Research demonstrates that overcoming school violence is crucial for ensuring a safe environment and quality education for all students. The scientific literature shows that educators can significantly impact school violence, but their effectiveness hinges on the quality of their training. Therefore, identifying the most effective training types is essential. This literature review aims to identify and synthesize the characteristics of teacher-training programs that have effectively reduced school violence. Inclusion criteria were studies focusing on interventions to reduce school violence, with either quantitative or qualitative outcomes. Exclusion criteria were studies not specifically addressing school violence or lacking evaluative measures. Data sources included Web of Science, EBSCO Host, Medline, Scielo, and Scopus, with searches conducted in December 2023. From an initial pool of 2128 articles, 13 studies were included. The results, synthesized through narrative analysis, reveal the key features of teacher-training programs that effectively address school violence, including the nature of the training, the content covered, and the social impact achieved.

Research has shown that teachers play a crucial role in addressing school violence, and their self-efficacy significantly influences their effectiveness in this area. Scientific literature indicates that teacher training can make a substantial difference, particularly in the context of pre-service teacher training. However, more research is needed to identify the most effective types of teacher training for this issue. To help fill this gap, the present study examines the impact of a pedagogical intervention called Dialogic Pedagogical Gatherings on the self-efficacy of pre-service teachers. This research is part of the Enhanc-ed project, which aims to identify effective practices for ensuring all students succeed in learning the school’s languages of instruction and to promote strategies for fostering a violence-free coexistence in educational settings. Using a communicative and dialogic approach focused on social impact, eight pre-service teachers from three groups at a Spanish university were interviewed, and six training sessions were observed. The results indicate that Dialogic Pedagogical Gatherings create an engaging and safe space where participants learn and reflect on problems and solutions related to overcoming school violence. This contributes to the development of pre-service teachers' self-efficacy. The implications of this research are discussed.

The scientific literature has demonstrated Successful Educational Actions (SEAs) as those that achieve the greatest success in instrumental learning, well-being, and overcoming violence. However, the longitudinal evolution of such actions in a set of schools implementing the same SEAs in one region has not been studied. This research addresses this gap by conducting two comparative analyses in Catalonia: 1) comparing the results in standardized tests from a specific school that has implemented SEAs since 2017 with the results in the same tests in all schools in Catalonia; and 2) comparing the results in standardized tests from schools that implement the same SEAs with the results in the same tests in all schools in Catalonia. Moreover, interviews have been conducted with teachers, family members and students from the specific school. Results indicate this school’s outcomes in mathematics and language have improved in time, exceeding the average in Catalonia despite being a low-SES school with a significant immigration rate. Similar improvements have been observed in the ten schools, but not in Catalonia. Furthermore, qualitative data reveal that the improvements in the specific school’s instrumental areas have coincided with a positive improvement towards achieving zero violence, also as a result of the SEAs.

Research has identified that bystander intervention by peers decisively contributes to overcoming violence in school contexts. However, there is little research analyzing the type of teacher training that facilitates it. The present study contributes to expanding the knowledge in this field by analyzing a professional development network for teachers based on dialogic training. Using a research methodology with communicative orientation, we conducted 14 interviews with teachers and 5 focus groups involving a total of 26 high school and primary students. Additionally, we observed 15 dialogic teacher training sessions throughout one year. This article is part of an R+D+i research project called ROM21 funded by the Spanish Ministry of Science, aimed at enhancing the quality of life for Roma people. As such, two schools were selected in which approximately 2.5% and 32% of the student body identified themselves as Roma. Results show that this program, based on dialogic teacher training, enables teachers to foster students’ ability to take a stance against school violence. Results suggest that the dialogic dynamics prevalent in the analyzed teacher training program transfer to student interactions, notably contributing to the mitigation of school violence. The implications of the results are discussed.

The existing literature on sexual consent is extensive, but a new social approach to this topic is emerging, necessitating further research. This article addresses a gap in understanding how men’s interactions with other men, who are not their sexual partners, both before and during sexual encounters, influence their approach to consent beyond sexual cues. The study involved sixteen interviews and two focus groups with men aged 18–25. Conducted within the framework of the Consent project (PID2019-110466RB-100), this research aims to analyze how communicative acts, beyond verbal exchanges, shape relationships where either consent or coercion prevails. The findings reveal that when men engage in coercive interactions with non-sexual male peers, these interactions can encourage the violation of consent in their sexual relationships. Conversely, some men reject this coercive behavior, take a stand, and support others in avoiding situations that compromise consent. These results underscore the importance of addressing norms of masculinity and male interactions to ensure that all individuals can autonomously make decisions about their sexual lives.

Feminist studies have increasingly highlighted the contributions of women from various backgrounds; however, a gap remains in the research on conservative religious women. This article presents findings on Casilda Iturrizar, a bourgeois and religiously conservative woman who significantly influenced 19th-century Bilbao. Three surveys with 442 participants and five communicative interviews with educators were conducted using a communicative methodology, which has pioneered the current criteria for social impact and cocreation in the Horizon Europe scientific program. The results revealed that most people in Bilbao were unaware of Casilda’s contributions, with feminists and institutions neglecting her achievements. The findings from the communicative interviews suggested that Casilda’s contributions have been overlooked, contradicting recent efforts in education to address the invisibility of notable women. Such findings potentially have social impact by opening feminism to all women, including those made invisible for having conservative religious thinking.