Convivencia escolar en Educación Primaria. Las habilidades sociales del alumnado como variable moduladora

Abstract

Schools are a suitable place in which to teach living together to children and young people young and, therefore, to provide them with the social skills that are necessary to contribute to full social and personal development (Ramírez; Justicia, 2006). The aim of the present work is to analyze the extent of relationships existing among different dimensions of behavior in Primary Education students (clinical maladjustment, school maladjustment, personal adjustment, and emotional symptoms index), and their perception of living together at school. To this end, 546 Primary pupils from two public schools in the autonomous city of Melilla took part. Results showed positive relationships between clinical dimensions of behavior and certain aspects that hamper harmonious living together at school. They also revealed positive associations among personal adjustment and some elements that favor living together. The importance of including work on social skills in the Primary curriculum, in view of their preventive character, and of the development of the individual, is discussed.