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School coexistence in

education, a systematic review

in Latin American and

Caribbean countries

La convivencia escolar en la educación,

una revisión sistemática en países de

América latina y el Caribe

Edward Rodriguez Mendoza

Abstract

School coexistence as a key component of school management to

achieve educational quality has gained relevance and notable

importance as a result of the health crisis caused by COVID-19, varied

and diverse reflections associated with education and the importance of

educating school coexistence have emerged. Therefore, our objective

was to analyze the academic production on topics related to school

coexistence in Latin American journals Scopus, Scielo, Web or Science

and Latindex, from 2017 to September 2022. During its development,

descriptive literature reviews were chosen, using 38 articles from

different countries. Among the important results, the most studied

topics were those related to factors affecting school coexistence (as

described above). Finally, it should be noted that one of the most

outstanding features is the association between school violence and

school coexistence.

Keywords: School coexistence, learning, education, school violence,

well-being.

* Ph.D., Universidad Nacional Mayor de San

Marcos - Lima,

edward.rodriguez1@unmsm.edu.pe,

https://orcid.org/0000-0001-8052-9614

Article

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Resumen

La convivencia escolar como componente clave de la gestión escolar

para lograr una calidad educativa ha cobrado relevancia y notable

importancia a raíz de la crisis sanitaria causado por el COVID-19, han

surgido variadas y diversas reflexiones asociadas a la educación y la

importancia de educar la convivencia escolar. Por ello, nuestro objetivo

fue analizar la producción académica sobre temas relacionados con la

convivencia escolar en las revistas latinoamericanas Scopus, Scielo,

Web o Science y Latindex, desde 2017 hasta setiembre de 2022.

Durante su desarrollo se optó por revisiones bibliográficas descriptivas,

utilizando 38 artículos de diferentes países. Entre los resultados

importantes, los temas más estudiados fueron los relacionados con los

factores que afectan la convivencia escolar (como se describe

anteriormente). Finalmente, cabe señalar que uno de los rasgos más

destacados es la asociación entre la violencia y la convivencia escolares.

Palabras calve: Convivencia escolar, aprendizaje, educación, violencia

escolar, bienestar.

Introduction

The relevance of school coexistence as a pillar and process of education

began in the late 1990s (Delors et al., 1996). In the broadest sense, the

figure of school violence in schools, just as it occurs in other areas, is

opposed to the social changes that society as a whole is experiencing,

i.e., the violence reflected and experienced in schools is a reflection of

the dynamics of society (Trucco and Inostroza, 2017). Within this

framework, if violence is a common occurrence in the community, then

students will resolve conflicts in a negative way, the same that has been

accentuated by the confinement due to COVID-19.

The widely cited Delors report (2008) recognizes the importance of

seeing "learning to live together" as one of the pillars of learning, thus

placing at the center of the discussion the fact that the educational

process requires specific climates and conditions to develop, where

respect for others, cultural diversity and the development of the capacity

for peaceful conflict resolution are necessary (Reyes and Velázquez,

2022).

Within this context, studies conducted by the Inter-American

Development Bank - IDB (2022) speak of a silent crisis whose effects

may have repercussions for future generations, but also of opportunities,

not to return to the pre-pandemic situation, but to develop human capital

through the redesign of educational systems for the development sought

by the region; This health emergency has worsened the challenges and

risks of this time, altering the lives of students and facing various

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problems such as domestic violence, in addition to the school dropout

rate, where approximately 3.5 million students have been left out of

school in the region.

The health emergency caused by the coronavirus (COVID-19) has

generated a crisis on an unprecedented scale. In education, the

emergencies have led to massive closures of face-to-face activities in

educational institutions in more than 190 countries to prevent the

transmission and spread of the virus and mitigate its impact. According

to data from the United Nations Educational, Scientific and Cultural

Organization (UNESCO), as of mid-May 2020, more than 1.2 billion

students at different educational levels have dropped out of school

worldwide. Of these, more than 160 million were students in Latin

America and the Caribbean (ECLAC, 2021).

There is no doubt that there is concern about correcting and addressing

problems related to violence at school through school coexistence,

which is justified. Therefore, it is common to find several studies that

analyze issues of school coexistence such as discrimination, bullying,

causes and effects of violence, among others (Neut, 2017). However, it

is important to mention that school coexistence is not a component of

school violence, it can simply be identified as an "initiative" to promote

healthy coexistence among students (Trucco and Inostroza, 2017).

School coexistence occurs in a limited context (the school environment)

and is the set of complex relationships and interactions among all

members of the educational community. This includes the teaching-

learning process as part of the four pillars of education defined by

Unesco: in knowing, in living together, in doing and in being (López et

al., 2015).

Materials and methods

In order to find and answer the objective and research questions, an

annotation methodology was followed to structure a systematic review

by Pardal and Pardal (2020).

The study was based on a descriptive literature review with scientific

articles as the primary source of information. The literature reviews

were conducted online and in the Scopus, Scielo, Web or Science and

Latindex databases. The object or variable of study was school

coexistence.

The review takes into account specific objectives to identify the

scientific production produced on the research topic in Latin America

and the Caribbean between 2017 and 2022. These are: (1) To analyze

and classify the scientific production according to bibliometric

indicators of such production; (2) To determine trends and phenomena

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of the object of study during the period of analysis; and (3) To discover

common results of the research.

The search process was based on the use of descriptors classified by the

Thesaurus, forming criteria for inclusion and exclusion of documents in

the sample, to verify the presence of the words "school coexistence"

accompanied by "school climate", "learning", "well-being" and

"education", considering free and open access articles, at the basic and

higher levels. The research should have been carried out in a Latin

American and Caribbean country.

After the search and identification process, 58 articles were located,

followed by a reading to corroborate the existence of the words "school

coexistence" or "school violence" in the development of the article (title,

abstract, keywords). After the review, 9 articles that did not have these

words were discarded; finally, duplicity was verified because they were

housed in different databases, and 11 articles were discarded; finally, 38

scientific studies were obtained, which are the basis of this study.

Results

The following data were considered for the systematic review of each

selected study: (1) country, (2) author(s) and year of publication, (3)

study objective, (4) study research methodology, (5) study sample, (6)

instrument used to measure, and (7) interpretative summary of the

research; the following results were found:

In Mexico, Carro and Lima (2020), with their research study aimed at

identifying the orientation of educational policy to the progress of

school coexistence in two primary schools (59 students in the rural

school and 86 in the urban school) in the state of Tlaxcala, the

methodology included a diagnosis (quantitative) and characterization of

the implementation of the policy (qualitative). The conclusions identify

teachers and administrators as the backbone of educational management

for coexistence in schools.

In Venezuela, Montero et al. (2022), in their study aimed to analyze the

patterns of school coexistence in academic performance, the

methodology was the study of cases in an educational institution in

vulnerable conditions to describe the impact of socio-cultural conditions

in the dynamics of teaching, the sample was classified into two groups

of 30 according to their behavior. The conclusion indicates that the

school promotes a form of dialogic coexistence in which diversity,

listening, tolerance and understanding tend to validate human

integration as fair and equitable.

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Likewise in Chile, López et al. (2018), who conducted a qualitative

study that sought to examine the tensions and problem areas reported

by the actors involved in educational policies related to coexistence. To

this end, ten interviews were conducted with informants from three

specific agencies. The thematic content analysis determined tensions

and critical issues identified at the conceptual, methodological and

procedural levels.

Carrasco and Luzón (2019), in their study conducted in Chile sought to

refer and examine the strategies and meanings of respect for teachers

and their correspondence with school coexistence. The research based

on grounded theory was conducted by interviewing teachers, students,

families and school staff, the sample was selected 27 schools with a total

of 64 interviews. The findings indicate that respect is a condition for

school coexistence and therefore a requirement for harmonious school

coexistence.

In Mexico, Gaeta et al.(2020) analyzed the main problems of school

coexistence from the point of view of high school students. It has a

quantitative approach with an exploratory cross-sectional design where

a properly designed ad hoc instrument was applied. The results indicate

that cyberbullying, gender violence and bullying exist in schools, three

quarters of students witnessed violence in their environment.

Ochoa and Pérez (2019), conducted their study in Mexico, in order to

investigate the impact of the service learning methodology on the

improvement and progress of school coexistence with 117 students in

three public schools, the projects were applied during a semester and a

scale and a questionnaire were used. The results of this experience show

an improvement in the school climate and the positioning of the students

as protagonists of the process.

López et al.(2019), in the study describe and analyze policies and

practices of school coexistence comparatively in Chile and Argentina,

in the former in a broader framework of policies that promote social

inclusion and in Chile under the neoliberal paradigm, included

observations, in-depth interviews and comparative analysis. The results

show that in both devices a web of material leisure relationships is

formed and students are placed in different ways.

In Colombia, Fuentes and Pérez (2019), in their work the purpose was

to describe the perception of coexistence from the point of view of the

student's family in Sincelejo, the methodology adopted the means of

data collection through instruments proposed by Ortega (2022), the

sample was non-probabilistic with 58 family representatives. The

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results indicate that there is a positive perception of teacher-student

relationships; however, the situation is different among students with

violence and disrespect for rules that affect the school environment.

Similarly, Fernández et al.(2018), conducted a study in Colombia,

which aimed to implement didactic strategies to improve school

coexistence through information and communication technologies. A

mixed survey was conducted, combining these methods; qualitative and

quantitative, and the unit of analysis consisted of one hundred (100)

students. The test results showed high rates of bullying, contempt,

teasing, restricted communication and theft, while the strategy proposed

by the focus group was dominated by Peace and Research as a teaching

strategy enabled by ICT.

In Colombia, Contreras et al. (2018), in their study aims to strengthen

conflict resolution and school coexistence through research as a didactic

strategy. The methodology has a qualitative orientation, using types of

action research, from descriptive to exploratory designs. The population

is composed of one hundred and eighty (180) students. The results

justify the design of a training strategy for peace managers,

implementing research as a didactic strategy.

In Colombia, Vargas et al. (2019), in their work aimed to describe the

impact of peace training on the educational coexistence of students and

teachers; a research was developed with a descriptive, non-

experimental, cross-sectional, quantitative design, with a sample with

voluntary and institutional participation of students and teachers, two

valid and reliable tools were used in the Latin American region that

were adapted for data collection. It was concluded that teachers lacked

training to ensure the contents and methods of implementation of the

peace professorship, as well as institutional strategies, students did not

have a clear concept of the peace argument applicable to school

coexistence.

Villegas (2018), in his article developed in Ecuador aims to establish

the correspondence between gender perceptions and school coexistence

from a perspective of social criticism, the study adopts a qualitative

approach in addressing social phenomena. The research methodology is

bibliographic, field-based and obtains a relevant level of depth. The

study involved 210 male and female students. The results lead to a high

positive correlation between the variables confirmed, it is resolved that

gender attitudes significantly affected the students subjects of the study

in school coexistence.

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In Mexico, Gonzalez and Baca (2018), the purpose of the study,

described with a cross-sectional design, was to understand parents'

perceptions about strategies to deal with aggressive behavior of students

and how the youth were attended in school agencies. 150 heads of

families from 50 public elementary schools participated and answered

questions from a questionnaire, the results identified two groups of

parents, satisfied (57%) and dissatisfied (43%), the latter refer not to

receive information when their children were involved in any conflict

and were not invited to attend workshops for parents oriented to obtain

information and learning strategies from the family environment to

improve school coexistence.

Ortiz and López (2021), in their study conducted in Chile based on a

quantitative correlation study with a total of 1,069 participants, analyzed

the influence of work organization conditions on the development of

professional cooperative action in the school coexistence mission. The

results indicate that, while organizational conditions influence, personal

actions in support of students explain the frequency of development of

collaborative professional practice, suggesting that the way work is

organized affects the frequency of reported practice. These results

discuss opportunities for professional collaboration to achieve

democratic management of school coexistence and redefine the facts of

school psychosocial support.

In Chile, Serey and Zúñiga (2020), their work has as its main objective

to propose a theoretical-pedagogical proposal to address coexistence in

schools after COVID 19 through the use of tutoring tools. as a method,

a pedagogical action model is presented. The findings indicate that there

are minimum and common points to be consolidated in the new

normality in a coexistence project.

In Colombia, Bolaños and Stuart (2019) showed results of a study

whose purpose is to show an analysis on the influence of the family on

the behavior of students at school, where they conclude that the family

and social environment is determinant in the integral formation of the

person and state policies are required to provide families with minimum

conditions that allow the well-being and integral care of their children.

In the bibliographic research conducted in Chile by Morales and López

(2019) in the last 15 years in Latin America through a qualitative

documentary analysis, showed results that refer to four aspects of action

and understanding towards school coexistence: democratic, mental

health, citizen security and managerialist; the challenges and

implications of each approach for school coexistence practices in the

region are questioned.

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In Colombia, Garcia and Niño (2018), their study aimed to analyze

teaching practices to improve children's coexistence, their perceptions

about coexistence in schools and the presence of bullying in educational

institutions located in the violent environment of Bogota. The method

chosen was a mixed study with a sample composed of students, teachers

and principals of public schools. Three validated instruments were

applied. It was concluded that educational institutions did not recognize

the importance of training in values and coexistence from early

childhood, and instead prioritized the accumulation of knowledge,

which explained the existence of conflict and its management of

violence, creating an environment of hostility for students.

In Colombia, Rodríguez et al. (2017) in the research focuses on the

application as a didactic resource of information and communication

technologies (ICT) to promote values in a positive school coexistence

among the eighth cycle students of a public institution. The research is

descriptive. The results showed that the strategies implemented using

ICT reduced the cases of school conflict in selected categories, giving

up the opportunity to be used in other cycles, and reinforcement of new

values.

For their part Valdés et al. (2018) in Chile in their study had the purpose

of adjusting and validating a school coexistence questionnaire applied

in Mexico in a sample of 2,868 Chilean students. The adaptation

involved the linguistic of several instrumental items in the Chilean

context. The results of the exploratory study showed a factorial

classification similar to the original structure of the questionnaire and

an appropriate internal consistency. A contribution of the present study

is the integration of three dimensions of the confirmatory factor analysis

in the same analysis, resulting in a secondary order model, where school

coexistence is adapted by democratic and inclusive classroom

experiences and patient conflict resolution.

In Argentina, Litichever and Fridman (2021), in their research, analyzed

the different modes of practice of the coexistence system in public and

private secondary educational institutions, the methodology was mixed

through a survey and interviews, the sample was of 626 students from a

total of 107 schools. The results show that, although coexistence

systems with regulations containing rules are much more widespread,

the pending challenge is to incorporate them in an active and

participatory way and to make them meaningful to the student body.

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Discussion

The author of this research, due to its importance and relevance, has

considered it essential to highlight the related and significant ideas

associated with the purpose that guides this review.

The study highlights the number of scientific articles covering the

impact of education on the development of school coexistence and

concludes with concern about the low scientific production on the

research topic. On the other hand, it finds that, at present, most of the

research is still cross-sectional, which emphasizes the need to

implement broader experimental research to address comprehensive

programs at all educational levels.

As expressed by UNESCO (2022), in the post-pandemic recovery plans

of the different areas, education has not been considered as a priority,

so it is necessary to urgently address it in the agenda and give it the

central place it deserves with the proper funding, where there are not

only pedagogical challenges, but also those related to mental health and

socioemotional well-being. The results of this research allowed to

differentiate with greater emphasis the multidimensionality of the

school coexistence variable and the urgent need to be treated and

addressed to offer an improvement in the educational service that

responds to the challenges of today's society.

In spite of these limitations, there is a need to make known the findings

of the studies underway in Latin America and the Caribbean so that they

can be replicated and, in addition, their results can help to enrich future

research. Likewise, it is recommended that Latin American platforms,

national and international organizations working for the development of

education in our continent, increase their integration efforts to study the

contribution of current educational models to the development of school

coexistence in students, which is urgent and necessary at the post-

pandemic level.

The study of school coexistence is relevant for the integration and

integral cooperation of the actors of the educational community, since

everyone, from the role that each one plays without exception,

participates in relationships and interactions in a dynamic way. For

Banz (2008), a pro-social coexistence, which has as a reference the

socio-affective and ethical formation of its members, has exposed

positive and profound benefits on the educational community. It should

be noted that, of 684 studies initially identified, only 39 were carried out

in Latin America, results that constitute only 5.7% of the scientific

production. This scenario is very consistent with the reflection of the

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Inter-American Development Bank (2020), which highlights the lack of

studies and measurements of socioemotional skills in schools and the

current challenges.

When studying or working in education, especially in school life, they

have always shown to take advantage of crises, whatever their nature,

as educational opportunities for learning and a starting point to improve

the future of people. For Gallardo (2021), support for socioemotional

development is recognized as a key area of school management, a pillar

of the orientation process of the school community. In this sense, the

importance of addressing school coexistence in educational institutions

is evident. Montero et al. (2022), Bolaños and Stuart (2019), Carro and

Lima (2020) and Fuentes and Pérez (2019) agree on the importance of

prioritizing and addressing school coexistence.

School coexistence as a teaching and learning process is not restricted

to one area; it is a transversal learning, school coexistence exists as a

space that links and interrelates in a transversal way the family, the

school and society, provides models and patterns of interaction and

attitude, which are complemented and constituted throughout life,

which supports in the recovery from crises as well as in the construction

of resilient communities, therefore the good coexistence climate is an

intrinsic component of the quality of education, as expressed by Arón

et al. (2017) and the Inter-American Development Bank IDB (2022).

The review and the results of the research highlight the importance of

school coexistence, the articulation of educational policies based on

evidence to achieve the goals and respond to the urgent social demands.

The Organization of Ibero-American States OEI (2021) points out that

post-pandemic education faces the challenge of an educational model

of the future, transformative and innovative, that is, one that is not so

unfair and inefficient and does not obey an inertia and return to the

problems of the past.

Likewise, Berniell et al. (2021), point out that the prolonged closure and

confinement due to COVID-19 will cause considerable effects on the

mental health of families, students and teachers, in this sense, an

essential line of work is in schools with adequate psychosocial support,

to ensure individual well-being and so that they can provide support to

students and their family environment; in addition, Soledad et al. (2022)

and Urbina et al. (2020), agree on the importance of focusing on the

socioemotional development strategies of the student to match the

learning and to mitigate the effects of the health crisis.

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Finally, this research contributes to rethink education as a dynamic

system, forming people with greater capacity to interact and

commitment in the construction of a more just society.

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