Restorative Methods as a Strategy for the Prevention of Violence and Bullying in Primary and Secondary Schools in Mexico: An Exploratory Study

  1. Pérez-Jorge, David 1
  2. Alonso-Rodríguez, Isabel 1
  3. Arriagada-Venegas, Matías 2
  4. Ariño-Mateo, Eva 3
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

  2. 2 Universidad de Concepción
    info

    Universidad de Concepción

    Concepción, Chile

    ROR https://ror.org/0460jpj73

  3. 3 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
SSRN Electronic Journal

ISSN: 1556-5068

Año de publicación: 2022

Tipo: Artículo

DOI: 10.2139/SSRN.4220671 GOOGLE SCHOLAR

Otras publicaciones en: SSRN Electronic Journal

Objetivos de desarrollo sostenible

Resumen

School coexistence processes are mediated by conflict situations that are often not adequately, immediately and comprehensively resolved by schools, giving rise to violence. School violence has become a matter of global priority not only at the school or family level, but also socially due to its magnitude and scope. In the Program for International Student Assessment (PISA), reported in 2018 that 23% of students in Mexico had suffered bullying at least once a month, these data are worrying as they reveal high rate of violence. Considering the increase of violence in Mexican educational institutions, we wonder if students' awareness in the use of communication to resolve disagreements would be achieved after participating in a conflict prevention project applying restorative practices.The objective of this study was to test whether students acquired greater emotional self-regulation, self-determination, and peaceful strategies to resolve conflicts after participating in a project centred on the restorative paradigm.A total of 336 students from an elementary school and a high school located in Mexico participated in this study. The results obtained showed that, after the implementation of this program for five months, students in both schools showed greater emotional self-regulation and self-determination. Providing students with restorative strategies to resolve disputes favoured the use of peaceful conflict resolution strategies.