Adoption of an Intervention Program: student perception of teacher willingness to intervene

Abstract

Objective: to analyze the relationship between the degree of adoption of the National Program for School Coexistence (PNCE) by teachers and student perception about their willingness to intervene in school violence. Method: 2,696 students from the three levels of secondary education in 43 schools within six municipalities in Sonora, Mexico participated. These were selected on the basis of belonging to a family violence polygon. The study design was quasi-experimental. Results: there was a significant increase in the perception of teachers' willingness to intervene at all levels of NCCP adoption. There was a significant interaction between the level of adoption and the time of measurement, indicating that greater adoption is associated with a noticeable increase in student perception. Measurement time was the factor with the greatest impact on these changes. Conclusions: the adoption of the ECPN by teachers has a positive influence on how students perceive their willingness to intervene against school violence, and deeper implementation is the key to generating a greater sense of security and support in students.