The Future of Education

School dropout and school leaving constitute a multifaceted, relational process of disengagement from school, resulting from the interweaving of socioeconomic, cultural, and institutional determinants and the insufficiency of educational structures and support networks [1], which makes it essential to identify vulnerabilities early and strengthen protective factors throughout school trajectories [2]. This study aimed to analyze the influence of race/color and the Socioeconomic Level Index (INSE) on relational protective factors of school trajectories. Accordingly, a sample of 3,678 students from four Brazilian public education systems completed the Relational Factors for the Risk of School Dropout Scale  – Alternative, a 46-item measure. Analyses were conducted in JASP using Kruskal–Wallis tests with Dunn post hoc comparisons (Holm correction) due to non-normality (Shapiro–Wilk), and effect sizes were estimated using eta-squared (η²); variables were the scores of the 14 attention factors, and predictors were the Socioeconomic Level Index (INSE) and race/color. Results indicated that INSE had a significant, moderate effect on Home Support Structure (η² = 0.043), with greater vulnerability among lower-income students (Groups I–II) compared with more advantaged students (z = 9.302; p < 0.001), indicating weakened family support under conditions of material deprivation. Regarding race, Indigenous students reported higher infrastructure-related risks than Black students (z = −3.076; p = 0.031), whereas White students showed higher levels of pedagogical protection and family articulation compared with Black students (z = 3.550; p = 0.006; z = 4.002; p < 0.001), highlighting persistent structural inequalities. It is concluded that protecting school trajectories requires intersectional public policies that strengthen the school’s inclusive capacity for racial minorities and reinforce the family–community support network for economically vulnerable students.