Students with special educational needs (SEN) are at a higher risk of bullying. This qualitative case study explores the impact of dialogic gatherings (DG) in two elementary classrooms (43 students, 10–12 years old, 5 with SEN) to prevent school violence. Classroom observations and focus groups with teachers and students showed that DG increased awareness of violent vs. non-violent relationships and influenced students towards non-violent behaviors. DG shows potential to enhance non-violent behaviors and protect SEN students.
Publisher
Humanities and Social Sciences Communications
Published On
Dec 14, 2023
Authors
Garazi Álvarez-Guerrero, Rocío García-Carrión, Andrea Khalfaoui, Maite Santiago-Garabieta, Ramón Flecha
Tags
special educational needs
bullying prevention
dialogic gatherings
non-violent behaviors
qualitative study
classroom dynamics
school violence
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