Convivencia Escolar en Preescolar: Percepciones Docentes y Tensiones Socioemocionales en la Nueva Escuela Mexicana

This study examines school coexistence in preschool education from the perspective of teachers, focusing on key socio-emotional dimensions: respect, communication, cooperation, conflict resolution, and emotional well-being. A mixed-methods approach with a descriptive–interpretive design was employed over three school cycles (2024–2026). The sample consisted of 75 in-service preschool teachers. Data collection combined a 20-item Likert-scale instrument with classroom observations conducted by preservice teachers in initial training. Quantitative results, processed using SPSS, indicate a generally favorable trend in teachers’ perceptions of school coexistence: 42.7% of participants rated it as high and 24% as very high. However, this positive assessment coexists with more critical perceptions among other participants, revealing a non-homogeneous distribution. This tendency is closely associated with the dimension of respect and empathy, which obtained the highest scores. In contrast, communication, cooperation, and peaceful conflict resolution were predominantly rated at intermediate levels, pointing to areas of tension within school dynamics. Qualitative analysis, supported by ATLAS.ti, highlights the persistence of traditional disciplinary practices, as well as limited family involvement in school life. Overall, the findings reveal a gap between socio-emotional approaches promoted by educational policy and their implementation in everyday practice. The study concludes that school coexistence in preschool is in a process of consolidation, with progress in relational aspects but ongoing challenges in communication, participation, and the collective construction of agreements.