In the elementary schools of Talca, segregating behaviors towards the economically vulnerable population are evident. Based on this, the main objective of this research is to analyze the consequences of this exclusion towards people with a low socioeconomic level. The difficulties perceived by the students' monetary capital influence their educational, social, emotional and family development, affecting the right to receive a quality and equitable education, which allows their integral development as a person. Therefore, the solution to this problem is to provide information on the obstacles of economic vulnerability and to train teachers, so that they have effective tools and competencies that allow an equitable and quality education for all students regardless of the socioeconomic status to which they belong. In this context, it is essential to reduce the perception of education professionals regarding economic influence.