School Connectedness As A Differentiating Factor For School Climate In An Intercultural Environment. A Case Study

The study explores school coexistence at an educational center in the San Pablo neighborhood of Zaragoza, a community characterized by cultural diversity and socio-economic disadvantages. Using a qualitative approach, it examines the perceptions and experiences of students and teachers regarding daily coexistence. The study highlights key factors such as mutual respect, effective conflict management, and a safe environment, all rooted in the concept of school connectedness—a sense of belonging that fosters inclusion and respect. The findings emphasize the importance of teacher training in intercultural competencies and suggest that student-teacher relationships are critical to improving school climate. The results are relevant not only for this specific context but could also be applied to similar socio-economic and multicultural settings, making this research a valuable reference for improving school environments.