Prevention of verbal aggression in sixth and seventh-grade students through socio-emotional education in schools in Boyacá – Colombia

Abstract

This article originated from the research process of the thesis titled "Socio-emotional Learning Pedagogical Program for the Prevention of Aggression in Sixth and Seventh-Grade Students in Three Schools in Boyacá, Colombia." Grounded in students' perceptions of aggression, the study employed a qualitative methodological approach aimed at interpreting student discourse and behavior. This approach facilitated an exhaustive analysis of the participants' language (Romero & Martínez, 2023). ATLAS.ti software was utilized to code the data and establish semantic networks and emerging categories.Through this analysis, the researcher determined that verbal aggression is the most frequent form of aggression among students, having become normalized in both classroom discourse and reality. The findings demonstrated that verbal aggression acts as a catalyst for other forms of aggression (physical, relational, and psychological). Furthermore, it was evident that students lack the necessary tools to manage these conflicts. Consequently, there is a recognized need to strengthen socio-emotional skills to foster preventive actions (Moreira et al., 2023) through practical, meaningful approaches that promote the appropriation and correct application of these competencies (Steward et al., 2022).