School coexistence in secondary educational institutions: A systematic review
DOI:
https://doi.org/10.5281/zenodo.18227953Keywords:
school coexistence, educational conflict management, socio-emotional developmentAbstract
The objective of this research was to analyze recent scientific literature on school coexistence in secondary education, identifying the factors that influence its strengthening or deterioration, as well as the most effective educational strategies for conflict prevention. To this end, a systematic literature review was conducted following criteria of scientific rigor. The search was carried out in the Web of Science and Scopus databases, using Spanish and English descriptors combined with the Boolean operator AND (school coexistence AND education). Inclusion and exclusion criteria were established to select relevant empirical and theoretical studies, ensuring the relevance and currency of the analyzed sample. The reviewed studies demonstrate that the application of school mediation programs, emotional education, and the strengthening of socio-emotional skills has a positive impact on reducing conflicts and improving the institutional climate. Furthermore, the role of teacher training in conflict management and the implementation of clear institutional norms are highlighted as key factors in promoting respectful and inclusive relationships. In summary, school coexistence in secondary education requires a comprehensive approach that integrates pedagogical interventions, family involvement, and coherent institutional policies. These elements contribute to building safe, harmonious, and supportive learning environments for students' holistic development, making it a priority area for future research.
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