El bullying y las estrategias de mediación entre pares en instituciones de educación básica

This article presents a descriptive-exploratory quantitative study on the relationship between the prevalence of bullying and the implementation of peer mediation strategies in elementary schools. Based on a questionnaire administered to students in grades 5 through 10, measures of central tendency and dispersion (mean, median, mode, and standard deviation) were calculated for three constructs: victimization, perpetration, and mediation climate. The results indicate low-to-medium levels of direct involvement in bullying and moderate scores in the perception of school mediation mechanisms. More favorable averages are observed in courses with explicit training and visible mediation protocols, as well as lower levels of victimization in schools with active coexistence teams. Comparison with Spanish-language literature suggests convergence with patterns described in Iberian and Latin American contexts and supports the potential of peer mediation as a preventive and restorative strategy. Implications for coexistence management, protocol design, student training, and indicator monitoring through periodic evaluations with simple and comparable metrics are discussed.