential to ensuring that being present in the classroom also means being heard, recognized, and valued.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7214914747