Estrategias pedagógicas y socioemocionales para la prevención de la violencia escolar: Revisión sistemática de intervenciones y resultados en educación básica

Abstract

School violence at the middle school level is a significant educational problem due to its direct impact on school climate, students' socio-emotional well-being, and the quality of teaching and learning processes. Bullying, as a specific form of relationalviolence, manifests as discriminatory practices, power imbalances, and a lack of empathy and socio-emotional skills in schools. In response to this problem, this study aimed to identify the most effective pedagogical and socioemotional strategies for preventing school violence, based on scientific evidence from indexed academic studies. To this end, a systematic literature review was conducted, following the methodological guidelines of the PRISMA protocol, by searching, selecting, and analyzing scientific articles published between 2020 and 2025. The results of the review show that the most effective interventions are those that strongly emphasize a comprehensive and long-term approach that includes institutionalized pedagogical strategies and social-emotional learning programs that promote the development of empathy, emotional selfregulation, peaceful conflict resolution, and the active participation of the educational community. The importance of teacher training, improving the school Escaneado con CamScanner climate, and having clear regulatory frameworks and protocols for addressing situations of violence is also highlighted. Inconclusion, the reviewed literature demonstrates that preventing school violence requires the coherent articulation of pedagogical and socio-emotionalstrategies, adapted to specific sociocultural contexts. This will contribute to creating safer, more inclusive, and respectful educational environments, fostering positive school coexistence and the holistic development of students.