Promoting Healthy School Coexistence to Learn to Live Together

Abstract

This research project focused on designing and implementing a didactic pedagogical strategy to promote school coexistence, inclusion, and student motivation, addressing the research question: How can a pedagogical tool be developed and implemented to promote healthy school coexistence and include all students at the 23 de Abril Educational Site in the municipality of Chibolo, Magdalena? It was a mixed-methods study with a case study design, divided into five phases: theoretical review, design of the didactic pedagogical strategy, implementation, evaluation, and analysis of results. The educational site had a population of 292 primary school students, who comprised the study group, with the sample consisting of students from 4th, grade. The most relevant findings indicated that a lack of effective communication and inadequate support were the main causes of non-prosocial behaviors, which negatively affected the school climate and academic performance. However, the implementation of the pedagogical strategy significantly improved school coexistence and student motivation. Among the most notable results were an increase in effective communication between students and teachers, greater active participation in academic activities, and an overall improvement in the school climate. Finally, the research contributed to the literature on school coexistence and motivation, and offered practical recommendations for educators and education policymakers.