Estrategia formativa participativa para la mejora de la convivencia escolar en un establecimiento educativo chileno

Effective school coexistence is a key factor in fostering deep learning within the school system. Managing it through distributed leadership styles is an urgent responsibility. This study examines the impact of a participatory formative strategy to improve school coexistence in an educational institution in southern Chile. An action plan was implemented based on an initial diagnosis using the CENVI questionnaire, which measures perceptions of school violence, complemented with data from the institution and the SIMCE test. The results showed a reduction in the perception of violence and improvements in the management of coexistence. However, the changes were modest and not significant in all aspects, suggesting the need for more systematic and collaborative approaches to achieve deep transformations. These results are essential for planning a new cycle of work in the institution and could serve as a reference for other institutions seeking to improve their school coexistence.