Promote educational equity by supporting students from the most vulnerable social sectors

This study examines educational equity in vulnerable contexts in the Dominican Republic following the implementation of Education Policy No. 7, which focuses on supporting students from marginalized sectors and reducing gaps in access and quality. It used a critical-interpretative qualitative approach based on documentary analysis of primary and secondary sources, thematic matrices, and theoretical triangulation to evaluate the policy's formulation and impact. Persistent gaps in infrastructure, connectivity, psychosocial support, and teacher training were identified, as well as traditional pedagogical practices and insufficient institutional coordination. The findings are consistent with regional studies that highlight the need for targeted, intersectional, and sustained interventions and the importance of monitoring systems, cultural inclusion, and emotional support. Equity requires structural transformations in resources, pedagogy, and governance, as well as strategic investment in infrastructure, training, and psychosocial services to strengthen the effectiveness of Policy No. 7