School classrooms are settings where people socialize with peers and teachers, generating coexistence situations: some positive and beneficial for personal and educational growth and others that become complex situations when they are victims of negative interactions that affect personal development educational and social, in addition to affecting school coexistence. The purpose of the study is to reflect on the factors that are associated with aggressive behaviors in children from 6 to 11 years old, who attend primary school, to mitigate bullying, in addition to addressing the social and emotional skills that guarantee protective school environments for healthy coexistence, which foster rewarding interpersonal relationships that contribute to comprehensive training. The methodology used in the article is hermeneutical interpretation, resorting to the review of bibliographic references as primary sources of information, whose analysis and research results address school coexistence in childhood, to mitigate school violence.