Socio-emotional Education and School Coexistence: Pedagogical Strategies for Strengthening Interpersonal Relationships among Basic Education Students

Abstract

Socio-emotional education constitutes a fundamental component of holistic education in Basic Education, as it promotes the recognition, understanding and regulation of emotions, as well as empathy, assertive communication and the development of interpersonal relationships based on respect and cooperation. School coexistence encompasses not only compliance with institutional rules, but also the ways in which members of the educational community interact, participate, communicate and resolve disagreements. From this perspective, strengthening socio-emotional competencies contributes to fostering more positive peer relationships and creating favourable conditions for the classroom climate. The study aimed to analyse the relationship between socio-emotional education and school coexistence, with particular emphasis on identifying pedagogical strategies designed to strengthen interpersonal relationships among Basic Education students. A quantitative approach was adopted through a documentary systematic review, structured in accordance with the PRISMA 2020 guidelines to organise the search, selection, appraisal and synthesis of scientific information. The analysis indicates that strategies focused on emotional self-regulation, empathy, communication, cooperation and constructive conflict resolution promote more respectful and reflective interactions, establishing socio-emotional education as a relevant pedagogical resource for strengthening school coexistence.