Abstract

Research on school convivencia has set specific guidelines for its management. In Chile, since 2011, all schools must have a school convivencia officer, providing general guidelines on their work. This article characterized the management of school convivencia in Chile, describing quantitatively the training, experience, working conditions and actions performed by those who exercise it. The 858 participants were mostly convivencia managers with a teaching degree. In general, they had permanent, full-time contracts and held more than one position in their school and/or worked in more than one school center. Specialization in the area of school convivencia was observed to be scarce. As for the actions they carried out, they focused on individual attention and student crises. Barriers and facilitators to achieve whole school interventions in this area were discussed.