Abstract

School coexistence is essential for students’ development, particularly for those with special educational needs. In Chile, school violence has prompted coexistence policies which, although with limited effectiveness, seek to promote inclusion and reduce violence, especially in vulnerable contexts. This study aims to identify students’ profiles in various dimensions of school coexistence, analyze differences according to sex and educational level, and determine their relationship with academic performance in mathematics. The research employed a quantitative descriptive-correlational methodology with a cross-sectional design, based on a sample of 438 primary school students from the Biobío region of Chile. The results show that, although the perception of interpersonal relationships is mostly positive, girls stand out in interpersonal management and normative respect compared to boys. Furthermore, it was found that good interpersonal management and the existence of support networks are associated with better academic performance in mathematics, while victimization and disruptiveness negatively affect students' results. These findings highlight the importance of creating positive school environments that not only improve coexistence, but also contribute to better academic outcomes. © 2025 PEL, CC.