This article investigates how institutional management, teacher and family involvement are amalgamated for sustained school achievement. The research took place in a public school in northern Mexico. The students of this institution, -located in a marginalized and violent community, obtained for three years, scores higher than the national average in tests that measure knowledge in Spanish, mathematics, and science. Through a qualitative case study that used organizational microsociology and symbolic interactionism, we found that institutional management is based on organizational systems, leadership is shared and based on trust; the teachers have high academic and pedagogical competencies, use innovative playful strategies, maintain the concern to maintain high academic standards; interpersonal relationships are close; families support and participate in the school on a consistent basis...

In Mexico, adolescents in conflict with the law have the right to receive an education. The educational services offered stem from a policy of the Criminal Justice System (SJP), which introduced changes to the National Law of the Comprehensive Criminal Justice System for Adolescents (LNSIJPA) by adopting a restorative vision of justice and developing measures that contribute to social reintegration. This article analyzes the pedagogical practices of a group of teachers working at a Social Reintegration Center for Adolescent Offenders (CERSAI). The research was qualitative, including semi-structured interviews and focus groups with teachers and key individuals in the institution. Some findings indicate recognition of the objectives and benefits of social reintegration and the potential of the Educational Model for Adolescents in the Criminal Justice System (MEASJP). Teachers encourage ado...