Programas educativos emocionales como alternativa para afrontar la violencia: una revisión sistemática
Emotional education programs as an alternative to address violence: a systematic reviewBarra lateral del artículo
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Contexto: La victimización en la escuela representa un desafío critico en los sistemas educativos a nivel global, con prevalencias e impactos significativos en el bienestar estudiantil. Objetivo: Analizar la evidencia científica disponible sobre los programas educativos emocionales como estrategia para combatir la violencia escolar, identificando los principales hallazgos, tendencias y vacíos en la producción reciente indexada en bases de datos de alto impacto científico a nivel internacional. Metodología: Revisión sistemática con diseño descriptivo, de acuerdo con el protocolo PRISMA 2020. Se consultaron Web of Science y Scopus, para seleccionar 31 estudios desde 2020 a 2025. Resultados: El 75 % de los estudios reportan asociaciones entre competencias socioemocionales y menor victimización; el 60 % son diseños no experimentales. Se confirma que los programas emocionales previenen la violencia escolar, siendo la inteligencia emocional un factor protector clave. Las intervenciones más efectivas son sistemáticas y adaptadas al contexto. Conclusión: Los programas educativos emocionales son una estrategia relevante para prevenir la violencia escolar, aunque se requiere mayor evidencia en contextos latinoamericanos. Se recomienda realizar investigaciones contextualizadas y contribuir a la formación docente continua en la región.
Background: Victimization in schools represents a critical challenge in education systems globally, with significant prevalence and impact on student well-being. Objective: To analyze the available scientific evidence on emotional education programs as a strategy to combat school violence, identifying the main findings, trends, and gaps in recent research indexed in high-impact international scientific databases. Methodology: A systematic review with a descriptive design was conducted, following the PRISMA 2020 protocol. Web of Science and Scopus were consulted to select 31 studies published between 2020 and 2025. Results: 75% of the studies reported associations between socio-emotional competencies and lower victimization; 60% were non-experimental designs. Emotional education programs are confirmed to prevent school violence, with emotional intelligence being a key protective factor. The most effective interventions are systematic and context-adapted. Conclusion: Emotional education programs are a relevant strategy for preventing school violence, although more evidence is needed in Latin American contexts. It is recommended that contextualized research be conducted and that ongoing teacher training be supported in the region.
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