School coexistence and kind treatment in the subject of Tutoring and Socioemotional Education: A classroom-based action research approach

Abstract

Kind treatment and school coexistence are essential for building support networks that help address conflicts and promote self-care and care for others. This notion aligns with the Tutoring and Socioemotional Education subject within the secondary education curriculum in Mexico, which seeks to foster healthy and peaceful school environments among students. In this context, the objective of the study is to explain the implementation of a psychoeducational intervention aimed at promoting kind treatment among a group of secondary school adolescents. Using a classroom-based action research design, various data collection techniques were applied, including a semi-structured interview with the class tutor, participant observation during lessons, authentic assessment through student work, and field notes. These techniques aimed to develop action plans aligned with the participants’ needs. The results indicate the presence of aggressive behaviors and mistreatment within the group. Consequently, activities were carried out to improve school coexistence. These led to an expansion of students’ emotional vocabulary, the identification of kind treatment actions as alternatives to harmful behaviors, and the development of analytical skills through case-based learning (CBL) and project-based learning (PBL) tasks.