Pedagogical management strategies to strengthen school coexistence and classroom climate in basic education: a narrative review
Abstract
School coexistence and classroom climate are fundamental dimensions of students’ holistic development and the creation of environments conducive to teaching and learning. In this context, pedagogical management encompasses teaching decisions and practices related to classroom organization, interpersonal relationships, student participation, conflict mediation, and social-emotional support. This review aimed to analyze the main pedagogical management strategies described in the scientific literature for strengthening school coexistence and classroom climate in basic education. A qualitative and interpretive narrative literature review was conducted through an oriented search of national and international scientific literature. Empirical studies, reviews, and meta-analyses addressing school climate, teacher-student relationships, social-emotional learning, restorative practices, cooperative learning, and playful and technology-based strategies were considered. The information was organized through a comparative thematic synthesis. The findings were grouped into five strategic areas: positive pedagogical relationships, social-emotional education, mediation and restorative practices, cooperation and student participation, and playful and technology-based strategies. The review suggests that these strategies may contribute to participation, emotional regulation, respectful relationships, and a sense of belonging, although their scope depends on implementation conditions, teacher preparation, and the sociocultural characteristics of each context. It is concluded that strengthening school coexistence requires preventive and participatory pedagogical management integrated into everyday educational practice.
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References
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