Effects of a School Coexistence Program to Improve Socio-Emotional Performance in Secondary School
Keywords:
school coexistence; socio-emotional performance; secondary school studentsAbstract
Introduction: During adolescence, students face multiple emotional and social challenges that can affect their well-being and academic performance. Strengthening skills such as empathy, peaceful conflict resolution, and emotional self-regulation, is one of the most relevant psychosocial interventions in contemporary education.
Objective: To demonstrate the effectiveness of a school coexistence program in improving the academic performance of students at an educational institution in the town of Santa Rosa, Ecuador.
Methods: Quasi-experimental research with two homogeneous independent groups (experimental: n=26; control: n=26), where the experimental group is intervened (12 daily sessions, each of 60 minutes, for three months), assessing four dimensions (Positive interpersonal management, Peer social network, Teaching management, and Emotion management), while the control group continued with its traditional educational process.
Results: The results showed initial homogeneity between groups in the pretest. In the posttest, the control group showed minimal, non-significant improvements (p>0.05). On the other hand, the experimental group demonstrated statistically significant increases in all dimensions (p<0.01). The Mann–Whitney U test confirmed significant discrepancies with moderate to large effect sizes (r=0.43 to 0.55). Improvements were particularly significant in emotion management and interpersonal relationships.
Conclusions: It was evident that the implementation of a school coexistence program significantly improved the socio-emotional performance of the students in the experimental group. Progress was observed in the management of emotions, interpersonal bonds, and perception of the educational environment.
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