Social-Emotional Learning: Prevention of School Bullying and Cyberbullying Among Basic Education Students
DOI:
https://doi.org/10.55204/trc.v6i2.e756Keywords:
Socio-emotional learning, bullying, cyberbullying, school coexistence, counselingAbstract
Bullying and cyberbullying are forms of violence between peers that compromise the emotional well-being, coexistence and learning of children and adolescents; in the face of this, socio-emotional learning has been consolidated as a preventive strategy that strengthens self-awareness, self-regulation, social awareness, relational skills and responsible decision-making. Objective: to understand how socio-emotional competencies promoted in school intervene in the prevention and coping of bullying and cyberbullying in students of Higher Basic General Education. Methodology: It used a descriptive qualitative approach based on Reflective Thematic Analysis with 18 participants (12 students from eighth to tenth grade, four tutor teachers and two professionals from the Student Counseling Department) through emotional classroom mapping, focus groups and semi-structured interviews. The results show that emotional literacy allows students to denaturalize aggressions that they previously interpreted as "jokes" and name the damage they produce. The competencies of social awareness and relational skills favor the transition from the passive spectator to the defender; however, this transition is limited by the code of silence and by the discontinuity of socio-emotional activities in the school day. On the other hand, in the digital environment, the skills learned are partially transferred, because anonymity, the permanence of the content and weak adult mediation weaken the self-regulation and empathy built in the classroom. In conclusion, socio-emotional learning acts as a protective factor when it is implemented in a systematic and transversal way, articulated with tutoring, the Student Counseling Department and families.Downloads
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