This article describes the social, pedagogical and cognitive principles that might inform the practice of a new model of remedial education. Research has shown how important it is for school-goers to acquire a basic academic level, both for their own self-esteem and in the eyes of society. But we also know that while the academic level required is getting higher, the figures on school failure and dropout have generally remained unchanged. In answer to this and drawing from a student needs analysis conducted in Catalonia during a period of two academic years, this article reviews how we understand remedial education, which is often lacking in continuity, coherence and relevance, and proposes a new model based on clear principles and designed to be practical. This model, which would be used together by schools, town councils, families and social organizations, would focus on school-goers at an early age and prioritize a system of mentorship, the direct involvement of the children’s families, networking across the country and critical debate in teachers’ meetings on the role of teachers in preventing pupil disaffection and school failure.