Impact of the peer group intervention in the dialogic model of prevention and resolution of conflicts to prevent gender violence from the school context

Abstract

The peer group intervention has been found to be effective to address violence in schools and is also effective to address particularly gender violence. The dialogic model of prevention and resolution of conflicts has as one main pillar the active positioning of the peer group as upstanders in front of any violence situation and has been found to be an effective approach to improve coexistence in schools and reduce violence. Less is known about how peer group intervention in the framework of the dialogic model of prevention and resolution of conflicts can contribute to prevent gender violence in the school context. Based on the analysis of qualitative data (interviews, focus groups and observations with a communicative orientation) collected in primary and secondary schools that are implementing the dialogic model of prevention and resolution of conflicts, this paper specifically addresses this gap. The conclusion of this study adds new evidence about the transformative potential of the peer group to prevent gender violence in schools that can be used to promote safer school spaces that protect from gender violence relying on the peer group.