Abstract
In the last two decades, school coexistence in Spain has suffered an important deterioration with consequences in the quality of working life and the health of teachers, as well as in the academic performance of students. Educational administrations have promoted actions to improve it; however, the results have not been positive. To give a more adequate answer we must know in depth the scope of the problem. The objective of this study was to analyze the most common types of conflicts, the degree of incidence of each one and how they are distributed among students, as well as to determine the most important underlying cause according to the teachers. The field work was carried out during the 2018/2019 academic year, in a Secondary School located in the south of the Valencian Community (Spain). The student population was 1040, 532 women and 508 men. The research followed a mixed, qualitative, and quantitative methodology, making use of in-depth interviews with the teaching staff, participant observation and a quantitative analysis of 1501 incidents that were reported throughout the academic year. The results show us differences by sex: 84% of the incidents are produced by male students and 16% by female students. Incident distribution is very uneven among the different courses. Of the center’s problems, 88.14% are concentrated in the first two years of Compulsory Secondary Education. It is remarkable that 51% of the problems are generated by only 3% of the students, mostly men and with a significant academic disinterest; therefore, it is a very small number of students, but with a great impact on coexistence.
Highlights
Since the 1990s, Spanish society has undergone an important transformation
For the health and job quality of the teachers themselves [13,14,15,16]. To face this new reality, it is essential to distinguish and differentiate the types of conflicts that are generated at school, from the most serious, caused by violent and aggressive behaviors, to the less serious disruptive behaviors, such as getting up, talking, disturbing or disobeying the teacher’s orders
This distinction is pertinent and necessary to go beyond the problems with the greatest media impact and recognize the true scope of the different behaviors that affect school coexistence and the appropriate educational environment and, be able to articulate effective educational and organizational measures for each specific problem
Summary
Globalization, technological development, migratory flows, among other factors, have transformed the way of thinking and living of the population, affecting schools, and reflecting on the behavior of part of the student body. These social changes have been accompanied by various educational reforms [1,2], which have extended the schooling age to sixteen years, rearranged educational levels, and modified the curricular design several times. Various legislative approaches to address coexistence [11] and school plans carried out have not worked as expected [12] The consequences of this deterioration of the educational environment in schools and the disruption in classrooms have been analyzed by scientific research.
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