School violence in Ecuador: collaboration between school, family, and community

Abstract

This article aims to analyze the manifestations of school violence in Ecuador and the prevention and intervention strategies developed through collaboration among schools, families, and communities. The study was conducted through a qualitative and descriptive bibliographic review, based on 12 academic sources and official documents published between 2020 and 2025, selected according to thematic relevance, timeliness, and institutional importance. The findings reveal that school violence is expressed in multiple forms, ranging from physical and verbal aggressions to cyberbullying and social exclusion, highlighting the normalization of violent practices within educational settings. The results also show a significant gap in family participation, limited by socioeconomic and migratory factors, and the lack of adequate teacher training in socio-emotional skills and conflict mediation. However, positive experiences were identified in contexts where joint efforts between parents, teachers, and communities reduced incidents and strengthened school coexistence. It is concluded that school violence is a multidimensional phenomenon that requires comprehensive and sustained strategies. The evidence suggests that shared responsibility among social actors is essential to consolidate safe, inclusive, and peaceful educational environments that contribute to the integral development of students and to the strengthening of social cohesion.