Education is a platform of social, pedagogical, and didactic practices that forms the basis for the development of training processes involving research actions for constant monitoring and evaluation, thereby enabling the proposal of intervention actions that foster the development of educational policies relevant to the social, cultural, and political reality of the context. This document presents an analysis of academic reflection on the challenges associated with school overage, detailing a semantic and conceptual framework to recognize the characteristics and determining factors of this phenomenon in schools, with the intention of generating ideas that inform approaches to address it through inclusive educational practices. To achieve this, two questions are raised: the first seeks to conceptualize and characterize school overage by reviewing the actions and research that have been conducted on this issue, and the second facilitates a pedagogical reflection on the role of the school as an inclusive environment. Finally, some conclusions are presented, which support that the implemented policies have increased the access and coverage rates for overage students, but further strategies are still necessary for the institutional management of access, retention, and relevant pedagogical support for students in this condition. Above all, it is necessary to propose a centralized educational framework based on the foundations of education in diversity and inclusion.