Chilean schools must pivot away from reactive security measures and toward comprehensive socioemotional support to address rising violence in classrooms, according to a leading educator. Ana María Tello, director of the Iplacex School of Education, argues that while technological tools like metal detectors are permitted under current law, they fail to address the root causes of student conflict.
“Detectors of metals and other technological resources... can be necessary, but they are insufficient if they are not accompanied by a socioemotional perspective,” Tello stated. She contends that schools should prioritize good treatment, specialized support systems, and proactive work plans rather than merely identifying individual failures.
Strengthening the educational community
School administrators are currently overwhelmed by the demands of managing student conduct, according to Tello. She points to the role of the School Coexistence Officer, who is often tasked with too many responsibilities to be effective. These professionals require specialized technical support to intervene early and manage daily conflicts before they escalate into violence.
Beyond administrative changes, Tello suggests that schools must reclaim their role as the primary socialization institution for young people. She calls for a transformation in how teachers are prepared, moving beyond subject-matter expertise toward skills that foster a sense of community.
Navigating systemic and regulatory challenges
While the focus remains on internal school culture, the broader educational landscape is also shifting. According toLa Tercera, the regulatory environment for schools is complex, with laws governing the creation of new institutions requiring unique educational projects—such as specialized pedagogies or distinct management styles—to address territory-specific needs. While critics argue these regulations restrict growth, proponents note that the system allows for diverse pedagogical approaches, including programs focused on student integration and accompaniment, which could theoretically support the socioemotional focus advocated by Tello.
However, systemic pressures persist.La Tercerareported that despite the approval of over a hundred new educational proposals annually by the National Council of Education, the sector faces challenges including declining fertility rates, lower student-teacher ratios, and concerns regarding the efficiency of educational financing.
While Tello advocates for involving families in the process, she admits that schools must operate under the reality that parental support is often absent. Teachers need to be equipped to build bonds with students, even in environments where external support structures may be missing. “The challenge is not just to react, but to anticipate and provide a comprehensive education,” Tello said. Without a shift in focus toward the underlying conditions that allow violence to take root, she warns that technological interventions will continue to provide only a superficial solution to a systemic problem.
