ESTADO DE LA CONVIVENCIA ESCOLAR EN CENTROS DE PRÁCTICAS EXITOSAS EN PARTICIPACIÓN FAMILIAR: PERCEPCIONES DE ALUMNOS Y PROFESORES

INTRODUCTION. The participation of families and coexistence are two sides of the same coin, improving students’ well-being and their academic performance. When teachers do not have an “interpersonal network” of families that support them, more academic and coexistence prob-lems arise. The research objective is to analyze the perception of students and teachers regarding coexistence in schools with successful practices of family support. METHOD. A stratified sampling of 34 centers was carried out according to the district, educational stage and center ownership, among which 5 centers with the best participatory practices were identified. A script of open questions was applied for the discussion groups and a questionnaire of 22 items with adequate validity and reliability that adjusts to the dimensions of the integrated model of management of school coexistence: democratic processes of elaboration of norms, the protective framework of school coexistence, mediation programs and student assistant programs. RESULTS. Teachers have a better perception than their students of coexistence in the schools and the effectiveness of the programs that are implemented. All the schools with good practices have a proactive way of acting towards coexistence and preventive conflicts. They implement collaborative teaching methodologies, mutual aid programs or conflict mediation, promoting damage repair, and training teachers, students and families. DISCUSSION. It is necessary to strengthen the processes for electing delegates, the organization of the Board of delegates and how to chan-nel communication between different levels. The schools implement similar programs to those of Student Assistants or Mediators, without being faithful to the theoretical framework of these programs. It is considered important to improve training so as not to miss out philosophically important aspects of these programs.