School coexistence and teaching strategies in secondary education: A systematic critical review

This study critically analyzes recent scientific production on school coexistence and teaching strategies in secondary education, with the aim of identifying predominant approaches, methodological trends, and research gaps. To this end, a critical literature review was conducted using fifteen articles published in indexed academic journals. The information was organized into a systematization matrix according to methodological design, country, objectives, and main findings, and subsequently, a thematic coding system focused on school coexistence and teaching strategies was applied. The results show a significant conceptual shift: coexistence is no longer understood solely from a disciplinary or normative perspective but is now conceived as a pedagogical construct linked to socio-emotional development, inclusion, and institutional management. Factors such as emotional intelligence, empathy, and self-regulation significantly influence the school climate. Likewise, strategies such as pedagogical mediation, cooperative learning, and restorative practices foster more participatory and equitable environments. However, these strategies require ongoing teacher training, institutional leadership, and coherence between educational discourse and practice. The study concludes that school coexistence is a formative, systemic and intentional process that demands more longitudinal and qualitative research.