Abstract

The study highlights difficulties in the implementation of school climate teams and plans at the intermediate level, affected by unequal working conditions and the influence of accountability policies. It underlines the need for minimum organizational conditions and trained staff in order to make progress in the management of school climate. In order to improve the management of school coexistence in Chile, it is recommended to strengthen the specialized training of professionals at the intermediate level, ensure stability and adequate working conditions, and promote direct technical and pedagogical support. In addition, it is suggested that networking between schools and between the school and the community should be encouraged, the latter being particularly relevant in the context of the implementation of the Local Public Education Services (SLEP).