Background:

School violence is a phenomenon that has been addressed by various countries, in Chile two laws have been implemented, 20,536 on school convivence and 20,128 on safe classroom, both address good school coexistence and the prevention of violent behavior. But knowing from the perspective of coordinators of school convivence the factors associated with violent behaviors on the part of the aggressors, can lead to implementing measures that manage to address these violent acts from other points of view.

Objective:

To reveal the meanings attributed by coordinators of school convivence to the violent behaviors present in aggressor students of educational establishments in Temuco.

Methods:

Qualitative research, with an instrumental case study design. Six semi-structured interviews were applied to coordinators of school, the stories were coded in an open and axial manner.

Results:

Coordinators of school convivence attribute the violent behaviors of the aggressor students to various factors such as emotional, social and parental, associated with child abuse and intra-family violence, highlighting the lack of specialists and efficient support networks that can support students with these difficulties.

Conclusions:

The meanings constructed point to the systemic role of the different agents participating in the educational context. The lack of specialists is seen as a recurrent phenomenon that affects students and also the professionals of the educational system, who demand support from them to learn how to better manage situations and apply strategies that are more constructive rather than punitive.

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