International Comparison of School Violence Prevention Strategies

Abstract

School violence is a problem that has affected the mental health of students worldwide. It manifests as bullying, cyberbullying, and forms of physical, psychological, and symbolic aggression, disrupting school coexistence and the integral development of children and adolescents. This article aims to compare and analyze international educational public policies and prevention strategies, identifying common patterns, contextual differences, and good practices that contribute to building safe school environments free from violence. The methodology employed was a comparative descriptive qualitative approach with hermeneutic and inductive analysis. Forty-nine information sources were used, including official documents from different countries with the highest prevalence of school violence internationally. It is concluded that emotional education is the most widely used preventive strategy across different contexts and that the primary cause is cultural, racial, and religious discrimination, followed by sexism and homophobia, and contextual factors. Finally, the need to explore the role of artificial intelligence in education as an innovative tool for the early identification of school violence cases and the personalization of preventive interventions is proposed.