Estilos de crianza y su impacto en la convivencia escolar: una propuesta formativa participativa

Abstract

This study stems from a problem where parenting styles directly impact the school climate. This situation was evident in various incidents involving students in the 2A class at the Jordán de Sajonia school, as the children exhibited disruptive behaviors, persistent conflicts, and difficulties in creating a safe, participatory, and inclusive environment. The objective of this research is to analyze, from a participatory perspective, the relationship between parenting styles and school coexistence in order to develop a training program for families, teachers, and students. The aim is to strengthen conflict resolution strategies and foster the development of socio-emotional skills. To achieve this objective, action research methodology was implemented, including interviews with families and teachers, and focus groups with students. Based on these instruments and methodology, several findings were identified, such as the democratic parenting style being the most appropriate, as it promotes empathy, autonomy, and peaceful peer relationships. In contrast, it was found that other parenting styles (authoritarian, neglectful, and permissive) negatively impact relationships with others, exhibiting a predominance of disruptive behaviors, poor emotional regulation, and weak coping strategies. These same findings indicate that when families apply positive parenting principles, children demonstrate better peer relationships, greater cooperation, and adequate emotional regulation. It is concluded that there is a need to train families, teachers, and students in various tools such as coping and mediation strategies, as this fosters a healthy school environment, promotes social skills, and strengthens co-responsibility between families and schools, thus ensuring safe, protective, and inclusive environments for children.