POSITIVE EDUCATION STRATEGIES TO REDUCE SCHOOL CONFLICTS

Abstract

This article aims to analyze positive education strategies as an alternative for reducing school conflicts, understanding the school as a space for coexistence, human development, and the integral formation of students. The study is characterized as qualitative research of a bibliographic nature, based on the analysis of scientific productions that address positive education, school climate, socio-emotional competencies, and conflict management in the educational context. The results indicate that pedagogical practices grounded in empathy, dialogue, active listening, and the appreciation of emotions significantly contribute to the reduction of aggressive behaviors and to the strengthening of interpersonal relationships within the school environment. The role of teachers and school management is also highlighted in the construction of a welcoming environment capable of promoting emotional well-being and respectful coexistence among the subjects involved in the educational process. It is concluded that positive education represents a promising approach for the prevention and mediation of school conflicts by prioritizing socio-emotional development, a culture of respect, and the construction of more humane and collaborative relationships in everyday school life.