Guidance pedagogists, narration and metacognitive teaching: strategies for preventing school dropout

Early school leaving remains a pressing issue in education, requiring formative, transformative interventions beyond mere corrective actions. This paper examines formative guidance as a pedagogical strategy to foster students’ self-awareness, autonomy, and life planning skills, aiming to reduce dropout rates. It critically analyzes the introduction of tutors and guidance teachers in Italian schools under the PNRR, highlighting their role in supporting personalized learning and student empowerment. The study also explores narrative approaches for identity development, metacognitive practices for self-regulated learning, and the 2024 legal recognition of the pedagogist as a key school figure. It advocates for a shift from a functional, labor-market-driven model to a transformative educational paradigm focused on critical thinking, agency, and meaningful learning.