Prevention of school conflict in a Mexican primary school from an integrative and restorative perspective

Abstract

ABSTRACT The objective of this study was to evaluate the perception of different educational agents regarding the application of a conflict prevention programme through restorative practices. Eighteen teachers, 203 relatives and, 242 students from a Primary School located in the Mexican state of Sonora participated in this study. A pre-test and post-test questionnaire were applied to teachers, families, and students, about their perception of school coexistence. In addition, an attempt was made to confirm the importance of creating an integral educational climate, with educational references that favour healthy and respectful coexistence. The results showed that after applying the conflict prevention programme for five months, the students showed a positive vision regarding the use of dialogue to prevent and solve problems peacefully. In conclusion, it is necessary to build and maintain the bonds of the union to promote a positive coexistence that favours social well-being and an adequate climate of coexistence in schools.