School Coexistence Without Violence: Relational-Ecological Prevention, Emotional Self-Regulation, and Digitally Mediated Pedagogical Innovation
Department of Greek Philology, Democritus University of Thrace, Greece.
Research Article
Open Access Research Journal of Science and Technology, 2026, 16(01), 093-106.
Article DOI: 10.53022/oarjst.2026.16.1.0018
Publication history:
Received on 12 January 2026; revised on 17 February 2026; accepted on 20 February 2026
Abstract:
School violence continues to be a complicated, multifaceted issue that is still around today. It is known to result from different factors such as emotional dysregulation, relational fragmentation, and changes in the digital culture where young people socialise. Educational philosophies nowadays are progressively moving away from harsh and exclusionary methods towards more relational, preventive, and developmental frameworks emphasizing emotional literacy, restorative practices, and inclusive school culture. Digitally powered innovations like AI, emotion-based platforms, and self-regulation devices can be leveraged effectively to signal emotional issues at their earliest stage, provide intervention where it is most needed, and broadly prevent violence. The purpose of this article is to put forward the relational-ecological framework at the core of a violence-free school coexistence. It draws key elements from the current literature on the role of digital support in the interventions, emotionally intelligent leadership, development of metacognitive skills, Theory of Mind and mindfulness-based self-regulation. The framework envisages technology as a relational ladder that facilitates emotional recognition, empathy, and joint problem-solving; this it stands against the idea of technology serving as a mechanism for control or surveillance. The research, which employed a mixed-method approach, explored how digital social-emotional learning platforms, restorative processes, and collaborative ICT-supported pedagogical practices result in better school climate, fewer aggressive incidents, and increased emotional self-regulation of students. The results underlined the fact that the long-term sustainable prevention of school violence is only possible through the fusion of relational trust, teacher mediation, inclusive culture, and properly regulated digital systems. The article concludes with practical recommendations for school leaders, educators, and policymakers on the integration of technology into holistic, emotionally responsive, and rights-based violence-prevention strategies.
Keywords:
School violence prevention; Relational pedagogy; Artificial intelligence in education; Emotional self-regulation; Inclusive education; Restorative practices; Social-emotional learning; Digital co-regulation; School climate; Educational ethics
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Copyright © 2026 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0