School violence is a global concern, affecting a significant portion of students worldwide. Students with Special Educational Needs (SEN) are disproportionately vulnerable, experiencing bullying at twice the rate of their neurotypical peers. This vulnerability stems from perceived differences and limited peer interaction. This study investigates the effectiveness of Dialogic Gatherings (DG), a successful educational action (SEA) rooted in egalitarian dialogue, in preventing bullying, particularly among SEN students. DGs, characterized by collective meaning-making and reflection around a shared text, have demonstrated positive impacts on social cohesion and classroom climates in various contexts. However, their specific efficacy in preventing bullying, especially for SEN students in mainstream schools, remains unexplored. This research addresses this gap by examining the implementation of DG in two elementary classrooms to determine its impact on peer relationships and safety, particularly for SEN students.

Existing literature extensively documents the pervasiveness of school bullying and its detrimental effects on academic performance and mental health. Studies across various countries consistently show that students with SEN are at a significantly higher risk of victimization. This increased vulnerability is linked to factors such as perceived differences, limited peer support, and fewer opportunities for social interaction. Previous research highlights the potential of peer interactions and dialogue-based interventions to mitigate school violence. Successful Educational Actions (SEAs), such as dialogic gatherings (DGs), have emerged as effective strategies for fostering social cohesion and improving classroom climates. While numerous studies demonstrate the positive effects of DGs on various aspects of learning and social interaction, research specifically evaluating their impact on bullying prevention within mainstream schools, particularly for SEN students, is limited. This study aims to fill this research gap.

This qualitative case study employed a mixed-methods approach, combining classroom observations and focus groups. The study took place in a diverse elementary school in the Basque Country (Spain) during May and June 2022. Participants included 43 students (10-12 years old), from which 5 had SEN, three mothers, one father, two classroom teachers, and additional school staff (principal, special education teacher, school counselor) who participated in focus groups. Two fourth-grade classrooms (Group A and Group B), selected due to high conflict levels and SEN student populations, participated in the intervention. Data were collected through four classroom observations of DGs, where students discussed research-informed texts on bullying prevention from the open-access journal *Kaiera*. Two texts were used: one on the mediating role of school belonging, and the other on friendship as a protective factor against bullying. Five focus groups (four with students and one with school staff) were conducted to gather qualitative data. Classroom observations were video-recorded, and focus groups were audio-recorded, with all data transcribed verbatim. Inductive thematic analysis, informed by the communicative methodology's transformative and exclusionary dimensions, guided the analysis, identifying themes related to violence awareness, the role of evidence-based texts, fostering inclusive environments, and intervention sustainability. Ethical considerations included approval from the University of Deusto's Ethics Committee, informed consent from all participants (parental consent for children), and data protection measures.

Analysis of 863 utterances revealed that 90% reflected transformative dimensions of the DGs, while 10% indicated exclusionary aspects. The transformative findings highlight increased awareness of violent behaviors and their consequences. Students, including those with SEN, demonstrated improved understanding of non-violent interactions and the importance of choosing non-violent friends. For instance, Brian, a student with ADHD and mild intellectual disability, previously disruptive, reflected on his behavior and expressed a desire to change after participating in the DG. Students articulated the significance of reading research-informed texts on friendship and violence prevention, citing these texts as tools for identifying aggressors and improving their own behavior. DGs fostered safer and more inclusive learning environments. Students reported feeling safer due to the strengthened friendships and support networks developed through the DGs. Notably, students without SEN began interacting more with Noa, a previously isolated student with SEN, after discussing the importance of inclusion during the DGs. Teachers observed similar positive changes, noting increased participation and a reduction in self-harming behaviors among some students. The exclusionary dimension highlighted challenges in maintaining the positive effects of the DGs beyond the intervention period. Some students, like Rachel, reverted to isolation after the DGs concluded, emphasizing the need for sustained intervention.

The findings strongly support the potential of DGs as a valuable intervention for preventing bullying, particularly among students with SEN. The creation of safe and inclusive learning environments, enhanced awareness of violent behaviors, and the cultivation of positive peer relationships are crucial for mitigating school violence. These results align with prior research on the effectiveness of dialogic interventions for improving social cohesion and fostering inclusive environments. The study's emphasis on evidence-based texts and the participatory nature of DGs facilitated reflection on personal experiences, leading to a reevaluation of friendships and a conscious effort to choose non-violent peers. The improved understanding of bullying dynamics and the development of strategies for bystander intervention are significant contributions to preventing and addressing bullying. The importance of sustained interventions is highlighted by the limitations observed in maintaining long-term effects.

This study demonstrates the positive impact of Dialogic Gatherings (DGs) in creating safer, more inclusive learning environments for students with and without SEN. DGs facilitated awareness of violent behaviors, strengthened peer relationships, and reduced the appeal of violence. The inclusion of evidence-based texts further enhanced the effectiveness of the intervention. However, the need for sustained implementation to maintain long-term positive impacts is emphasized. Future research should focus on longer-term studies, incorporating playground observations and exploring DG adaptations for diverse educational settings.

The study's limitations include the relatively small sample size and the short duration of the intervention. The findings may not be generalizable to all school contexts. The positive effects observed during the study were not consistently maintained after the conclusion of the DGs, highlighting the need for longer-term interventions. The focus was primarily on student perspectives and did not include detailed quantitative measures of bullying incidents.