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II. Editorial
III. Article 1: What is coexistence?
IV. Article 2: Main Issues in School Coexistence
V. Teacher's role in solve conflicts
VI. Negative perspective of coexistence. Bullying: Bullies, victims and impact in school communities.
VII. Causes of Bullying
VIII. Procedure of intervention
IX. Possible solutions
X. Interviews

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Life is made of interactions. Permanent interactions construct relationships, and relationships are fundamental to coexist in a society. Nowadays, we live in a selfish society, where people prefers be alone than share and learn to live rounded by others.

Since childhood we learn how to coexist on family, then on school. As future teachers we consider that coexistence is fundamental in the day-to-day during scholarship. Coexistence is part of the social construction of our lives. Inside the school, with the contribution of teachers, students, academics and the family. Consequently, in this magazine we are expected to accomplish a profound reflection about the importance that it have in our lives. To learn how coexist with them, how to promote a healthy environment to establish good relationships, and how to deal with different factors that could affect that.

As school is one of the most important scenarios where children develop part of their primary socialization experiences. In this magazine we will approach the school coexistence from an educational psychological perspective.  Also, provide prossible solutions to a main and frequent problem that teachers has to face with.

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The coexistence is the relation that everyone keeps with other. It is a fundamental part of the socialization process, which is the first step to establish contact with our social environment. This process is crucial to develop and increase it during the childhood because people need to know the impact they have when they are sharing with someone, regardless the context, distinguishing a good and bad coexistence. Therefore, the socialization techniques are a factor that people are teaching us to achieve a proper result throughout of our learning process, keeping present the integrity of people among all.

Firstly, we need to have a previous learning about a good coexistence –marking it with the purpose to do a difference between a good educative practice and an educative disinterest- where it can carry out the necessary aspects to make a productive model of coexistence. We can find these elements in the family, friends –related to the school or neighborhood- and peer group –a general social context, among all-. This first factor is important because they are essentials in our early development and behavior in the life. The family teaches us how we have to act in the most of situations –like attitudes or values- where the home is the first kind of social context where we learn values and how to relate with other people. Friends and peer group; and then in the school with teachers and classmates are instances we can acquire the ability of socialize.

The result of it -socialization- ,allow set up relationships and interactions among two or more individuals. Thatt is why coexistence on society and community is so important because is part of our social skills and development of personality.

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The main purpose of school coexistence is to establish significant bonds between different types of individuals, inserted in different places such as schools, the classroom, the reccess, or in important spaces of participation inside and outside of the school community. But, regarding the fact that different types of people, with their own formation, values, and personalities, we made this question.

What kind of problems can we face, as teachers,  during the construction of healthy relationships between students?

1) BULLYING
Bullying is one of the most well-known menaces in society, and has been portrayed by media in many situations, but they always involves 5 relevant factors:
-The bully(ies)
-The victim(s)
-The aggression(s)
-Community's intervention(s) in order to control the situation
-The consequences(s)
Different documents created by Ministerio de Educatión explains what is Bullying and propose strategies to tackle it.

2) GENDER AND SEX ISSUES
In the latest years, different movements focused on LGBTQ+ agendas, as well as the integration of sexual and gender education into the classroom, in order to prevent any kind of aggression, as well as to establish different perceptions about the topic.

3) DISCRIMINATION
In a relevant percentage of schools, we can observe that students have different social backgrounds and context, which create tensions in the community, but also can help to understand different realities among students.

For more information, you can check this link, for different  official documents to prevent and tackle different issues regarding school coexistence.
http://www.convivenciaescolar.cl/index2.php?id_portal=50&id_seccion=4025&id_contenido=18008

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Bullying, violence and conflicts at school are an expression of the different needs of the people who exercise it (individual, interpersonal or cultural). From this, the need arises to search in the educational community for different strategies to build contexts of good coexistence, which allow meeting the needs of students who often become violent responses.

First of all, it is necessary to understand the concepts from a systemic and contextual perspective, in this case, educational context. Then analyze what fundamental to accomplish strategies to build and/or strengthen specific competences that allow contexts of healthy coexistence and preventive of violence.

The importance of dialogue and the essential role it occupies in our lives is taken to lead us to deciding that violence is used as the only means to solve problems. This means of interaction-dialogue-is essential for good coexistence in a classroom and should be promoted by the teacher, since being the person in charge and with authority in the classroom, is responsible for teaching and learning the students.

According to previous written, it can be noted that bullying has a negative impact on the abilities of each individual, harming the socialization process and causing a tense social environment in which the affected person develops. The good atmosphere that should exist in a classroom, in order that there is a pleasant learning and teaching, is altered by this problem that harms the respect that should be given among all peers -including the teacher-, and the rights that we they do egalitarian.

Bullying occurs mainly in educational establishments, however harassment and violence goes beyond the place where it is encouraged. Society itself lives and coexists between constant aggressions, harassment and offenses. Given these causes questions arise from the point of view of future teachers, in relation to the possible solutions that we would provide to improve those behaviors that are not ethically correct, helping to specify a correct discernment.

The importance of getting involved with learners through dialogue is essential to detect the problem as quickly as possible without affecting the class environment due to the bad relationship between the classmates themselves. Beyond the role we are fulfilling in any establishment, as teachers we must maintain and coexist in an environment of respect and tranquility, so that the development of students is not at risk of falling into a violent environment. Involving ourselves means not to turn a deaf ear when there is a case of bullying, to let the attorneys and senior officials of the institution know about what is happening in terms of coexistence in the classroom, as well as to apply all the preventive measures.

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VI. From a negative perspective. Bullying: Bullies, Victims and impact in school communities

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VI. From a negative perspective. Bullying: Bullies, Victims and impact in school communities

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Bullying is defined, at least in this case, as a physical or psychological harassment repeatedly against a person by the same aggressor, impacting on the person, her/his family and the student community.

In Chile, according to Instituto Nacional de la Juventud (INJUV), 61% of students have suffered any kind of bullying against them; inside said study, 84% of the cases have witnessed Bullying in their schools, and an 83% considers that Bullying happenes because a person or a group feels superior over the rest, and a 79% claims that friendships motivate Bullying between students.
The reasons behind of it varies from "feeling of superiority", "insecurity", "perceived differences", "prejudice", "envy", as many others.
The study also shows that at least 42% of victims found a way to move forward from it, while a 7% of them considers that Bullying made an irreparale damage in their personal development. To finally conclude, 47% of Bullying victims hasn't put a fee against their bullies.

Thinking about the different stages inside the bullying, as spectators, we can not measure how much affects the victim life's. It is considered the way in which it will affect their life depends on the self-esteem that the assaulted person possesses.

According to the study of the Revista Médica Clínica Alemana, this process of stages begins with: (I) The characteristics observed in students who initiate bullying, which deepens in the scarce capacity of self-criticism and the difficulty that one has at the time of follow rules that can lead to bad relationships with teachers; (II) The risk factors that induce to be aggressors, which commonly occurs in adolescents with low school performance or young people with symptoms of depression or some mental health problem; (III) Risk factors associated with the family, in which there is a high degree of family conflicts -such as arguments- and lack of concern with individuals; (IV) Risk factors in educational and social areas, focused on the difficult socialization with the rest and the negative influence of peers. It also raises factors that increase victims of bullying by focusing on people with low self-esteem, low social skills or physically with less resistance.

The causes or factors that cause such harassment in educational centers mainly tend to be: personal, family and school. On the personal issue, most of the time the harasser feels a superior being to the victim, because he has the support of others who encourage him to use violence - since that way he will avoid problems with other students that could damage him to him as an aggressor, and that can convert him from aggressor to attacked - therefore, he tends to communicate with blows, because being an aggressive person is his only way of dealing with problems.

In the family aspect, the reasons for bullying are related to unsupervised education and confusing rules, which parents encourage in a permissive manner, for example: the poor teaching of values ​​and the lack of empathy, such as not getting to understand that others have the same rights as each individual. The limits that are restricted from an early age as it will have future repercussions on issues of coexistence. The punishments generated through beatings, which lead to a teaching of problem solving through violence.

Finally in the school environment there are threats or exclusion carried out by both teachers and students, acts that commonly occur are the discomfort with students of other religions, cultures and identities, but that has also been extended to through social networks, increasing the harassment that will not only occur in the school institution, but also at every hour of the day in your home.

*On the next link, it appears the study realized by INJUV, showing deeper data regarding sex, socioeconomical conditions, age, number and place of the victims, as well as the reasons.*

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A través del estudio "Bullying en establecimientos educacionales", el Injuv reveló que el 61% de los jóvenes fue víctima de matonaje escolar en sus colegios o institutos.

El sondeo reunió 1.011 casos de estudiantes de todas las regiones del país y de distintos niveles socioeconómicos.

Dentro de los resultados más relevantes se encuentra que el 84% de los jóvenes ha sido testigo de bullying en su lugar de estudio y que el 83% opina que una persona le hace bullying a otra con el fin de sentirse superior. El 79%, en tanto, considera que los amigos incentivan el bullying sobre otros.

Nicolás Farfán, director nacional de Injuv, aseguró que "durante los últimos años hemos visto como los hechos de bullying se han incrementado en los establecimientos educacionales y, a la vez, de cómo estos actos han afectado sicológicamente a las jóvenes víctimas".

"Es por esto que lanzamos este estudio, con la finalidad de comenzar nuestro trabajo intersectorial con otras entidades de Gobierno y dejar en claro que muchas veces el sobrenombre, las bromas mal intencionadas, o el mofarse de un compañero de estudio, por diversos motivos, es el puntapié inicial del maltrato, que puede terminar incluso en agresiones físicas que afecten la honra de quien las recibe", añadió.

Acerca de los jóvenes que fueron víctimas de matonaje y acoso escolar, el 42% aseveró que logró salir adelante y un 7% que el daño ha impedido su desarrollo personal.

Asimismo, el 47% de los jóvenes que ha sufrido bullying, no ha denunciado estos hechos.

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Estudio de Injuv: 61% de los jóvenes fue víctima de bullying en sus colegios

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A través del estudio "Bullying en establecimientos educacionales", el Injuv reveló que el 61% de los jóvenes fue víctima de matonaje escolar en sus colegios o institutos. El sondeo reunió 1.011 casos de estudiantes de todas las regiones del país y de distintos niveles socioeconómicos.

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The causes or factors that cause such harassment in educational centers mainly tend to be: personal, family and school. On the personal issue, most of the time the harasser feels a superior being to the victim, because he has the support of others who encourage him to use violence - since that way he will avoid problems with other students that could damage him to him as an aggressor, and that can convert him from aggressor to attacked - therefore, he tends to communicate with blows, because being an aggressive person is his only way of dealing with problems.

In the family aspect, the reasons for bullying are related to unsupervised education and confusing rules, which parents encourage in a permissive manner, for example: the poor teaching of values ​​and the lack of empathy, such as not getting to understand that others have the same rights as each individual. The limits that are restricted from an early age as it will have future repercussions on issues of coexistence. The punishments generated through beatings, which lead to a teaching of problem solving through violence.

Finally in the school environment there are threats or exclusion carried out by both teachers and students, acts that commonly occur are the discomfort with students of other religions, cultures and identities, but that has also been extended to through social networks, increasing the harassment that will not only occur in the school institution, but also at every hour of the day in your home.

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The effects of Bullying inside the school community focus  in the consecuences for students and how schools actually deal with this.

The procedure of intervention when a Bullying situation is detected is:
A) Put a complaint inside the school authorities.
B) Apply the indications inside their Coexistence Manual and adopt preventive and corrective lines of action. These lines of action vary from one school to other
C) If the  school fails to implement their lines of action, you can put a complaint to Superintendencia de Educación, the most important authority in politics inside schools.
D) Superintendencia de Educación will evaluate the case according to a previous investigation they will prepare around it, to finally implement their own lines of action (Which include suspension, expulsion, a monetary penalty against the school, or shut down of the school)

The effects of Bullying inside students will vary from psychilogical alterations such as depressive states, anxiety, social fear, as well as physical states such as sleeping issues, anorexia or bulimia, or even more extreme cases of self-harm like cutting, alcohol and drugs consumption, or even suicide.

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Sometimes teachers prefer not to get involved with students without being interested in what happens in their social environment, but will it be necessary to maintain a distance with the students?
If we talk about bullying, maintaining a distance would not help, on the contrary, we would be harming them because their educational progress will be in danger, their motivations to continue learning, and finally, we would not be developing their critical thinking in a society that is needed be it. Therefore, to what extent can teachers be involved with students to develop a good work, with an ethical vision, and solve problems such as bullying ?.

As teachers we must take responsibility for the education of the students and this entails to get involved with them in a close way, to love the students, not to be afraid of it. It is for this reason that we will take a position with a teaching vision, it will be to get involved with the students, to respect them and not only to teach, but also to know and learn from them. To this last point it is possible to consider it important, since it means a means to detect aggressions in time.

We must ensure the welfare of our students. That is why we consider it important to demand resources from the establishment in order to have the means to provide timely and better attention to the problem. Establish protocols for the evaluation of the emotional and emotional state of each student, that is, provide psychological help. It is also feasible to train academics to provide them with the tools to capture the possible problems within the establishment.

If at any time a student is attacked in any way, we would have to have a conversation with the aggressor and the assaulted one - in some cases the whole class would have to face up - to arrive at a viable solution. Due to the consequences that these would entail, they would affect such an environment of the classroom, as well as the family of those involved - that is, the victimizer, the victim and the witnesses of the event. In this way, to make educators understand the consequences of their actions, but this will only be achieved if spoken with complete sincerity.

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Interviewed 1: Francisca Parraguez, practicing student from 3rd year on UAH University.
1. What it means bullying to you?

F: To me, bullying means repeatedly harassing someone (physically, emotionally, sexually) regardless of any logical reason.
2. Have you been in any bullying situation, either being the aggressor or the victim?

F: I have not been a victim or aggressor.
3. As a teacher how do you could deal with a bullying situation in the classroom?
F: I would face the situation asking them to stop, or maybe I would ignore it. But in reality I would be writing down everything I see, then I would do a job with the parents and show them the evidence. Although, If it's something I can witness at the moment, I would appeal to behaviorism.
4. How would you get involve in the case that it is a serious situation,? Would you solve the problem?
F: first, I would approach the victim to work with their emotionality, and also work with the aggressors to make them understand the real impact of what they do. I would do everything in my power to try to fix the situation.
5. In the case of a tragedy, how do you think it would change your way of being a teacher? From your point of view what is the best way to solve problems like that?
F: If the student was close or of more courses, I would probably blame myself for not having been careful enough since that would later affect my practice, in terms of doing things with the students, for example, being monitored more frequently
6. How would you stop the bullying?

F: As I said in the answer to question 5, I would offer my help even if they rejected it, and I would also try to do a coordinated work between teachers and their parents.

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Muñoz, L. (2017). Bullying: Qué hacer si tu hijo es la víctima. Revista Médica Clínica Alemana. Recuperado
https://portal.alemana.cl/wps/wcm/connect/Internet/Home/blog-de-noticias/2017/04/bullying-que-hacer-si-tu-hijo-es-la-victima
http://www.universia.es/bullying-acoso-escolar/bullying/at/1121975
Musalem, B. and Castro, O. (2014). Qué se sabe de bullying. Recuperado de  http://www.elsevier.es/es-revista-revista-medica-clinica-las-condes-202-articulo-que-se-sabe-bullying-S071686401500005X

MINEDUC (2014)  Estrategia de Apoyo al Clima y Convivencia Escolar: Plan de Gestión y Protocolo de Actuación. Recuperado de
http://portales.mineduc.cl/usuarios/convivencia_escolar/File/2014/CLIMA_ATP_WEB_2014(1).pdf
Berger, C. (?). Bullying. MINEDUC. Recuperado de http://portales.mineduc.cl/usuarios/convivencia_escolar/doc/201103041154570.Bullyng.pdf
https://educrea.cl/convivencia-escolar-y-habilidades-sociales/
http://valoras.uc.cl/centro-de-recursos#gesti%C3%B3n-liderazgo-e-instrumentos-de-convivencia-escolar