Prevención para el acoso escolar en estudiantes con NEAE de 4to grado en una institución privada de Guayaquil

Abstract

The systematization of experiences was developed in a private educational institution in Guayaquil in which bullying prevention was addressed in 4th grade students with Specific Educational Support Needs (SEN); strategies were implemented based on Bronfenbrenner's ecological model, which analyzes the factors that influence the educational environment; a qualitative methodology was used in this study with observations, interviews and group performances in order to understand the students' experiences and design effective interventions; the strategies included psychoeducation sessions, reading inclusive stories, conflict resolution workshops, socialization of posters and videos, use of a suggestion box and round table. These activities foster empathy, respect and inclusive coexistence, providing tools to deal with bullying. The results evidenced a reduction in bullying incidents, improvements in the self-esteem of students with SEN and greater awareness in the educational community about the importance of inclusion: however, the need for continuous follow-up was identified to consolidate these advances and strengthen the role of teachers in bullying prevention. This intervention had a positive impact on school dynamics, promoting respect and inclusion. It is recommended to continue with teacher training and reinforce awareness strategies from an early age to ensure a safe environment for students with Specific Educational Support Needs.