Impact of Socio-Emotional Competencies on School Coexistence in Rural Educational Institutions of the Municipality of Guaca, Colombia

Abstract

This article reports the findings of a research study aimed at analyzing the influence of socio-emotional competencies on school coexistence among sixth-grade students in the rural educational context of Guaca, Santander, Colombia. The research was conducted using a qualitative approach, through a flexible, non-experimental field design of a cross-sectional nature, grounded in a pragmatic perspective that enabled the analysis of the experiences, perceptions, and everyday practices of the participating students. Data collection employed structured interviews, non-participant observation, and content analysis, which made it possible to conduct the analysis through methodological triangulation. The results revealed initial difficulties in emotional regulation, autonomous conflict resolution, social inclusion, and assertive communication, which foster interpersonal conflicts and affect the school climate. However, competencies such as empathy, cooperation, and interpersonal skills were identified as promoting more respectful, supportive, and constructive interactions. It is concluded that socio-emotional competencies play a decisive role in the school climate and contribute to the construction of an environment conducive to the holistic development of students; therefore, the relevance of integrating socio-emotional education into institutional policies is confirmed