Classrooms as contexts of acceptance and support for integrating rejected students

Abstract

The GREI Team (Grupo interuniversitario de investigación del Rechazo Entre Iguales en contextos escolares) has been working for several years to formulate a comprehensive response to the objective of promoting social and academic integration of rejected students, by providing a harmonious classroom atmosphere , acceptance and support for all children. This paper describes the basis, objectives, features, components, and first results of this intervention model, characterized by being multi-level, multi-component and multi-agent, and combining a general intervention addressed to all participating students, with a specific intervention focusing on peer rejected children. Participants are the students, peers, teachers, and parents. The essential components are the training and support of teachers and families, and the programs are: social management of the classroom, cooperative learning, emotional development, friendship learning, parents as facilitators of their children’s friendships, and home-school cooperation. Although results are still preliminary, they seem to point clearly to improving the classroom relational processes, and specifically, to preventing peer rejection.

CITE AS:

García Bacete, F.J., Jiménez Lagares, I., Muñoz Tinoco, M.V., Monjas Casares, M.I., Sureda García, I., Ferrà Coll, P., Martín Antón, L,J., Marande Perrín G. & Sanchiz Ruíz, M.L. (2013). Aulas como contextos de aceptación y apoyo para integrar a los alumnos rechazados. Apuntes de Psicología, 31, 145-154.