Methodological Strategy for Conflict Resolution Among Sixth-grade Students

Abstract

The objective of this article was to design and implement an educational proposal that strengthens school coexistence through the development of social-emotional skills and restorative practices in sixth-grade students. The methodology applied was qualitative, based on theoretical, empirical, and descriptive statistical methods. The instruments applied allowed for the identification of recurring difficulties and reactive conflict management by teachers. The strategy consisted of teaching sessions, group dynamics, and dialogue circles aimed at improving communication, mutual respect, and emotional self-regulation. The results showed a progressive improvement in conflict reduction and greater active participation by students in school activities.