USE OF RESTORATIVE ACTIONS FOR MANAGING SCHOOL CONFLICT

Abstract

Restorative practices are proposed as an alternative and complementary framework to traditional sanctions, aimed at restoring relationships, repairing harm, and rebuilding trust within the educational community. Rather than focusing solely on punishment, they seek to understand the causes of conflict and its effects on those involved, creating opportunities for reflection, empathy, and shared responsibility. This approach recognizes that school coexistence is a common good that must be protected and repaired when violated. For this reason, this essay is based on a qualitative, interpretive, and hermeneutic perspective, with the general objective of analyzing how restorative practices impact school conflict management in Colombia. As a result, effective implementation requires an institutional culture that values reparation over punishment, promoting clear, consistent, and participatory norms. This entails ongoing training for teachers, administrative staff, and students, conflict management tools, and an ethical framework that guarantees safety, confidentiality, and non-discrimination. When the educational community shares restorative principles, it facilitates the acceptance of dynamics of listening and accountability. Effective implementation requires an institutional culture that values reparation over punishment, with clear, consistent, and participatory standards. This requires ongoing training for teachers, administrative staff, and students, as well as appropriate tools for conflict management and an ethical framework that guarantees safety, confidentiality, and non-discrimination. When the educational community shares restorative principles, it facilitates the acceptance of dynamics of listening, accountability, and socio-emotional learning, promoting resolution processes that strengthen coexistence and reduce the repetition of disruptive behaviors.