Educational Strategy for Managing Stress and Intolerance in the Classroom: Toward a Pedagogy of Coexistence

Abstract

Introduction: This study addresses academic stress and intolerance as critical challenges in basic education, affecting coexistence, emotional well-being, and learning. It was conducted at the "Santiago de Guayaquil" Public School in Quito, with a sample of 30 tenth-grade students exhibiting high emotional stress and interpersonal conflicts. Materials and methods: A mixed-methods approach with a qualitative predominance, based on action research, was employed. Theoretical methods (analytical-synthetic, inductive-deductive) and empirical methods (participant observation, diagnostic survey, focus group) were used. Instruments included a socio-emotional questionnaire, a checklist, and a teacher's logbook. Results: After six weeks of intervention, a 35% decrease in episodes of intolerance was observed, and reported stress decreased from 73% to 48%. Sustained attention improved from 61% to 79%, and the perception of well-being, belonging, and respect in the classroom increased significantly. Discussion: The results validate the effectiveness of the strategy based on the Pedagogy of Emotional Conflict, restorative practices, and self-regulation routines. Validation by three specialists showed high rates of relevance (96%), applicability (94%), and sustainability (92%). Conclusions: The proposed strategy is a viable and transformative model for managing stress and intolerance, humanizing school life, and promoting social-emotional learning. Its integration into institutional plans and teacher training are key to its sustainability.