HOW DO TEACHERS ACT WHEN FACED WITH PROBLEMS THAT AFFECT COEXISTENCE IN THE CLASSROOM? VISION OF THE PRIMARY AND SECONDARY EDUCATION STUDENTS

Factors affecting the classroom climate, such as school violence, disruption or indiscipline, have become systemic issues that are on the rise, affecting students, their learning and the quality of education. Experts point out that this is due to multiple individual (psychological, character, etc.) or contextual causes, such as the media. Based on this background, the objective of this research was to analyze the perceptions of students regarding the actions of teachers in situations that affect coexistence and the positive climate in the classroom, and to identify "the solutions" most frequently implemented by teachers in these cases. A descriptive study with a mixed design was carried out. The research involved 887 students in Primary and Secondary Education in 13 Spanish cities. The most important findings show that teachers solve these problems in a punitive manner, with frequent and majority actions such as punishing, expelling students from school, giving them reprimands, calling their attention, sending them to the principal's office, leaving them without recess, taking away their mobile phones and giving them negative grades. In a few cases, the teachers discuss these problems with the tutor, with the school principal and with the parents, or talk to the students directly involved, and in no case do they refer to the existence of educational programs or solutions. Finally, the presence of a group of students who say that their teachers do nothing when these events occur is striking. We conclude that most teachers do not use relevant or pedagogical intervention strategies. Likewise, teachers do not use assertive communication to relate to students, have poor social skills, do not work collaboratively with families and do not employ conflict mediation strategies. The need to integrate prevention and intervention skills related to the factors affecting school coexistence into initial and in-service teacher training is evident.