Conflicts, a constant in humanbehavior: Analysis of conlicts in the school in La Rioja (Spain)

Abstract

Violent environments at school have increased in recent years and it is predicted that these scenarios will continue to progress; therefore, the situation causes alarm in the entire educational community. The horizon of conflict is reflected at the level of the different school spaces: Classrooms, corridors, toilets, cloakrooms, playgrounds, refectory, etc. Violent situations originate from students in relation to classmates and teachers. The aggressive environments that teachers suffer are well known, either from students or from their families. The purpose of this article is to analyse the heterogeneous dynamics of violence in La Rioja (Spain), doing so within the development of learning in 10 Infant and Primary Centres. To do so, two adapted questionnaires were administered: The European Bullying Project Questionnaire (EBIPQ) scale and the European Cyberbullying Intervention Project Questionnaire (ECIPQ) scale. Based on the findings, it is concluded that people who have been bullied have a higher risk of suffering emotional and behavioural problems later on and that the consequences of being bullied in childhood are significantly amplified in the long term and can lead to suicide. The practical implications of the study conclude that the most frequent moments in which conflict situations occur are during students' breaks, during recess, although they also occur in the classroom, when it is verified that the rules of coexistence are violated.