Publicado:
2026-10-19 — Actualizado el 2026-10-19Versiones
- 2026-10-19 (2)
- 2026-10-19 (1)
Número:
Vol. 25 (2026)Sección:
Imágenes de InvestigaciónCan school conflict be considered violence? Factors that trigger school violence
¿Puede el conflicto escolar considerarse violencia? Factores que desencadenan la violencia escolar
Palabras clave:
violence, aggressor, spectator, victim, school (en).Palabras clave:
violencia, agresor, espectador, víctima, escuela (es).Descargas
Resumen (en)
This text offers a completely different vision on how necessary it is to recognize conflict and violence inside the school. Consequently, it is essential to elucidate that violence and school conflict are totally different. The study addressed the following research question: What differences exist between the concepts of conflict and violence, and how are the subjects involved in these situations understood within the school context? The base study for writing this article was supported by a qualitative paradigm with a hermeneutic approach and case study type of research, through collection techniques, such as focus groups, surveys and semi-structured interviews. Regarding the most representative findings, the lack of clarity perceived by the units of analysis towards what is understood as conflict and violence stands out; likewise, some confusions about the depth, configuration and essential features of the acts. Finally, as a conclusion it is established that there is a lack of connotation according to what the word ‘violence’ semantically represents, describing this specific term in a basic or limited way as the most relevant for its situational use in immediate contexts.
Resumen (es)
Este texto ofrece una visión diferente sobre cuán necesario es reconocer el conflicto y la violencia en la escuela. Consecuentemente, es necesario dilucidar que las situaciones de violencia y conflicto escolar son distintas. El estudio respondió a la siguiente pregunta de investigación: ¿Qué diferencias existen entre los conceptos de conflicto y violencia y cómo se comprenden los sujetos que participan en estas situaciones dentro del contexto escolar? El estudio base para la escritura de este artículo se soportó en un paradigma cualitativo con enfoque hermenéutico y tipo de investigación estudio de caso, por medio de técnicas de recolección, tales como: grupos focales, encuestas y entrevistas semi-estructuradas. En cuanto a hallazgos más representativos, se destaca la falta de claridad percibida por las unidades de análisis hacia lo comprendido por conflicto y violencia; de igual modo, la confusión acerca de la profundidad, configuración y elementos constitutivos de los actos mencionados. Finalmente, como conclusión se establece que existe una carencia sobre lo que semánticamente representa el vocablo ‘violencia’, describiendo dicho término de forma básica o acotada como el más relevante para su uso situacional en contextos inmediatos.
Referencias
Adamus, M. A. (2020). A new perspective on conflict resolution. Does the concept of conflict resolution help to resolve disputes in Asian countries? Problems, threats and challenges, (1), 52-79. https://orcid.org/0000-0003-3234-4599
Andrades, M. J. (2020). School coexistence in Latin America: A literature review. Revista Electrónica Educare, 24(2), 346-368. https://doi.org/10.15359/ree.24-2.17
Astor, R. A., Benbenishty, R., & Watson, K. R. (2021). A conceptual and large-scale empirical examination of the Welcoming Empowerment Monitoring Approach (WEMA) for school safety and substance use reduction. Research on Social Work Practice, 31(5), 454-468. https://doi.org/10.1177/1049731521998425
Barreneche, L. C., Arrubla, S. R. Q., & Valencia, B. J. (2025). Recreating reality allows people to move towards understanding: a systematic review about English language learning. Signo y Pensamiento, 44, 1-14. https://doi.org/10.11144/Javeriana.syp44.rrap
Bickmore, K., & Jaramillo, D. M. B. (2022). Globalized Local Environmental Conflicts in Mexican and Canadian Youths' Lives and Schooling: Silenced Citizenship Questions. Routledge.
Bukuluki, P., Kisaakye, P., Wandiembe, S. P., Musuya, T., Letiyo, E., & Bazira, D. (2021). An examination of physical violence against women and its justification in development settings in Uganda. PLoS one, 16(9), 1-17. https://doi.org/10.1371/journal.pone.0255281
Chan, T. K., Cheung, C. M., Benbasat, I., Xiao, B., & Lee, Z. W. (2023). Bystanders join in cyberbullying on social networking sites: the deindividuation and moral disengagement perspectives. Information Systems Research, 34(3), 828-846. https://doi.org/10.1287/isre.2022.1161
Cohen, E., Eshel, Y., Kimhi, S., & Kurman, J. (2021). Individual resilience: A major protective factor in peer bullying and victimization of elementary school children in Israel. Journal of interpersonal violence, 36(19-20), 8939-8959. https://doi.org/10.1177/0886260519863192
Dedios, S. M. C., Yepes, F. V., Valencia, G. M. J., Noy, R. A., Pugh, J. D., & Vecino Ortiz, A. I. (2023). Social norms and interventions on peer violence: a systematic review of the empirical literature. Adolescent research review, 8(1), 63-73. https://doi.org/10.1007/s40894-022-00191-8
Dowdell, E. B., Freitas, E., Owens, A., & Greenle, M. M. (2022). School shooters: patterns of adverse childhood experiences, bullying, and social media. Journal of Pediatric Health Care, 36(4), 339-346. https://doi.org/10.1016/j.pedhc.2021.12.004
Fauzi, F. A., Zulkefli, N. A. M., & Baharom, A. (2023). Aggressive behavior in adolescent: The importance of biopsychosocial predictors among secondary school students. Frontiers in Public Health, 11, 992159. https://doi.org/10.3389/fpubh.2023.992159
Gaviria, D. D., Rivera, J. C. P., & Valencia, B. J. (2025). Language: between aesthetic experience, transmediality and multimodality. Análisis, 57(107), 180-198. https://doi.org/10.15332/21459169.9297
Giacomozzi, A. I., Cardoso, J. L., de Figueiredo, C. D. S., de Oliveira Meneghetti, N. C., Wiggers, G. A., Nunes, P. P., & Cecconi, V. P. (2020). Experiences of violence among students of public schools. Journal of Human Growth and Development, 30(2), 179-187. https://doi.org/10.7322/jhgd.v30.10365
Giordani, J. P., Lima, C. P., Cataldo, Q. F., Almeida, F. S., & Trentini, C. M. (2022). Polyvictimization and the effects of peer bullying in a Brazilian sample. Estudos de Psicologia (Natal), 27(3), 322-332. https://doi.org/10.22491/1678-4669.20220030
Gómez, C. L., & Arias, V. B. (2023). Competencies in Emotional Education of Teachers Who Serve Early Childhood. Infancias Imágenes, 22(2), 150–161. https://doi.org/10.14483/16579089.21248
Herrera, P. N., Barriga, G. P., & Cabrolié, V. M. (2024). Inclusive School-Families Strategies for Children with Autism Spectrum Disorder in Chile: Pending Task. Infancias Imágenes, 23(1), 50–65. https://doi.org/10.14483/16579089.22450
Kaplan, C. V., Szapu, E., & Arévalos, D. H. (2023). Sociedad y afectos: Apuntes para una Sociología de la Educación emergente. Revista de Educación, 28(2) 61-79. https://ri.conicet.gov.ar/handle/11336/225342
Kumar, S. (2022). Toward Building Evidence of Kingdom Impact. Christian Relief, Development, and Advocacy: The Journal of the Accord Network, 3(2), 24-36. https://crdajournal.org/index.php/crda/article/view/507
Learn, I. M. (2021). The Effect of Victim’s Responses to Coercive Sexual Harassment on Bystander Intentions and Moral Perceptions [Doctoral dissertation, Walden University]. https://scholarworks.waldenu.edu/dissertations/10392/
Magrin, J. C., & Oliveira, W. A. (2023). Men's perceptions of domestic violence against women: A qualitative study. Paidéia (Ribeirão Preto), 33(2), 1-9. https://doi.org/10.1590/1982-432720233303
Martos, M. Á., Molero, J. M. D. M., Pérez, F. M. D. C., Simón, M. M. D. M., Barragán, M. A. B., & Gázquez, L. J. J. (2021). The complex nature of school violence: attitudes toward aggression, empathy and involvement profiles in violence. Psychology research and behavior management, 575-586. https://doi.org/10.2147/PRBM.S313831
Mikolajczuk, K. (2020). Different Forms of Violence-Selected Issues. Rev. Eur. & Comp. L., 43, 103. https://doi.org/10.31743/recl.10035
Murillo, F. X., Villegas, M. M. I., & Jaramillo, V. B. (2024). Are liable adults responsible of socio-affective development in children? Conceptions about family accompaniment. Hallazgos, 21(42), 55-74. https://doi.org/10.15332/2422409X.9331
Negreiros, F., & Couto, R. N. (2021). Prevalence of violence among students in public schools in Piauí, Brazil. Ciencias Psicológicas, vol. 15, no. 2, 1-15. https://doi.org/10.22235/cp.v15i2.2180
Parra, S. L., Bakker, C., & van Liere, L. (2021). Practicing democracy in the playground: turning political conflict into educational friction. Journal of Curriculum Studies, 53(1), 32-46. https://doi.org/10.1080/00220272.2020.1838615
Patel, M. G., & Quan, H. A. (2024). The social-ecological model of cyberbullying: Digital media as a predominant ecology in the everyday lives of youth. New Media & Society, 26(9), 5507-5528. https://doi.org/10.1177/14614448221136508
Pelaez, C. L. (2023). The construction of childhood in Guapi: Child development and Agency from a cultural. Infancias Imágenes, 21(2), 144–155. https://doi.org/10.14483/16579089.20806
Polishchuk, G. (2020). Prophylaxis of school bullying at training future teachers of foreign languages. UREKA: Social and Humanities, (5), 26-31. https://doi.org/10.21303/2504-5571.2020.001438
Pollack Peacebuilding Systems. (2025). Teaching conflict resolution: A guide for educators. Pollack Peacebuilding Systems.
Rodríguez, G. I., & Chaux, E. (2022). Dynamics of conflicts between informal groups in adolescence: Qualitative analysis in the school context. Conflict Resolution Quarterly, 39(3), 275-293. https://doi.org/10.1002/crq.21320
Scottish Government. (2023). Behaviour in Scottish schools: Research report 2023. Research and Analysis Press.
Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van Herwegen, J., & Anders, J. (2025). Effective teacher professional development: New theory and a meta-analytic test. Review of Educational Research, 95(2), 213–254. https://doi.org/10.3102/00346543231217480
Stewart, R., & Ezell, J. M. (2024). Understanding perceptions, barriers, and opportunities around restorative justice in urban high schools. Urban Education, 59(9), 2619-2648. https://doi.org/10.1177/00420859221119
Tungka, N. F. (2020). Combining qualitative and quantitative methods in data analysis. Sintuwu Maroso Journal of English Teaching, 2(1), 25-28. https://ojs.unsimar.ac.id/index.php/sintuwumarosoJET/article/view/129
Turanovic, J. J., & Siennick, S. E. (2022). The Causes and Consequences of School Violence: A Review. National Institute of Justice.
Turner, M., & Hodis, F. A. (2023). A Systematic Review of Interventions to Reduce Academic Procrastination and Implications for Instructor-based Classroom Interventions. Educational Psychology Review, 35(4), 1-39. https://doi.org/10.1007/s10648-023-09838-x
Valencia, B. J., & Sepúlveda, S. C. (2022). It was evident, but even so they followed this old acquaintance: coronavirus transtextual considerations as a process of loneliness, transformation and return to the existence feeling. In A., Carvalho (Ed.) Ciências Socialmente Aplicáveis: Integrando Saberes e Abrindo Caminhos (pp. 119-130). Editorial Artemis. https://www.editoraartemis.com.br/artigo/32670/
Valencia, B. J., Castaño, B. L., & Álvarez, K. O. (2022). Speech and its development through didactics. Revista Docencia Universitaria, 23(1), 1-21. https://doi.org/10.18273/revdu.v23n1-2022001
Valencia, B. J., Castro, L. V. P., & Múnera, M. N. G. (2021). Peace in diversity: analysis about reverse inclusion in educational contexts. Revista Colombiana de Ciencias Sociales, 12(1), 219-237. https://doi.org/10.21501/22161201.3334
Venturelli, A., Ligorio, L., & de Nuccio, E. (2023). Biodiversity accountability in water utilities: a case study. Utilities Policy, 81, 1-12. https://doi.org/10.1016/j.jup.2023.101495
Vera, V. D. G., Valencia, B. J., Cardona, N. B., Cifuentes, M. A., Herrera, S. J., & Martínez, L. M. (2019). Should an Effective Language Learning Be through the Development of Just One Language Skill? The Qualitative Report, 24(11), 2778-2793. https://doi.org/10.46743/2160-3715/2019.4015
Walawalkar, M. A. S., & Dhanu, M. M. J. (2021). Human resource management-conflict management. Advance and Innovative Research, 8(1), 62-66. https://d1wqtxts1xzle7.cloudfront.net/74666751/Recent_Trends_in_wild_life_smuggling_Kalsekar_College_21022021-libre.pdf?1636975943=&response-content-disposition=inline%3B+filename%3DRecent_Trends_In_Wild_Life_Smuggling.pdf&Expires=1790361666&Signature=QK
Warren, L. L. (2021). The importance of teacher leadership skills in the classroom. Education Journal, 10(1), 8-15. https://doi.org/10.11648/j.edu.20211001.12
Wiltgren, L. (2023). ‘So incredibly equal’: how polite exclusion becomes invisible in the classroom. British Journal of sociology of Education, 44(3), 435-451. https://doi.org/10.1080/01425692.2023.2164844
Cómo citar
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Descargar cita
Visitas
Descargas
Licencia
Derechos de autor 2026 Bairon Jaramillo Valencia, Sonia Ruth Quintero Arrubla, Aristóteles Alexander Álvarez Correa
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Reconocimiento – NoComercial – CompartirIgual (by-nc-sa): No se permite el uso comercial de la obra original, las obras derivadas deben circular con las mismas condiciones de esta licencia realizando la correcta atribución al autor.
Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional
1.png)
