A comparison of procedures for addressing school-based mistreatment in Latin America: with a focus on Tabasco, Mexico

Abstract

Introduction: Schools need clear guidelines to prevent and address bullying, maltreatment, and sexual violence. Objective: However, having regulations in place does not necessarily mean that students receive effective protection. This concern provides the starting point for the present study, which compares official instruments from Tabasco, Mexico; Peru; Colombia; Brazil; and Chile. The aim is to identify what these instruments have in common, where they differ, and which aspects require greater clarity to guide action within schools. Materials and Methods: The study followed a qualitative, documentary approach with a descriptive-analytical scope and a comparative design. The review focused on provisions addressing prevention, detection, reporting, protection, referral, recordkeeping, confidentiality, follow-up, and measures to prevent violence from recurring. Results: The documents reviewed included three local guidelines issued in Tabasco in 2026, the 2025 update of seven protocols in Peru, Colombia’s comprehensive response pathway and regulatory framework, Brazil’s federal legislation and national coordination mechanisms, and Chile’s Law No. 21,809 and transitional administrative provisions. The comparison revealed differences in the type and scope of the instruments and in how specifically they describe the actions expected of educational institutions. Discussion: Based on these findings, the study puts forward a Regional Framework of Operational Safeguards for the Prevention of and Response to Violence in Public Secondary Schools. The proposal identifies shared elements across the five contexts while outlining a specific area for improvement in Tabasco. Conclusions: The comparison identifies institutional responsibilities and documentation requirements established in the instruments examined. Nevertheless, a documentary review cannot establish whether these provisions are implemented in practice or whether they are effective. Further empirical research is therefore needed to determine how the guidelines operate in schools and what results they produce.