Abstract:

In recent years, violence among adolescents has become one of the major problems of Ecuadorian society, especially worrisome when it occurs in educational centres. Although these institutions have protocols, rules and sanctions against violence in the classroom, these measures have not been sufficient to prevent the increase in aggression in its various forms.

To solve this problem, some secondary schools in different countries have advocated in recent decades the implementation of school mediation programs, which have proven to be mostly effective in the fight against bullying among students, such as the KiVa program developed by the Finnish Ministry of Education. These mediation programs focus primarily on preventing bullying before it occurs by promoting dialogue, cooperation, emotional intelligence, support for vulnerable peers and a culture of peace.

The objective of this research was precisely to implement a school mediation program in two secondary schools in the city of Ambato, in the centre of the Ecuadorian highlands. The work carried out was part of a research project coordinated by the Technical University of Ambato in collaboration with both educational institutions. The methodological design was quasi-experimental, based first on a pre-test phase as a diagnostic in which 139 students participated, a second stage in which various mediation strategies were implemented to 131 students through several workshops with a total duration of 30 hours divided into 4 hours per week and, finally, a post-test phase in which the effectiveness of the intervention was evaluated.

The results, in general terms, showed quite positive data. Inferential analyses between pre-test and post-test revealed that students significantly increased their understanding of conflict and empathy. In turn, the percentage of students who advocated dialogue as a way to solve conflicts between peers increased from 38% to 84% after the intervention. Finally, the students rated the activities positively, with an increased interest in the subject and in participating in other similar mediation programs.

It is concluded that the implementation carried out can serve as an example for other Ecuadorian institutions. Furthermore, the intervention carried out should not remain a one-time event, but rather be expanded and applied on an annual basis as an integral part of the educational system and, therefore, organized and financed by the Ministry of Education in collaboration with the authorities and teachers of the schools and the students' families. In this way, mediation will gradually become an essential resource in the promotion of coexistence in the classroom and the ability of students to effectively prevent and resolve possible conflicts that arise daily in the school context.

Keywords:

School mediation, bullying, adolescents, intervention, Ecuador.