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This research article was written by a team composed of teachers from each of the schools studied, within the context of the participants' master's degree programs. It proposes a psychopedagogical intervention aimed at promoting the active participation of families in the educational process, with special emphasis on vulnerable school contexts. The problem addresses the experience of three Mexican educational institutions: an urban kindergarten, a semi-urban elementary school, and a Multiple Care Center (CAM) in a rural area. The proposal is theoretically framed within ecological models of development, the humanistic approach, and sociocultural theory, and includes context-specific activities, supported by qualitative diagnoses, with the goal of strengthening the school-family-community bond. The need to apply the principle of prevention in educational practice is argued, from the perspective proposed by Psychopedagogy, to develop interventions that allow for the integration of preventive training strategies, highlighting their flexibility to adapt to diverse educational realities. It is concluded that a planned psychopedagogical intervention with intention and a theoretical foundation is key to promoting inclusion, socio-emotional development, and improving school learning.
