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The article presents a documentary review using a qualitative-hermeneutic approach, whose main objective was to analyze the impact of interpersonal relationships in school on students' coexistence, academic performance, and emotional well-being. The methodology involved a rigorous search and analysis of literature in academic databases, categorizing research on school coexistence, affective bonding, secure attachment, and emotional intelligence.
The most relevant findings indicate a marked prevalence of studies on school coexistence (50%) and affective bonds (25.9%), underscoring the critical importance of interpersonal relationships for comprehensive development and the acquisition of socio-emotional skills. These skills were found to be essential for creating an empathetic and communicative school environment, while their deficiency can lead to conflict and violence. The majority of the literature reviewed (64.8%) uses qualitative methodologies, reinforcing the in-depth understanding of how these capacities can be integrated and their link to interpersonal and emotional intelligence.
The main findings confirm that positive school coexistence acts as a fundamental protective factor for learning and personal development, especially for students from disadvantaged backgrounds. Interpersonal interactions directly impact academic performance and emotional well-being, justifying the implementation of programs and policies that promote emotional education and the development of socio-emotional skills, with teachers as key mediators. Finally, the study highlights the importance of strengthening student participation and inter-institutional collaboration to ensure inclusive educational environments that guarantee the right to equality and the free development of personality, positively influencing coexistence, academic performance, and emotional well-being.
