Year Of High School Research Articles

The correlation between parental education level and emotional disorders among female adolescents in high schools in Surabaya

According to WHO data (2022), in 2019, 1 in every 8 people, or approximately 970 million individuals worldwide, lived with mental disorders, including anxiety and depression. Poor emotional conditions can affect an individual's physical health, with one of the impacts on female adolescents being irregular menstrual cycles. Female adolescents can detect emotional disorders early, which highlights the importance of environmental support, particularly the role of parents. Mothers with higher education levels are likely to play a significant role in family decision-making. This study aimed to examine the correlation between parental education levels and emotional disorders among female adolescents in high schools in Surabaya. The study employed a quantitative analysis method with an observational design and a cross-sectional approach. Data were collected from female adolescents aged 15–17 years in high schools in Surabaya using cluster random sampling. The data were analyzed using the Chi-Square test. The results showed p-values of 0.174 and 0.350 (p-value > 0.05), indicating no significant correlation between parental education levels and emotional disorders among female adolescents aged 15–17 years in high schools in Surabaya. Future research should further explore factors related to emotional disorders to reduce the prevalence of such cases.

Nutritional Status of 8,128,014 Chilean and Immigrant Children and Adolescents Evaluated by the National Board of School Aid and Scholarships (JUNAEB) Between 2013 and 2023.

Nutritional issues, including overweight and obesity, along with the rising number of immigrants facing their own nutritional problems, continue to keep Chile on alert. To evaluate the epidemiological and nutritional status changes among Chilean and immigrant boys, girls, and adolescents (BGA) in schools evaluated by the National Board of School Aid and Scholarships (JUNAEB) from 2013 to 2023. This descriptive study analyzed individual, anonymous, and de-identified data on the nutritional status of BGA in pre-kindergarten, kindergarten, first grade, fifth grade, and the first year of high school using the JUNAEB Nutritional Map. The sample consisted of 8,128,014 BGA, 49.2% women and 50.8% men. In 2013, immigrant BGA represented 0.4% of the total number of children evaluated, and by 2023, this percentage increased to 7.9%. It was observed that Chilean BGA had a lower proportion of thinness, risk of thinness, stunting, and normal weight, but a higher proportion of overnutrition compared to immigrants, similar to observations made during the COVID-19 pandemic. Comparisons by sex showed that Chilean and immigrant women had a lower percentage of thinness, risk of thinness, obesity, severe obesity, and stunting, and a higher proportion of normal weight when compared to men. The rise in immigrant BGA within the Chilean school system, together with the nutritional differences between both groups, highlights the need to consider these particularities when designing nutritional public policies in the health and education sectors.

Revealing the nature of mathematical procedural knowledge by analysing students’ deficiencies and errors

In this paper, error analyses are used to reveal the nature of mathematical procedural knowledge. In particular, the aim is to empirically confirm the structure of procedural knowledge described in theory and to further differentiate the corresponding terms. In this context, the coding of the processing of procedural tasks by students at the end of their high school years (n = 455) shows that knowledge of the procedure and arithmetic/algebraic skills can be objectively reconstructed as components of procedural knowledge. The analyses show that procedural knowledge and corresponding difficulties become visible in many ways when working on relevant tasks and that anecdotal experiences about a lack of mathematical procedural knowledge among students must fall short. The didactic implication is that the support of procedural knowledge acquisition needs to be both individualised and task specific. The results also reveal interesting correlations between deficiencies and errors in the processing of procedural tasks and specific item characteristics. For example, deficiencies in knowledge of the procedure tend to occur more frequently in tasks at higher grade levels and in analysis, while specific errors in arithmetic/algebraic skills are more likely to be found in algebra and tasks that require more procedural steps.

Longitudinal Cross-Lagged Analysis Between Depressive Symptoms, Social Withdrawal, Self-Esteem, and School Adaptation in Multicultural Adolescents.

In Korea, as the number of multicultural families formed through the marriage of Korean men and foreign women from lower-income countries such as China, Southeast Asia, and Central Asia increases, the psychosocial adaptation of adolescents from these families is becoming increasingly important. This study examines the longitudinal and reciprocal relationships among depressive symptoms, social withdrawal, self-esteem, and school adaptation in multicultural adolescents in high schools. We applied an autoregressive cross-lagged model to a sample of 594 multicultural adolescents extracted from three consecutive years of data from the Multicultural Adolescents Panel Survey and found that depressive symptoms and school adaptation had reciprocal negative relationships in multicultural adolescents' first and second years of high school. In these years, while higher school adaptation led to lower social withdrawal, social withdrawal did not affect school adaptation. In the second and third years of high school, self-esteem and school adaptation had a reciprocal positive relationship. Females had more severe psycho-emotional problems than males. Child neglect increased the risk of depressive symptoms and social withdrawal while lowering self-esteem. A high household income was associated with lower social withdrawal. Adolescents in urban areas exhibited higher levels of depressive symptoms, lower self-esteem, and poorer school adaptation compared to those in rural areas. These results imply that reducing parents' neglect of their children is necessary to alleviate depressive symptoms and school maladaptation among multicultural adolescents. Moreover, financial support for multicultural adolescents in their learning can improve school maladaptation and reduce social withdrawal.

At the Crossroads: Postsecondary Education Access Opportunities and Constraints for Rural Black Students

Abstract: This longitudinal qualitative study delves into the nuanced dynamics of postsecondary education access and choice for 23 rural Black students during their senior year of high school. Employing a multifaceted methodological approach encompassing interviews, visual data, and geospatial data, this research illuminates conditions that influence postsecondary education access and opportunity for rural Black youth. Results highlight how postsecondary education opportunity for rural Black students is shaped by local Black social networks, institutional contexts and climates, proximity to hometown, postsecondary education costs and affordability, as well as the intersecting forces of class, racial, and spatial inequities. This study also demonstrates how participants' meaning making of these conditions changed over time, thereby influencing their postsecondary education trajectories and decision-making processes. This research contributes insights into the shifting dynamics, meaning making, and forces that shape postsecondary education access for rural Black youth over time, providing implications for creating more equitable postsecondary education opportunities for rural Black youth.

INTERAÇÕES SOCIAIS PROMOVIDAS EM ATIVIDADES EXPERIMENTAIS DE QUÍMICA EM PEQUENOS GRUPOS COM UMA PESSOA SURDA E OUVINTES

With the increasing number of deaf people in Brazilian schools, educational activities in the area of Science Education that contemplate them become increasingly necessary. Therefore, this work aims to analyze the potentialities and limits of a proposal for experimental activities in small groups for the teaching and learning processes of Chemistry in high school in a context with deaf and hearing people. The proposal was developed in a class of the 3rd year of high school in a public school and had as research subjects students from a group formed by a deaf student and three hearing students. Semi-structured interviews were conducted to analyze the initial student understandings about the deaf person and a sequence of experimental Chemistry activities to identify the social interactions promoted in the group and their possible relationships with the initial student understandings. The obtaining of qualitative information related to the sequence of experimental activities occurred through audio and video recordings. All qualitative information was submitted to the procedures of discursive textual analysis. The results indicate that the proposal was able to promote, especially, collaborative and tutorial interactions in the group. In addition, the initial student understandings about the deaf person may have influenced the social interactions promoted in the group.

PRÁTICAS ESCOLARES DE FÍSICA MODERNA E CONTEMPORÂNEA NO ENSINO MÉDIO: UM ESTUDO DE DISSERTAÇÕES E TESES BRASILEIRAS (1972-2020)

Modern and Contemporary Physics (MCP) is present in our daily lives through technological apparatuses, newspaper reports, medical examinations, satellite, the internet and many other means and technological resources, being, therefore, a direct contact in our daily life and essential in basic school education, particularly in physics teaching. Thus, this research aims to identify and analyze the dissertations and theses defended in the period between 1972 and 2020 which dealt with pedagogical practices about the teaching of MCP in High School (HS). The work seeks to highlight the innovations and pedagogical practices developed in the selected academic researches and the advances and obstacles faced when approaching MCP in HS, having the following research problem: what are the characteristics and theoretical-pedagogical tendencies of Modern and Contemporary Physics practices proposed in dissertations and theses aimed at Physics Teaching in high school? It is characterized as a state-of-the-art research on Brazilian academic production related to the proposed theme. 405 researches which approached the MCP theme were located from the Bank of Theses and Dissertations from the Documentation Center in Science Education in the School of Education of The University of Campinas (Unicamp). Of these, 162 papers which dealt specifically with the implementation of pedagogical practices in HS were selected. From the reading of the full texts of the 162 researches on pedagogical practices, we classified and analyzed the documents according to the following descriptors of Pedagogical practices, (School years, MCP Themes, MCP Content, Pedagogical Methods and Strategies, Teaching Materials, Theoretical Framework, Pedagogical Model). Among the 162 researches, we have identified that most of them have implemented practices in the 3rd year of HS, with the most covered topics being Quantum Physics and Nuclear Physics and, to a lesser extent, Solid State Physics. In relation to teaching methods and strategies, we identified: lectures, group work and prior knowledge elicitation more frequently. The most used Teaching Resources and Materials were the use of Internet/Computer/Digital Resources, Electronic Presentations,and Questionnaires/Exercises. As for the pedagogical models that supported the practices, the (Socio)Constructivist (44%) and Science-Technology-Society (38%) models prevailed, although we found practices consistent with the Traditional, Rediscover and Technicist models; furthermore, many studies involved two or more pedagogical models in the practices implemented. The results confirm the possibility of inserting MCP theme into HS, also evidencing the variety of theoretical and methodological options for the implementation of practices on the subject.

Longitudinal pathways linking peer victimization to academic efficacy in adolescence: Indirect effects via sleep

Although past research links greater peer victimization to poorer academic achievement, much less is known about if or how peer victimization contributes to adolescents’ academic efficacy, a potentially malleable predictor of academic success. Informed by the biopsychosocial framework of sleep that emphasizes the interplay of interpersonal dynamics and bioregulatory processes in shaping developmental outcomes, the current study investigated pathways from peer victimization to academic efficacy across adolescents’ first 2 years of high school, testing sleep as a potential underlying mechanism. Participants were 388 ninth-grade adolescents ( Mage = 14.05, SD = 0.41; 61% female) who completed five online assessments of peer victimization, sleep, and academic efficacy across ninth and 10th grades. Multilevel mediation models indicated that higher levels of peer victimization during ninth grade predicted increased daytime dysfunction and sleep disturbances at the beginning of 10th grade, which, in turn, predicted poorer academic efficacy by mid-year of 10th grade. No significant indirect effects were found for the models testing sleep duration and latency as mediators. The findings highlight specific dimensions of sleep as potential modifiable targets for interventions that could mitigate the harmful impact of peer victimization on adolescents’ academic efficacy.

ANÁLISE DA APLICAÇÃO DO JOGO “GRANADA QUENTE” COMO FERRAMENTA PARA O ENSINO DE QUÍMICA

The lack of motivation represents one of the main causes of students' lack of interest in teaching chemistry and to arouse their interest it is necessary to differentiate in class. A promising resource to achieve this goal is the use of playful activities. Playful activities are considered didactic tools that can motivate and make learning more pleasurable and meaningful. In this work, a previous investigation was carried out with students from a class of the 1st year of high school, about the use of play, as well as about the content to be worked on, and later the application of the game was analyzed. This tool was created based on the so-called "Hot Potato", where conceptual issues were worked on as a team following a different dynamic. It is possible to notice the development of personal knowledge, in this way the game enabled students to learn in a pleasurable way, in a context disconnected from the formal learning situation. With this, it can be affirmed through the speeches during the application and in the post-game questionnaire that its insertion in the school daily life is very important, as it becomes easier and more dynamic the teaching-learning process.

Entre memórias e reflexões sociológicas: experiências de extensão universitária na escola Zumbi dos Palmares

This experience report describes a university extension developed in the Metropolitan Region of Curitiba that aimed to rescue and record the fighting memories of the Zumbi dos Palmares community based on youth experiences. Paulo Freire, bell hooks, Maurice Halbwachs, Norbert Elias, and Georg Simmel theoretically guided this discussion. Methodologically, two activities were carried out with students in their first high school year in the space of their school and village, respectively: the construction of reliquaries for memory work and a lambe-lambe workshop. Results highlight the relation between university and school and the centrality of interaction in producing and recovering collective memory.

STEAM Architecture—A STEAM Project for Pre-University Studies to Connect the Curricula with Architectural Concepts

This article presents STEAM Architecture, a STEAM project for all educational levels, from pre-school to high school, a project that links the learning of subjects with architectural concepts, thus trying to generate meaningful learning in students. The project is the result of an ERASMUS+ project (DART4City (2020-1-ES01-KA227-SCH-095545) Empowering Arts and creativity for the cities of tomorrow) in which a methodology was developed to extract STEAM projects from European curricula. This methodology has two variants: “forward” and “backward”. The “forward” variant analyzes the curriculum and found the areas of opportunity with more connections among the contents while the “backward” methodology proposes a specific theme to look for the connections. The “backward” variant allows finding a topic that may be of social interest. This is the variant we use in this article. We explore the “backward” methodology in order to find an area of opportunity in society, in particular related to architecture. A questionnaire is distributed to different sectors of people in society to find out whether the learning of different architectural concepts at pre-university levels is interesting. The results of these tests show the potential of a STEAM project related to architecture. The design of the STEAM architecture project shows how the subdivision is carried out from an educational point of view, and also from an architectural point of view. Both worlds agree on dividing space into micro-, meso- and macro-space depending on the scale of what is being treated. For this reason, the STEAM architecture project is subdivided into Room, House, Neighbourhood and City for each educational level: pre-school, primary school and high school (which is 4 years of secondary school (ESO) and the last 2 years of high school). At the end of the article, we show the different workshops that were held in order to analyze the goodness of the proposal.

What Factors Influenced Young Adults to Vote in the 2020 Presidential Election?

Using data drawn from a racially/ethnically diverse sample of participants ( N = 1,489; 52% female; Mage_T1: 18.10; 34% Latino, 21% White, 20% Asian, 11% Black, 11% multiracial/multiethnic, and 3% other), we conducted a binary logistic regression to identify which factors during adolescence and early adulthood were associated with voting behavior in the 2020 presidential election. There were three main findings. First, young adults who had more cross-racial/ethnic friendships and those who participated in volunteer activities during their senior year of high school were more likely to vote. Second, having cross-racial/ethnic friendships and endorsing self-transcendence values (benevolence, universalism) in early adulthood were positively associated with voting behavior, even when controlling for high school factors. Third, those who endorsed self-enhancement values were more likely to vote when they had more cross-racial/ethnic friendships during high school. Implications for voting patterns among young adults in future presidential elections are discussed.

The Reciprocal Effects of Prosociality, Peer Support and Psychological Well-Being in Adolescence: A Four-Wave Longitudinal Study.

The aim of this study was to analyze the reciprocal effects between prosociality, peer support and psychological well-being using a four-wave longitudinal study and a within-person analytical approach (random intercept cross-lagged panel model, RI-CLPM). A sample of 587 adolescents (males = 308; Mage = 14.23, SD = 0.58) enrolled in the first year of high school (9th grade) were recruited and followed over four years from 2016 (Time 1 [T1]) to 2019 (Time 4 [T4]). Once a year, they filled in a questionnaire measuring prosociality, peer support, and psychological well-being. The results from the RI-CLPM revealed that, at the between-person level, prosociality, peer support and psychological well-being were all positively associated. Conversely, at the within-person level and at all survey points, only psychological well-being positively predicted prosociality one year later. Specifically, we found that adolescents with higher levels of psychological well-being were more likely to show a tendency for prosocial behaviors over time. Promoting interventions aimed at enhancing psychological well-being may make adolescents more likely to engage in positive behaviors, such as prosocial ones, in a variety of contexts, thereby creating favorable social environments.

Adolescents' Wellbeing at School: What Helps and What Hinders From Feeling Safe and Satisfied?

The aim of this qualitative study was to identify the main factors that help and hinder adolescents' wellbeing at school using their perspectives and experiences. We used data from 45 adolescents in the first year of high school in Slovakia (mean age = 14.98; 22.2% boys). We obtained the data using 11 semi-structured group interviews conducted in 2020/2021. Participants were selected from three types of high school with regard to graduation system. Data was analysed using consensual qualitative research and thematic analysis. We identified three main themes of factors contributing to their wellbeing at school: 1. School (atmosphere and organisation of life at school, physical environment, threats and the ability of school to deal with issues); 2. Relationships (with peers and teachers, and teachers' behaviour towards them); 3. Myself (own perceived obstacles and resilience resources). The organisation of life at school, surroundings, threats and dealing with issues importantly affect adolescents' wellbeing. Therefore, adjustment of physical environment and interpersonal competences of teachers, supporting of resilience resources of adolescents should be targets for interventions and prevention programmes at schools.

The Selection of Sports Schools: The Influence of the Environment on the Development of Youth Athletes' Career Adaptability.

There are many routes to achieving an elite status in sports, which can be described as a journey that involves many developmental environments. In terms of navigating transitions and across environments, the adolescent years are particularly crucial, and psychosocial skills may assist youth athletes to maintain balance and wellbeing in combining sports and education. The aim of this study was to investigate the environmental differences in career adaptability profiles as students adapt to their sports high schools. A total of 391 student-athletes (51% female, 49% male) from six sports high schools in Finland participated in the study. To compare the environments' features, we created a typology of the environments based on a document analysis methodology. Our quantitative analysis builds upon the findings of the first author, who applied latent profile analysis (LPA) to career adaptability measures across the first year of sports high school. To investigate whether student-athletes have a higher probability of belonging to a profile in certain sports high schools, we used multinomial regression analysis. The results showed that the most sports-focused and centralized environment did not support career adaptability development to the same extent as other environments. Furthermore, we found that student-athletes in the "highly successful" environment had the highest probability of belonging to the high or increased career adaptability profile, despite reporting the highest number of sports training hours and high academic success. This study demonstrates the importance of the locality and the authenticity of the environments and of how their features support student-athletes' career adaptability development.

코로나19를 경험한 전환기 청소년의 학교적응에 대한 잠재집단 분류와 전이 영향: 잠재전이분석을 적용하여

The purpose of this study is to identify the patterns of school adaptation transition among adolescents who experienced both the COVID-19 pandemic and a school level transition, and to longitudinally examine the factors influencing this transition. To this end, latent transition analysis was conducted using data from the 2018 Korean Children and Youth Panel Survey for 2018 (first year of middle school), 2020 (third year of middle school), and 2022 (second year of high school). The study found that, first, school adaptation profiles were identified as four types in the first year of middle school (teacher relationship-centered maladjustment, maladjustment, low adaptation, high adaptation), three types in the third year of middle school (maladjustment, low adaptation, high adaptation), and four types in the second year of high school (academic-centered maladjustment, maladjustment, low adaptation, high adaptation). Second, the transfer patterns of adolescent school adaptation were represented by three models, and 12 representative transition types were derived. Third, individual and school characteristics, parents' affectionate and autonomous parenting attitudes, and academic apathy were confirmed to influence school adaptation transfers during the first, third, and second years. This study is significant as it provides basic data on school adaptation by clarifying the developmental processes through which transitional adolescents either adapt to or become maladjusted in school.

INTEGRATED TEACHING OF ORGANIC SYSTEMS: PROPOSAL FOR AN INVESTIGATIVE APPROACH IN HEALTH EDUCATION

The need for motivating pedagogical strategies that awaken a student who is a protagonist and has the ability to argue scientifically and critically motivated this study, which had as its general objective to develop and analyze the application of an investigative didactic sequence about the integration of the human body and health, developed in the light of meaningful learning and combined with a non-formal educational space. The research was developed with 30 students from the 3rd year of high school at a public school in the city of Belo Horizonte/Minas Gerais and had 3 stages: 1. Elaboration and descriptive analysis of the application of the didactic sequence; 2. Analysis of the students' conception; and 3. Analysis of the students' perception about the application of the investigative didactic sequence. An investigative didactic sequence was developed using Digital Information and Communication Technologies on the theme “The influence of physical exercise on the human body”. Through the interpretation of data produced and collected from the application of the activities of the didactic sequence and semi-structured questionnaires, it was possible to identify that 26 students fully agreed with the statement “The systems of the human body function in an integrated manner”. In the descriptive analysis of the application of the investigative didactic sequence, it was possible to perceive, through the students' reports, video production and conceptual maps: students' enthusiasm in leaving traditional teaching; integrated understanding of the concepts addressed by the theme; curiosity aroused by the investigative context; interest in using digital technologies in activities and in seeking scientific information to explain phenomena experienced in everyday life. When evaluating the students' perception in relation to the applied SDI, 28 answered affirmatively to the question "Did you enjoy participating in the activities of the investigative didactic sequence? Why?", with 19 of these students listing the acquisition of knowledge about the human body as the main reason. And 2 students stated that they did not enjoy the applied activities, as they found them laborious and difficult. All students participating in the study reported that the visit to the Center for Education and Communication in Life Sciences/UFMG contributed to their learning. Therefore, it is considered that the research provided students with an opportunity for an autonomous construction of knowledge and understanding about important science concepts in the context of health education and provided conditions for meaningful learning.

Instruction to support word‐level reading skills for adolescent learners with learning disabilities

AbstractThe middle and high school years represent a unique challenge for students who have not yet attained proficiency with word reading. By this time, it is generally expected that students will be able to independently read a variety of texts to gain content knowledge and to read for understanding. Students with or at‐risk for learning disabilities (LD) often struggle with acquisition of word‐level reading skills and these difficulties are amplified as words become increasing complex. By fifth grade, most of the new words introduced in text are multisyllabic, yet students often lack a systematic approach for decoding these words. Despite these challenges, teachers can effectively support secondary‐aged students with LD in developing the foundational word reading skills necessary for reading proficiency. In this article, we describe the critical role of word reading efficiency, unique challenges of multisyllabic word reading, and the importance of ongoing instructional support for students with LD. We then introduce four instructional routines that can be implemented to facilitate secondary students' acquisition of word‐level reading skills that also affirm and strength students' diverse cultural and linguistic backgrounds.

The Impact of Sports Injuries on the Academic Performance and Mental Health of High School Students in Jeddah.

Objectives This study aimed to investigate the effects of sports injuries on the academic performance and mental health of high school students in Jeddah. Materials and methods This cross-sectional study utilized a closed-ended electronic questionnaire (e-questionnaire) sent to students from four international high schools in Jeddah. The e-questionnaire included questions assessing the level of academic courses, the frequency and types of sports injuries encountered, and the impact of these injuries on both academic performance and mental health. The chi-square test was used to establish relationships between categorical variables, with a p-value threshold of <0.05 determining statistical significance. Results Of the 117 high school students who participated in the study, 56.4% (n=66) were male and 43.6% (n=51) were female. Approximately 83.8% (n=98) of students engaged in sports. Interestingly, 65.0% (n=76) reported experiencing a sports injury during their high school years, with 73.7% (n=56) of these injuries occurring during school-related activities. These sports injuries significantly affected students' academic performance and mental health, impacting 65.8% (n=50)and 76.1% (n=51) of respondents, respectively. Major consequences included delayed assignments (96%, n=48 ), missed exams (88%, n=44), suicidal thoughts (56.9%, n=29), and self-harm thoughts (23.5%, n=12). Surprisingly, only 25.4% (n=17) of students received support from their schools. Furthermore, when support was provided, it was primarily in the form of medical assistance, with a notable lack of mental health support. Conclusion Our study revealed a significant gap in the school support system for students, which requires urgent attention. High school students are highly active and often experience sports-related injuries, particularly during school activities. These injuries can profoundly affect students' academic performance and mental health. Therefore, the findings of our study are essential for raising awareness among students, parents, and teachers about sports injury management. Additionally, although our study focused solely on private international schools, it is crucial for stakeholders in both government and private education sectors to address this issue at a broader level, ensuring adequate support for students facing such injuries. This will help protect the well-being and safety of future students.

SOILS AND DESERTIFICATION IN CURRICULAR PARAMETERS, BNCC AND TEXTBOOKS: CHALLENGES TO TEACHING PRACTICE

In recent years, the theme of desertification and soil degradation has gained notoriety, but there are gaps regarding the presence of this problem in teaching materials and educational curricula. Evaluating and including desertification and the role of soil degradation in teaching materials is not an easy task. In this context, this article aims to analyze how the curricular parameters and textbooks of the educational areas of basic education in Geography, Science and Biology address the relationship between soils and desertification, with the research focus on schools in municipalities in the Sertão do São Francisco Mesoregion, semi-arid region of the states of Pernambuco and Bahia. The study was developed through the analysis of 34 textbooks, worked on in the aforementioned schools between the years 2018 and 2024, with the following evaluation criteria: approach to the study theme; incentives for proposing activities; and resources used in the communication of the theme between the author and the teacher. The National Curricular Parameters, the curricula of the states of Bahia and Pernambuco, and the National Common Curricular Base (BNCC) were also analyzed. The aim was to analyze how the topic of soils and desertification is presented and encouraged to be developed in the final years of elementary school and high school. Despite being a topic that is currently in evidence, there are gaps regarding the inclusion of the relationship between desertification and soils in textbooks. The relationship was found in only two books, one aimed at teaching geography and the other at biology. Regarding the national curricular parameters, the state curricula, and the BNCC, the topic under study is encouraged, sometimes directly, sometimes indirectly. However, it is not reflected in the textbooks. Based on the results obtained, teachers need complementary materials to support the textbook and thus develop their classes that involve the relationship between soils and desertification, because in addition to conceptual errors, most of the materials did not present the key theme of this article.