There are many considerations we must take into account when reflecting on why violence has increased so much in school settings. Some hypotheses may lead us to seek alternative courses of action that will help us overcome this situation.

Unfortunately, we have been living in a culture marked by hatred, intolerance, and the polarization of ideas in all spheres of society. Diversity has been accepted very little! There is still a lack of parental role models who, in some contexts, demonstrate empathy, tolerance, and dialogue. In social relationships, friction caused by inequalities and a lack of empathy is on the rise; furthermore, there is a trend toward impunity and a failure to establish clear boundaries that guide relationships within the family and at school.

These assumptions run counter to the development of a culture of reconciliation in which the development of the social-emotional skills of our children and youth takes precedence.

The BNCC has prompted us to refocus on this important aspect of education, and it is essential that we, as educators, implement preventive measures through various school activities to foster self-management skills, engagement with others, kindness, emotional resilience, and openness to new ideas. The challenge for schools begins here: to think not only of a Community Life Plan—one that establishes norms in a reflective and dialogic manner—but also to define initiatives aligned with academic development, where students are encouraged to view others with greater empathy and acceptance.

In this next step, following the establishment of rules for coexistence, we need to involve educators in an academic decision-making process in which pedagogical choices engage students in this development. 

There are many teaching and multidisciplinary strategies that can help us in this process: social projects and educational campaigns can help us not only develop problem-solving skills but also foster empathy and the ability to see things from another person’s perspective, while respecting differences; training projects, film forums, and case studies help students demonstrate assertiveness and engagement with new ideas, reflect on different realities, and show empathy; cooperative learning, reading circles, and interdisciplinary projects promote respect for different points of view and for others’ time, foster the demonstration of organization, determination, and enthusiasm, and help students take on responsibilities; establishing class rules, debates on current conflicts, and conflict mediation help develop emotional resilience and tolerance for stress and frustration; New classroom arrangements help foster cooperation and openness toward others.

Oh, and let’s not forget the parent meetings and training sessions, as well as the Participatory Class Councils, which foster engagement with new ideas and proposals and promote an effective partnership between the school and families.

In this preventive process, which must be driven by a clear purpose, educational measures alone are not enough; it is essential that educators adopt an approach based on positive discipline and nonviolent communication, both of which focus on resolving and preventing conflicts rather than on punishing them.

Positive discipline aims to foster respect, courage, and the joy of learning to be oneself and live in harmony with others based on humanistic principles, as well as to develop the skills needed for a successful life grounded in individual empowerment.

We must emphasize that, if raised in this way, children and adolescents will not grow up believing in permissiveness, but rather will see themselves as capable of contributing meaningfully in situations of conflict; they will know how to make positive choices, recognizing, among other things, that making mistakes is acceptable and a stage of growth; they will become more disciplined in listening and being heard; they will know how to work with others and understand their own behaviors, as well as how to evaluate their actions.

When developing positive discipline, it is essential to use nonviolent communication, which, according to Marshall B. Rosenberg, “is the ability to develop language and communication skills that strengthen our capacity to remain human, even under adverse conditions.” This involves a new way of communicating in which we are better able to listen to and speak with others with empathy, respect, and attention.

However, we know that all this intentional, preventive work does not always guarantee that we will be free from violence and conflict at school; thus, a new approach comes into play: corrective intervention, which should view conflict as an opportunity for growth inherent in diverse and democratic environments.

When analyzing conflicts, it is essential that we, as educators, be able to identify different types of interpersonal problems so that, based on our understanding of each one, we can take tailored actions appropriate to each situation.

There are conflicts we refer to as “discipline issues,” which involve behaviors that hinder learning, such as talking during the teacher’s explanation. In this case, intervention involves diversifying teaching strategies to further motivate the student to learn, adopting more challenging—or even less challenging—activities to match the student’s learning ability, and even using discussion circles to revisit the agreed-upon rules. 

In addition to this first type of conflict, there is also incivility —behaviors that disregard good manners, such as using profanity. In such cases, it is necessary for the adult to assert their authority through nonviolent communication while ensuring that the agreed-upon rules are followed in the environment. 

Another type of conflict in community life is physical or emotional violence, which must be addressed not only through group discussions but also by implementing reciprocal sanctions in which the perpetrator is required to take actions related to the harm caused in order to make amends. 

We also have cases of rule-breaking—repeated failure to follow established rules, such as not wearing the uniform—and for these types of behavioral issues, we can use discussion circles to negotiate or not negotiate the rules, one-on-one meetings for individual reflection, and school assemblies.

And finally, there is bullying/cyberbullying—cruel and repeated aggression against the same victim with the aim of exploiting a specific vulnerability. Given that this problem is already considered a crime, it requires timely intervention that is implemented assertively from the very beginning of the incident, to ensure that situations of this nature do not take root and have consequences beyond the school setting.

In any of these types of conflicts, we can use conflict mediation as an alternative course of action. Conflict mediation is a non-hierarchical method for resolving disputes between two or more people, facilitated by a mediator whose key characteristics are: being a disciplined individual; being experienced; being capable of intervening when necessary, with expert knowledge; maintaining an impartial stance and refraining from expressing value judgments; practicing active listening; acting independently with regard to the matter at hand; not choosing what to discuss; being accepted by all parties; and not adopting an advisory role.

In the mediation process, welcoming and listening to the parties are essential so that, together, they can take the necessary steps to resolve conflicts and prevent them from recurring. Active listening is nonjudgmental, and everyone involved has the right to speak. It is also important that each person acknowledge and reflect on their role, and that the mediator remain impartial toward all parties involved, without making any preconceived judgments. Mediation must not be perceived as a threat and should conclude with the establishment of commitments to be honored—and, most importantly, monitored by the mediator after the mediation process is complete.

Therefore, the proposal presented in this text is that combating conflicts and all forms of violence requires preventive educational efforts that involve both the family and the school, so that both can fulfill their roles as positive and assertive role models. On that basis, the school and the family must partner in upholding the principles and values upon which relationships are founded, thereby ensuring a coordinated approach.

In addition, the school should implement academic initiatives that will foster reflection and the development of social-emotional skills that will last a lifetime. And finally, in the event of any conflict, conversation circles and mediation circles can serve as valuable opportunities for reflection and resolving interpersonal issues!

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