Classroom protocols for conflict resolution: validation and findings in upper secondary education

Abstract

This study validates and evaluates a set of classroom protocols, co‑designed with teachers and students, to prevent, manage, and follow up on everyday conflicts in Ecuador’s Upper Secondary Education (BGU) in Ximena parish (Guayaquil). The intervention integrates Social and Emotional Learning (SEL) and restorative practices into five components: positively framed classroom agreements (C1), a four‑step immediate management procedure (C2), brief dialogue circles (C3), a clear escalation/referral pathway (C4), and follow‑up with commitments (C5). We used a cluster quasi‑experimental design (classroom level) with pre/post measures and a short follow‑up. The sample included 24 classrooms (12 intervention; 12 control). Primary outcomes were incident rate per 100 student‑months, school climate (0–100), and self‑regulation (0–100). Analyses show a relative reduction of incidents of about 20% (IRR≈0.80) versus control, improvements in climate (Δ≈3.2; g≈0.38), and modest gains in self‑regulation (Δ≈1.8; g≈0.23). Teacher adherence positively moderates impacts, underscoring that consistent implementation matters more than program complexity. Data‑quality safeguards (validation rules, audit samples) and sensitivity checks (count models with offsets; multilevel models) support the robustness of findings. Policy and practice implications include integrating the protocols into institutional coexistence plans, setting coverage/adherence targets (≥75%), and sustaining brief training plus fortnightly feedback cycles. Limitations include potential cross‑class contamination, a short follow‑up window, and an urban BGU scope; future work should include replications and cost‑effectiveness analyses. The protocols offer a low‑burden, and scalable path to strengthen coexistence and learning in high‑density urban settings.