Abstract

This study aims to identify school discipline regulations according to the type of misconduct to develop a healthy and safe school environment. Additionally, it seeks to compare those disciplinary regulations based on school location, role (teacher or student), sector, grades and gender. The methodology is quantitative, with an exploratory and descriptive scope, and a non-experimental design. Using random cluster sampling, distributed across the 18 regions of the country, the study included 10,114 subjects, including students and teachers. The results show that 96.8% of the sample is aware of the regulations governing school life, and 89.1% indicate that they are implemented in schools. The majority of student disciplinary regulations correspond to minor misconduct, with reflective dialogues being the most commonly used approach. The regulations have the potential to contribute to the improvement of school life.

Keywords: educational environment; peer relationship; school discipline; school student relationship; student teacher relationship