This study investigates intellectual abandonment as a factor that interferes with school learning. Initially, it seeks to describe the factors that interfere with the teaching-learning process. Subsequently, it investigates how school dropout occurs in light of the law. Next, it determines how intellectual abandonment interferes with school learning. Then, the possibilities of working with students with problems only within the school environment will be verified and, to this end, through observation, evaluating how teachers, after diagnosing students, act with those who show signs of dropout. This study is characterised as mixed research, being both qualitative and quantitative, since managers, educators, teachers, students and parents were interviewed. For data collection, a bibliographic research was carried out to understand the family process throughout the history of education and, subsequently, concepts of family, student and school.