Family violence and school coexistence in the discourse of teachers and students of the E.E.B. “Juan Montalvo Fiallos” Salinas

Abstract

Introduction: Family violence generates social problems that affect students' coexistence and development, impacting their self-esteem, academic performance, and interpersonal relationships. This issue is more pronounced in areas with sociocultural inequalities, where students face additional challenges such as neglect and lack of protection. Objective: To analyze how the incidence of family violence manifests in the school coexistence of students at the aforementioned institution, according to the perspectives of teachers and students. Materials and Methods: It is a study with a qualitative approach, a correlational scope, and a non-experimental design, aiming to explore how family violence affects school coexistence through structured interviews with a teacher and a school psychologist. Techniques used for gathering information included interviews and focus groups. Results: It was found that students generally maintain positive behavior at school despite the family problems they may face. Additionally, several factors associated with students' conflictive behaviors were identified, such as dysfunctional families, inadequate parenting styles, and unstable socioeconomic environments. Discussion: There is a clear connection between family violence and school coexistence, showing that affected students experience difficulties in their social and academic development. Conclusions: Family conflicts negatively impact school coexistence and the emotional development of students, who show difficulties in social interaction and formal education. However, the school environment, with adequate support, can mitigate these effects, highlighting the importance of prevention and mediation programs that involve the educational community.