Respect and Coexistence

In the year 2015/2016 it was implemented the program of prevention and resolution of conflicts in coexistence, personalized and designed by our Team of Counselors, for the Center. The results obtained from the beginning of the program, both in the participation of the students and the teaching staff, and the positive interventions of the assistant students and the mediations carried out have  both been very satisfactory.

The Planning and management of the Project Student Assistant and Student Mediator is summarized as follows:

Student Assistant for the years: 5th and 6th Primary / 1st and 2nd ESO. Each class has two assistant students and one substitute who has received the training as their classmates, but has only acted when necessary (basically, when one of their classmates was not). In total, 24 students received a 4-hour training at the beginning of the school year with two experts in the field of mediation, where their functions have been clarified; observe peers, request assistance from the adult when necessary, accompany the student who may be in need of company, absolute confidentiality in the face of the information they receive. Assistance to coordination meetings. Several meetings are held with all the student assistants throughout the school year, with great participation and involvement on the part of the students, contributing ideas to problems that they detected themselves  and taking them into practice, intervening adults when necessary.

Student Mediator for the 3rd and 4th ESO courses, 1st Baccalaureate and 2nd Baccalaureate (4 students). Each class has two mediator students and one substitute student. In total 19 students have received a 6-hour training at the beginning of the school year with two experts in the field of mediation, where they have learned to listen actively, to respect that emotions are subjective and to mediate between students when a conflict has developed between them. There have been about 20 mediations in the school year, all of them have managed to conclude with the commitment of the students involved to improve coexistence and the subsequent monitoring of this commitment. Note that first year of high school was not invited to the program because they consider that they are in a stage of greater demand in the studies, but the students themselves requested participation, playing a very positive role as mediators and as an example of other colleagues.

Previous training for teachers. At the beginning of the course, there is a 6-hour training for teachers, explaining the program, and facilitating the tools to mediate and to support the mediating students who need the coordination of an adult, especially at the beginning of the program.

Information and dissemination: The program is disseminated in all the classes of the school from 1st of Primary to 1st of Baccalaureate, being the students themselves who have informed their classmates. In addition, they are provided with an identification bracelet so that they could wear it throughout the school year and it would be easier for others to know who they were at recess if they needed help. At the end of the course, in a meeting in June with all the courses involved, they were given a diploma with recognition for a job well done and their positive contribution to improving coexistence in the center.


The participation of students and teachers is positive and wide, increasingly broad in the involvement of students in the solution of conflicts and problems of coexistence, and in turn a reduction of serious and drastic conflict of bullying.

We also have another positive aspect to take into account, that new students who receive specialized training in emotional education, conflict resolution, and mediation, add those who received the last course, so that more and more students are that are formed and exercised in the program and expand the culture of peace by the educational center.

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