Prevention of School Conflict in a Mexican Primary School from an Integrative and Restorative Perspective

Autor/inn/en	Pérez-Jorge, David; Alonso-Rodríguez, Isabel; Ariño-Matero, Eva; Rodríguez-Jiménez, María del Carmen
Titel	Prevention of School Conflict in a Mexican Primary School from an Integrative and Restorative Perspective
Quelle	In: Education 3-13, 50 (2022) 6, S.816-830 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pérez-Jorge, David) ORCID (Alonso-Rodríguez, Isabel) ORCID (Ariño-Matero, Eva) ORCID (Rodríguez-Jiménez, María del Carmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1914126
Schlagwörter	Foreign Countries; Prevention; Conflict; Elementary School Students; Elementary School Teachers; Mexico + Suchen Sie Ihr Suchwort? Ausland; Prävention; Vorbeugung; Konflikt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mexiko
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01