Learn about Ramacrisna’s actions that guarantee learning opportunities and help reduce school delay in children and adolescents
In recent years, Brazil has been reducing the number of students falling behind in school, but the problem still affects millions of children and adolescents. According to UNICEF (United Nations Children’s Fund), in 2024 there were 4.2 million students in basic education who were two or more years behind—representing 12.5% of the total.
The age-grade distortion, which indicates when a student is in a grade that is incompatible with their age, decreased from 13.4% in 2023 to 12.5% in 2024. Still, there are striking inequalities. This is because the rate is almost double among black students (15.2%) compared to white students (8.1%), and higher among boys (14.6%) than among girls (10.3%).
UNICEF warns that behind the numbers lies the normalization of school failure, which ultimately excludes students in situations of greater vulnerability. In other words, to change the reality, it is necessary to ensure that all children learn at the right age, with support and acceptance.
The Statute of the Child and Adolescent (ECA), created in 1990, ensures the right to education as a shared duty between the state, family, and society. The ECA establishes fundamental principles, such as universal access to free public education, equal conditions for staying in school, respect and participation of students, inclusive education, and teaching about rights and duties in schools themselves.
More than just guaranteeing enrollment, the Statute reinforces that learning is a right and that school retention and success must be protected. Thus, addressing age-grade distortion requires integrated actions that unite public authorities, families, and civil society..
The third sector plays an essential role in combating school delay and age-grade distortion, acting where public authorities often cannot reach with the same agility or proximity. Through social organizations, institutes, and foundations, these initiatives complement public education policies by offering educational support, cultural, sports, and socio-emotional activities that strengthen the bond between children, adolescents, and school.
Thus, the actions go far beyond the classroom, also contributing to emotional development, self-esteem, and the construction of life projects—fundamental aspects for learning.
This is the case with the projects developed by the Ramacrisna Institute. They show that, with solid partnerships between civil society, companies, and public authorities, it is possible to reduce school delays, expand opportunities, and ensure that the right to education, as provided for in the ECA, is a reality for all.
In addressing school delays, the Ramacrisna Institute works with projects that combine education, culture, technology, and citizenship, transforming realities and strengthening the bond between children and adolescents and learning. This is the case of the Ramacrisna Educational Support Center, CAER.
Created in 1992, CAER provides free services to students from the public school system in Betim after school hours. The project promotes the comprehensive education of children and adolescents, offering:
The Professor Arlindo Corrêa da Silva Library, founded in 1974, is one of the pillars of the promotion of reading and education at the Institute. With more than 9,000 books in its collection, the space serves students, educators, and the community, encouraging the habit of reading from childhood.
More than just recovering content, Ramacrisna offers access, welcome, and opportunities, making education a tool for social transformation and equal rights. Support the Ramacrisna Institute’s projects that guarantee learning opportunities, digital inclusion, and access to culture for hundreds of children and adolescents.
Learn about our projects and find out how to contribute to a future with less school delay and more equal opportunities.
