Este artículo analiza algunos factores sociales que han incrementado las transformaciones en la familia, aumentando el riesgo en los hijos de bajo rendimiento, desadaptación, y problemas emocionales y conductuales, los cuales pueden dar lugar al abandono de las aulas. Entre estos factores se encuentran la mayor supervivencia de los individuos, una mayor movilidad geográfica, la inclusión de la mujer en el campo laboral, así como el incremento de familias uniparentales y los niveles de pobreza. Se propone la implementación en las escuelas de mecanismos protectores para los alumnos provenientes de familias disfuncionales, utilizando para ello talleres de desarrollo personal que propicien el autoconocimiento y el de los demás, la interacción humana y la buena relación con los familiares.

El artículo analiza algunas particularidades familiares y de la escuela que contribuyen a la apari-ción de estados ansiosos en los alumnos, que afectan tanto su desarrollo psicosocial como su rendi-miento escolar. Enfatiza las características de los estados ansiosos que pueden ser provocados o exacerbados por la escuela y que junto con algunas peculiaridades familiares ansiogénicas pueden aumentar el número de niños en riesgo de bajo rendimiento y de fracaso escolar. Sostiene que tanto a través de una comunicación intersistémica eficiente familia-escuela como en el desarrollo de los Objetivos Fundamentales Transversales contenidos en la Reforma educacional chilena, es posible aminorar la sintomatología ansiosa, con el consecuente beneficio tanto para el desarrollo personal-afectivo, como en el rendimiento escolar de los alumnos.

This article shows the more salient characteristics in bornes from low economic status, which affect children's normal cognitive and psychosocial development as well as their school performance. It is suggested that in order to improve children's chance for a better performance at school, mothers should be trained in strategies and practices to assist in the learning process their children to successfully achieve their goals.

This paper analyses and describes sorne importan! characteristics of families and the school affecting the students both in their psychosocial development and their school performance. It also emphasizes the characteristics of anxiety that can be trigger by the school and that together with sorne family anxiety peculiarities can increase the number of children who are at risk of having a low school performance and school failure. This paper suggest that in order to improve student's psychosocial development together with school performance, it is important to have an efficient intersystemic communication between the family and the school. It is also importan! to apply reliable strategies, as those contained in the Chilean Educational Reform so as to achieve these goals.

The article analyses sorne social factors that increase the possibility of family changes that enlarge children's low achievement and failure, emotional disturbance and behavioral problems at school. Among these factors are the increased life expectancy and geographical mobility, the increased participation of women in the labor force, as well as uniparental families and poverty. It is argued that through the creation of personal development workshops with children from dysfunctional families it is possible to build supporting networks that allow for a good school performance in these children. These workshops should promote understanding of self and others, human interaction and good relationships with family members.

This article shows the more salient characteristics in bornes from low economic status, which affect children's normal cognitive and psychosocial development as well as their school performance. It is suggested that in order to improve children's chance for a better performance at school, mothers should be trained in strategies and practices to assist in the learning process their children to successfully achieve their goals.

This paper analyses and describes sorne importan! characteristics of families and the school affecting the students both in their psychosocial development and their school performance. It also emphasizes the characteristics of anxiety that can be trigger by the school and that together with sorne family anxiety peculiarities can increase the number of children who are at risk of having a low school performance and school failure. This paper suggest that in order to improve student's psychosocial development together with school performance, it is important to have an efficient intersystemic communication between the family and the school. It is also importan! to apply reliable strategies, as those contained in the Chilean Educational Reform so as to achieve these goals.

The article analyses sorne social factors that increase the possibility of family changes that enlarge children's low achievement and failure, emotional disturbance and behavioral problems at school. Among these factors are the increased life expectancy and geographical mobility, the increased participation of women in the labor force, as well as uniparental families and poverty. It is argued that through the creation of personal development workshops with children from dysfunctional families it is possible to build supporting networks that allow for a good school performance in these children. These workshops should promote understanding of self and others, human interaction and good relationships with family members.