The Virgen de Europa School, located in Madrid, is positioning itself as a model of educational innovation by focusing on improving the coexistence in its school environment. Faced with the alarming statistic that 35% of students have suffered bullying and with a 35% increase in cases of cyberbullying, this institution has implemented four cross-cutting programs designed to educate, prevent, and manage conflicts in the classroom.
From early childhood education to high school, the school has prioritized emotional regulation and management. Mencía Granados, pedagogical director, emphasizes the importance of “prioritizing the personal growth of the student, beyond the academic sphere,” an approach that promotes a positive atmosphere that benefits the well-being of the entire educational community. This commitment translates into high levels of satisfaction and motivation among its students.
One of the main tools implemented is the Personal Improvement Plan (PMP), in which each student reflects on their areas of improvement in various fields: personal, academic, family, and community. In this way, the objectives are accessible and realistic, fostering a sense of commitment in young people. In addition, this reflection is shared with families, strengthening the development process.
To advance in emotional competencies, the center has adopted the RULER model, a program from the Yale Emotional Intelligence Center that is introduced from the age of six and integrated into all subjects of the curriculum.
This year, the school has intensified its focus on coexistence with the launch of the Peer Tutoring Program (TEI), which pairs each student with an older peer from two grades above. This dynamic not only promotes cohesion but also mutual support among students. To ensure the success of this initiative, training has been provided for the management team, teachers, parents, and students, so that everyone clearly understands their roles.
At the same time, the school is developing a project on “Group Integration and Coexistence in the Classroom,” which involves diagnostics on the school climate and uses conflict resolution dynamics. Through these initiatives, the Virgen de Europa School seeks to establish a proactive and effective model to build relationships based on trust and respect, thus reaffirming its commitment to improving school coexistence in all its aspects.
Referrer: MiMub in Spanish
