44
Strengthening the school climate in ninth-
grade students through social skills
Jimmy Spencer Ramírez Martínez1
José Julio Pereira Mendoza2
Luz Karine Jiménez Ruiz3
To reference this article / Cómo citar este artículo / Para
citar este artigo: Ramírez-Martínez, J. S., Pereira-Mendoza, J. J., &
Jiménez-Ruiz, L. K. (2025). Strengthening the school climate in ninth-
grade students through social skills. Revista UNIMAR, 43(2), 44-59.
https://doi.org/10.31948/ru.v43i2.4335
Reception date: August 14, 2024
Review date: February 4, 2025
Approval date: May 21, 2025
Abstract
The main objective of this study was to improve the school climate by strengthening
the social skills of ninth-grade students at an educational institution in Valledupar,
Cesar. To this end, didactic strategies focused on social skills were implemented,
including problem and conflict management, assertive communication,
interpersonal relationships, empathy, and critical thinking. Subsequently, the
achievements and results of these strategies were assessed and evaluated.
Methodologically, the study was framed within a qualitative, participatory action
research approach. Observation, questionnaires, interviews, and pedagogical
diaries were used to evaluate the effectiveness of strategies applied to improve
the school climate. In this context, the strategies applied had a positive impact
on the development of empathy, assertive communication, critical thinking, and
problem and conflict management skills. This fostered emotional connection and
understanding among the students.
Keywords: critical thinking; social skills; school climate; students; empathy;
assertive communication
1 Master’s student in Education. Professor, Institución Educativa Técnica Roig y Villalba. E-mail: jimmyramirez3@gmail.com
2 Master’s student in Education. Sociologist, Universidad Popular del Cesar. E-mail: josepereiramendoza@gmail.com
3 Doctorate in Innovation Management. Associate researcher at Minciencias. Professor at the Universidad Popular del Cesar.
luzjimenez@unicesar.edu.co.
Article of the research entitled: Desarrollo de habilidades sociales para el fortalecimiento del clima escolar en estudiantes del grado
noveno 02 de la institución educativa Oswaldo Quintana Quintana de Valledupar, Cesar, conducted from June 15th 2022 to July 30th
2023 in the city of Valledupar, Cesar, Colombia.
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 44-59Vol. 43 No. 2 pp. 44-59
45
Fortalecimiento del clima escolar en estudiantes de
noveno grado mediante habilidades sociales
Resumen
El objetivo principal de este estudio fue fortalecer el clima escolar mediante
habilidades sociales en estudiantes de noveno grado de una institución educativa
de Valledupar, Cesar. Para ello, se implementaron estrategias enfocadas en
habilidades sociales: manejo de problemas y conflictos, comunicación asertiva,
relaciones interpersonales, empatía y pensamiento crítico; posteriormente, se
realizó una valoración y evaluación de los logros y resultados de la aplicación
de dichas estrategias didácticas. Metodológicamente, el estudio se enmarcó en
un enfoque cualitativo de tipo investigación-acción participativa. En las técnicas
e instrumentos, se utilizaron la observación, el cuestionario, la entrevista y
el diario pedagógico, con el fin de evaluar la efectividad de las estrategias
aplicadas en relación con el mejoramiento del clima escolar. En este contexto, el
impacto de las estrategias aplicadas fue positivo en el desarrollo de habilidades
de empatía, comunicación asertiva, pensamiento crítico, manejo de problemas
y conflictos. Lo anterior favoreció la conexión emocional y el entendimiento de
los estudiantes.
Palabras clave: pensamiento crítico; habilidades sociales; clima escolar;
estudiantes; empatía; comunicación asertiva
Fortalecimento do clima escolar em alunos da nona
série por meio de habilidades sociais
Resumo
O principal objetivo deste estudo foi melhorar o clima escolar por meio do
fortalecimento das habilidades sociais dos alunos do nono ano em uma
instituição educacional em Valledupar, Cesar. Para isso, foram implementadas
estratégias didáticas com foco em habilidades sociais, incluindo gerenciamento
de problemas e conflitos, comunicação assertiva, relações interpessoais, empatia
e pensamento crítico. Posteriormente, as realizações e os resultados dessas
estratégias foram avaliados. Metodologicamente, o estudo foi enquadrado em
uma abordagem qualitativa e participativa de pesquisa-ação. Observações,
questionários, entrevistas e diários pedagógicos foram usados para avaliar a
eficácia das estratégias aplicadas para melhorar o clima da escola. Nesse contexto,
as estratégias aplicadas tiveram um impacto positivo no desenvolvimento da
empatia, da comunicação assertiva, do pensamento crítico e das habilidades de
gerenciamento de problemas e conflitos. Isso promoveu a conexão emocional e
a compreensão entre os alunos.
Palavras-chave: pensamento crítico; habilidades sociais; clima escolar; alunos;
empatia; comunicação assertiva
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 44-59Vol. 43 No. 2 pp. 44-59
Strengthening the school climate in ninth-grade students through social skills
46
Jimmy Spencer Ramírez Martínez
José Julio Pereira Mendoza
Luz Karine Jiménez Ruiz
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 44-59Vol. 43 No. 2 pp. 44-59
Introduction
In countries such as Colombia, which has faced
challenges stemming from violence for many
years and where global interconnectedness
shapes social dynamics, it is imperative to
cultivate positive social relationships in various
areas (Gómez, 2019).
In this sense, social dynamics include aspects
of dependence on the environment in which
individuals operate. One such aspect is linked
to the educational sphere. Ramírez and
Tesén (2022) analyze the concept of school
climate in terms of relationships, specifically
among students and teachers, and among
classmates. These relationships are influenced
by students’ constantly changing and evolving
contextual realities.
In this context, the problem of this study focuses
on the need to address episodes of indiscipline
observed at the beginning of the research,
which have affected healthy coexistence and
the school climate, specifically in grade 9-2 of an
educational institution in Valledupar, Cesar. The
study focused on students in this grade, mainly
because this course has been reported multiple
times to the School Guidance Department for
acts of indiscipline.
Based on the above, the following question arose:
How do social skills improve the school climate
among ninth-grade students at an educational
institution in Valledupar, Cesar? The overall goal
was to enhance the school climate by improving
the social skills of students in grade 9-2 at the
educational institution.
The following specific objectives were also
established: to describe the school climate of
the interaction processes between students in
grade 9-2; to design and implement workshops
based on social skills, to strengthen the school
climate; to assess the effectiveness of conducting
workshops aimed at developing social skills as a
strategy to improve the school environment for
students through a comparative analysis of the
situation before and after the implementation of
these workshops. According to Herrero (2022),
social competence involves utilizing skills that
encompass the conscious management of
thoughts, emotions, and behaviors.
Rivera (2022) asserts that school coexistence is
a partnership among teachers, administrators,
families, and students. Through this partnership,
respectful and kind treatment is fostered, which
is necessary in the early stages of education.
According to Ruiz (2022), school climate is
defined as the collective perception of educational
stakeholders regarding the successful
development and functioning of institutional
practices. Regarding this topic, López (2021)
explains that teachers play an essential role.
Their pedagogical actions demonstrate results
that contribute to the formation of citizenship
and healthy environments where meaningful
learning takes place amid healthy coexistence.
In terms of methodology, this study employed
a sociocritical interpretive paradigm with
a qualitative, participatory action research
approach, allowing for a deep and detailed
understanding of the dynamics and factors
influencing the school environment. Procedurally,
classroom observations, interviews, and
analyses of teachers’ pedagogical journals
were conducted, using questionnaires to gather
information about the school climate that
students in the selected grade foster.
To develop a clearer understanding of the
purpose of this study and ensure a consistent
approach, the proposals of Guevara et al. (2020)
were considered. Additionally, we ensured that
the analysis and conclusions comprehensively
addressed the collected information and facts,
were theoretically and practically grounded, and
provided answers to each objective.
Pérez-Guevara and Puentes-Suárez (2022)
emphasize the importance of improving the
school climate through social skills-based
strategies. They argue that integrating social
skills is essential for maintaining and enhancing
the school climate because it fosters an
environment where students feel safe, respected,
and motivated to learn. This positively impacts
their academic and personal development.
Ascorra et al. (2003) state that a toxic school
climate causes students to lose interest in
attending and participating in school programs.
As a result, negative attitudes increase, leading
to conflict-filled interactions. Similarly, the
Strengthening the school climate in ninth-grade students through social skills
47
Jimmy Spencer Ramírez Martínez
José Julio Pereira Mendoza
Luz Karine Jiménez Ruiz
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 44-59Vol. 43 No. 2 pp. 44-59
negative situation is evident in the presence
of violence in schools and poor performance,
although these are not the only factors that
indicate a toxic school environment. According
to the Organización de las Naciones Unidas para
la Educación, la Ciencia y la Cultura (UNESCO,
2013), when educators neglect students, the
students may resist participating in activities
that exceed their capabilities. This is just one
example of the many attitudes or situations that
may arise in school.
School climate
This is the space where the concept of school
connection is considered an important starting
point for learners to acquire knowledge.
Generally, learners’ connection to the educational
environment is analyzed within a framework
that includes positive student behaviors and
connections to the school (Pérez-Guevara and
Puentes-Suárez, 2022).
According to López (2021), it is the set of
perceptions, attitudes, and relationships that
prevail within an educational institution and
shape the environment in which academic and
social activities occur. It includes factors such
as the quality of interactions among students,
teachers, and staff, the degree of respect and
emotional support, and the effectiveness of
conflict resolution and communication strategies.
Ruiz (2022) asserts that a positive and safe
school climate promotes student well-being and
academic performance. Conversely, a negative
climate can hinder learning and affect the
emotional health of the educational community.
School climate classification
Consistent with the above, it is appropriate to
investigate the characteristics of the school
climate. According to Arón and Milicic (2000),
this can be classified as either a nutritious or
toxic environment. In this way, nurturing school
environments motivate individuals to participate
in school activities, demonstrating a desire to
learn and promote healthy interactions and
harmonious coexistence.
Social skills
Social skills are behaviors and experiences
that govern individuals, helping them manage
relationships and respect the rights of themselves
and others (Babarro, 2021). According to
Esteves et al. (2020), these skills are the specific
behaviors and gestures necessary for interacting
with and connecting with others in a friendly and
successful manner. Monjas (2021), for her part,
refers to them as specific behavioral or social
skills, important for competently performing
interpersonal tasks.
Roca (2014) points out that, in addition to being
learned practices and observable behaviors,
social skills are also a set of ideas and
emotions that contribute to the development
of interpersonal relationships. Esteves et al.
(2020) added that much social behavior is
learned through observation. Therefore, it is
a learning process acquired through cognitive
representations of modeled behavior, with an
emphasis on imitation.
Methodology
The research falls within the interpretive
sociocritical paradigm, whose main objective
was to transform observed reality about the
school climate. The study focused on improving
the social skills of students in grade 9-2 at an
educational institution in Valledupar, Cesar.
Notable skills include empathy, problem-solving,
assertive communication, and critical thinking,
among others.
The research employed a qualitative, descriptive
approach and the pedagogical action research
method. According to Niño (2019), this method
is based on a comprehensive analysis of the
perspectives, situations, and meanings that
people attribute to events related to their actions
in natural contexts that present challenges to
be solved. This approach was chosen based on
an analysis of data collection methodologies,
which are essential for developing the research
(Hernández et al., 2014).
In this regard, Hernández et al. (2014) note that
action research is employed when a community
is confronted with an issue that requires attention
Strengthening the school climate in ninth-grade students through social skills
48
Jimmy Spencer Ramírez Martínez
José Julio Pereira Mendoza
Luz Karine Jiménez Ruiz
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 44-59Vol. 43 No. 2 pp. 44-59
and wishes to implement substantial changes.
In this methodology, community members are
involved in every stage of the process, from
identifying the problem to formulating solutions.
The purpose of action research is to empower
participants to play a proactive role in the process
by making informed judgments based on their
understanding of their situation and needs. The
idea is that people who are directly affected by
a problem gain a deep understanding of their
experiences. Therefore, they can contribute
valuable perspectives to developing effective,
lasting solutions (Niño, 2019).
From this perspective, Niño (2019) emphasizes
the importance of highlighting the objective of
action research (AR): to promote the development
of individuals and groups, particularly in areas
such as education, health, social welfare,
politics, and administration. Like pedagogical-
action research, AR has generated controversy
in academic circles due to its departure from
conventional research criteria. Using traditional
methodologies and approaches without adapting
them for AR will likely lead to suboptimal results.
Piñero and Rivera (2015) emphasize that the
educational environment is one of the most
relevant contexts for this type of research, which
is characterized by the active participation of
groups involved in specific issues. This allows for
a thorough examination of teaching strategies,
curriculum content, social values, critical areas
of learning processes, attitudes, and classroom
dynamics. It covers various topics in the field
of education, including its dimensions, methods,
and participants.
For this study, a representative sample of
37 ninth-grade students, aged 14 to 15, was
selected. Of these students, 22 identified
as male and 15 identified as female. These
students were included in the study based on
teacher reports submitted to the educational
coordinator, which indicated that they had been
involved in conflictive situations affecting the
school climate.
One of the techniques used to collect
information was direct observation. According
to Martínez-González (2021), direct observation
involves taking notes on visual, auditory, and
tactile perceptions of the environment and the
people or groups being observed. These notes
are often organized chronologically and provide
a detailed account of events, specifying what
happened, who was involved, and when and
where it happened.
A semi-structured interview was conducted with
teachers. According to Sánchez et al. (2021),
in qualitative research, in-depth interviews are
conducted through several face-to-face meetings
between the researcher and the interviewee. The
goal is to explore the interviewee’s perspective
and opinion on their life, experiences, and
situations they have encountered. This method
can be divided into three categories: structured,
semi-structured, and unstructured interviews.
Individual interviews were conducted with
teachers to investigate their experiences and
perceptions of coexistence and the school
climate with the students of grade 9-2 at an
educational institution.
The pedagogical journal was used to collect
information. According to Sánchez et al. (2021),
a pedagogical journal, also known as a reflective
journal, focuses on recording events open to
interpretation, which is a fundamental factor in
qualitative research. This journal is an invaluable
tool for organizing experiences and analyzing
results. Therefore, it is important to start using
it at the beginning of the research project. Thus,
reflective notes were made on how students
responded to this new modality. In addition,
the teacher’s initial expectations regarding the
impact on the school climate, the effects on
academic performance, and the development of
critical thinking were recorded.
Results
To achieve a syntactic understanding closer
to the established objectives, the researchers
explained the findings according to the research
purposes. This approach included addressing the
central question and other underlying questions
that seek to explain and respond to the specific
objectives. Additionally, the application of
RA phases was considered, as proposed by
Colmenares and Piñero (2008). They highlight
this modality as a way to improve the school
climate through reflection and dialogue. It
Strengthening the school climate in ninth-grade students through social skills
49
Jimmy Spencer Ramírez Martínez
José Julio Pereira Mendoza
Luz Karine Jiménez Ruiz
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 44-59Vol. 43 No. 2 pp. 44-59
gradually promotes the acquisition of social skills and reverses the identified problems of the
aforementioned students.
In accordance with the first specific objective, which aimed to describe the prevailing school climate
among students of 9-2, the analysis of the results revealed an environment characterized by tension
and difficulty in daily interactions. This environment exhibits patterns similar to those described
by Pérez-Guevara and Puentes-Suárez (2022). They explain that in contexts where conflicts are
avoided or handled authoritatively, the environment deteriorates, perpetuating a cycle of hostility
that affects academic performance and the emotional and social well-being of students. Thus, the
atmosphere of coexistence was characterized by a toxic school climate.
According to Liccardi (2021), toxic school environments generate anxiety and demotivation,
encouraging dysfunctional coexistence dynamics that hinder a learning and cooperative environment.
Another aspect considered in the description of the school climate was the perception of teachers,
who explained the magnitude of the challenges posed by the existing school climate based on their
classroom experiences. All of this information is relevant to classroom interactions and describes
the existing school climate. Table 1 summarizes the semi-structured interviews conducted with
teachers.
Table 1
Analysis of interviews with teachers
Question Teacher 1 Teacher 2 Professor 3 Theoretical
basis
Researchers’
opinion
How do you
perceive
the school
climate at the
institution?
There
are many
tensions
among
students
The
coexistence
among
students is not
good
Conflicts
are resolved
in an
authoritarian
manner
There are tense
relationships,
indiscipline,
poor teaching
management,
and low student
participation
in academic
activities
(Calderón-
González & Vera-
Noriega, 2022)
The situation
observed
requires
interventions
to improve
coexistence and
promote a more
positive and
collaborative
climate
Based on
your teaching
experience,
how would
you describe
the quality of
interactions
between
students and
the overall
atmosphere in
the classroom?
The overall
atmosphere
in the
classroom
is affected
by the tense
interactions
between
students.
There are
frequent
conflicts
I have noticed
a somewhat
difficult
atmosphere in
the classroom,
with situations
between
students that
need to be
controlled
from time to
time
Overall,
however, the
classroom
atmosphere
is positive,
with
moments of
collaboration
and mutual
support
Students’
interpersonal
and behavioral
dynamics are
reflected in the
classroom (De
León, 2020)
Collaboration
with teaching
staff and the
implementation
of emotional
support
programs can
be fundamental
in cultivating a
more positive
and constructive
environment.
The presence of tensions in the school climate, supported by teachers’ observations, is partly
caused by the negative impacts of school coexistence. Important elements for coexistence, such
as emotions and interpersonal relationships, are affected during coexistence. In this regard,
Strengthening the school climate in ninth-grade students through social skills
50
Jimmy Spencer Ramírez Martínez
José Julio Pereira Mendoza
Luz Karine Jiménez Ruiz
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 44-59Vol. 43 No. 2 pp. 44-59
Campos (2020) emphasizes that a negative climate can lead to interpersonal conflicts, which
weaken group cohesion and affect the overall school environment. Without these skills, students
may be less willing to collaborate and understand their peers’ perspectives, which can reinforce
individualistic and distrustful attitudes.
Pérez et al. (2022) support the connection between the quality of the school environment and
academic performance. They highlight that a tense atmosphere can hinder effective learning.
Therefore, addressing these tensions becomes essential not only to improve coexistence and
emotional well-being but also to promote optimal academic performance. Figure 1 shows the
elements present in the school climate of the institution under study.
Figure 1
Main descriptors of school climate
Impact on school
coexistence
Tensions among students
Main descriptors of the school
climate in grade 9-2
Absence of family values
and principles
Low academic performance
Impact on emotional
development
Limitations of teaching
Conflicts
Indiscipline
Fernández-Rojas (2021) argues that the presence of conflicts and undisciplined attitudes in the
school context creates tensions between students and negatively affects the school climate. As
Martínez (2020) says, this conflict-ridden environment directly affects coexistence by weakening
interpersonal relationships and creating an environment that is not conducive to students’ emotional
development. For Perlado et al. (2021), impaired emotional development can be linked to the
absence of family values and principles. Aguirre et al. (2022) consider this to be a factor that limits
teachers’ ability to manage these conflicts effectively.
In this regard, Ar teaga´s (2020) research confirms that an environment of indiscipline and conflict
in schools is directly associated with poor academic performance and negatively impacts the quality
of learning. Together, these descriptors reflect the complex interplay of behavioral, emotional, and
academic factors. This underscores the importance of addressing these challenges holistically to
improve the school climate.
Basis for the selection of social skills
Regarding the findings related to the second specific objective of designing workshops based on
social skills to strengthen the school climate for students, Corzo´s (2020) proposals were considered.
Strengthening the school climate in ninth-grade students through social skills
51
Jimmy Spencer Ramírez Martínez
José Julio Pereira Mendoza
Luz Karine Jiménez Ruiz
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 44-59Vol. 43 No. 2 pp. 44-59
Corzo argues that in educational environments with coexistence challenges, developing specific
social skills is essential. These skills were selected based on their relevance to the issues observed,
with the aim of promoting a more collaborative and respectful environment among students.
The workshop design was complemented by analyses derived from interviews with teachers at the
institution, who pointed out recurring patterns of conflict and tension in student interactions. This
made it possible to identify the most important social skills for overcoming difficulties in the school
environment, such as empathy, assertive communication, conflict resolution, and critical thinking.
Thus, the design adopted by the authors was based on the postulates of Pérez-Guevara and
Puentes-Suárez (2022), who propose that, in contexts of toxic school climates, it is essential to work
on skills such as empathy, interpersonal relationships, conflict resolution, assertive communication,
and critical thinking, aspects that were considered in the design and development of the workshops
(see Figure 2).
Figure 2
Frequent patterns in the ‘School climate’ category
Based on interviews with students, it was clear that they all recognized the need to improve the
school climate and were positive about participating in the workshops. This finding was fundamental
to the design of the activity, as the students’ willingness to collaborate was a key starting point for
creating social skills-based workshops. Their openness not only facilitated the selection of specific
skills such as empathy, assertive communication, and conflict resolution, but also reaffirmed the
importance of applying these strategies to create a healthier, more supportive learning environment.
This fact is particularly relevant since Pérez-Guevara and Puentes-Suárez (2022) argue that the
willingness of those involved is a key factor in effective conflict resolution. The authors argue that
favorable conditions for addressing and solving problems constructively arise when participants
recognize the need for change and show an open attitude.
Strengthening the school climate in ninth-grade students through social skills
52
Jimmy Spencer Ramírez Martínez
José Julio Pereira Mendoza
Luz Karine Jiménez Ruiz
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 44-59Vol. 43 No. 2 pp. 44-59
Improvements observed after the implementation of social skills workshops
Figure 3
Student experience after the empathy workshop
In response to the scope of the third specific objective and in light of the findings observed after
the implementation of the social skills workshops, the empathy workshops generated a noticeable
change in the students’ attitudes and behavior toward their peers. This change promoted an
atmosphere of greater understanding and solidarity. This change aligns with the theoretical
observations of Gómez and Muriel (2021), who assert that when empathy is internalized and
practiced, it can become ingrained in students’ everyday behavior, creating conditions that are
more conducive to coexistence and cooperation.
The positive impact of empathy was evident in the group’s social and emotional dynamics, consistent
with Abellán-Roselló and DeLara-López (2021) findings, who emphasize that strengthening
empathic skills promotes greater cohesion and reduces interpersonal conflicts, essential aspects
for a healthy school climate. The students said the assertive communication workshop helped
them express their thoughts and emotions respectfully, reducing tensions and conflicts in the
classroom. This effect on communication was observed to improve interactions and promote open
and constructive dialogue, which coincides with the findings of Riascos (2022), who pointed out
that assertive communication reduces misunderstandings and promotes harmony in school life.
Additionally, workshops on problem and conflict management helped students develop the specific
skills needed to effectively navigate difficult situations. Students acquired practical strategies
for conflict resolution, which enabled them to address disagreements without confrontation and
strengthen their interpersonal relationships.
In terms of critical thinking, students showed significant improvement in their ability to analyze
and evaluate situations from different perspectives. This result indicated an improvement in their
analytical skills and ability to make informed decisions, confirming Mindiola-Molina and Castro-
Mendoza’s (2021) postulates on the importance of critical thinking in active participation and
reflective approaches to situations. Students showed greater discernment in their interactions
Strengthening the school climate in ninth-grade students through social skills
53
Jimmy Spencer Ramírez Martínez
José Julio Pereira Mendoza
Luz Karine Jiménez Ruiz
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 44-59Vol. 43 No. 2 pp. 44-59
and decisions, which had a positive impact on
the overall perception of the school climate and
allowed them to face challenges more critically
and constructively.
Similarly, students recognized the importance
of communication and mutual respect. This
strengthened group cohesion and significantly
improved the quality of interpersonal
relationships. These achievements demonstrate
that implementing the workshops contributed
to a more positive school climate and
provided fundamental tools for comprehensive
development in the educational sphere.
Evaluation of workshops based on social
skills
To address the scope of the fourth specific
objective, a comprehensive evaluation was
conducted on the effectiveness of social skills
development workshops, covering topics such
as empathy, assertive communication, problem
and conflict management, interpersonal
relationships, and critical thinking. This evaluation
revealed significant results, evidencing progress
in student competencies, as well as the need to
reflect on the teaching and learning processes
to improve future implementation.
The evaluation of the first workshop, which
focused on empathy, revealed that the
students had significantly improved their ability
to understand and share the experiences
of their peers. Although this development
strengthened their emotional connections
and promoted an atmosphere of mutual
support and understanding, some participants
expressed difficulties in fully integrating this
skill into their daily lives. This finding aligns
with Herrero’s (2022) assertion that empathy is
both an innate ability and a skill that requires
constant training to be effective. Therefore, it
is crucial to establish sustained practices that
reinforce empathy as an essential component
of student training.
As for the assertive communication workshop,
students significantly improved their ability
to express their opinions and feelings clearly
and respectfully. This finding goes along with
Ar teaga´s (2020) statement that assertive
communication is crucial for cultivating healthy
relationships and peacefully resolving conflicts.
The evaluation of the interpersonal relations
workshop revealed that participants were
more open and willing to build meaningful
connections. However, some students still
resisted collaborative activities, highlighting
the need for additional strategies to overcome
these barriers. This finding is supported by the
research of Pérez-Guevara and Puentes-Suárez
(2022), who emphasize the fundamental role of
positive interpersonal relationships in achieving
academic and social success.
The problem-solving and conflict management
workshop positively impacted students’
ability to handle situations and disagreements
constructively. Many of them applied the
strategies they learned during the workshop,
suggesting that they acquired practical tools
for managing tensions and resolving conflicts
peacefully. However, others have difficulty
applying these skills to everyday situations. This
finding aligns with Corzo´s (2020) perspective
that constructive conflict management requires
practice and reinforcement in real-life situations.
The evaluation of the critical thinking workshop
revealed a significant change in the students’
mindset, as they showed a more analytical and
reflective approach to problem solving, which is
a fundamental step in empowering them in their
learning process and encouraging them to make
informed decisions. This result is consistent
with the ideas of Paul and Elder (2005), who
believe that critical thinking is essential for skill
development, as it allows students to analyze
situations and make informed decisions.
Despite their achievements, not all students
fully adopted the skills they worked on. In this
regard, Gómez and Muriel (2021) emphasize
the importance of consistently practicing social
skills. In other words, it is essential to integrate
these skills into the curriculum and daily
activities of educational institutions.
The evaluation revealed substantial progress in
developing skills such as empathy and conflict
resolution. However, it is essential to continue
promoting these competencies through
Strengthening the school climate in ninth-grade students through social skills
54
Jimmy Spencer Ramírez Martínez
José Julio Pereira Mendoza
Luz Karine Jiménez Ruiz
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 44-59Vol. 43 No. 2 pp. 44-59
constant practice and an environment that
fosters their development. The evaluation of
the workshops demonstrated not only progress
in students’ social skills but also the need for
a more comprehensive, sustained approach to
implementing these initiatives.
Discussion
The results reflect a consensus among students
who reported substantial improvements in
key areas such as empathy, interpersonal
relationships, conflict management, assertive
communication, and critical thinking. These
results support the idea that developing social
skills significantly contributes to emotional
well-being and positive adaptation (Perlado et
al., 2021).
In response to the warning by Gómez and Muriel
(2021), it is important to view these advances
as a starting point. The continuous development
of these skills requires sustained practice and
recurring opportunities to apply them in various
contexts.
Similarly, Corzo´s (2020) guidance was relevant,
emphasizing the importance of specific social
skills in educational settings like the one under
study. These findings influenced the selection
of essential social skills for addressing the
identified challenges in ninth grade.
There were noticeable changes in students’
willingness to listen to and understand others’
perspectives, as well as to provide emotional
support. According to Flórez-Madroñero and
Prado-Chapid (2021), this change is reflected
in everyday situations in which participants
demonstrate a greater awareness of their peers’
emotions and needs. These authors emphasize
the need to promote greater understanding
and emotional connection among students by
cultivating empathy through specific strategies.
Perlado et al. (2021) argue that this practical
approach provides concrete opportunities to
develop and apply empathy in real-life situations.
Regarding the first objective, the results
showed that the predominant climate
corresponded to a toxic school environment.
This finding aligns with the observations of
Pérez-Guevara and Puentes-Suárez (2022),
who explain that when conflicts are avoided
or managed authoritatively, the environment
tends to deteriorate, perpetuating a cycle of
hostility that negatively impacts academic
performance and the emotional and social well-
being of students. Furthermore, this statement
is supported by Liccardi’s (2021) analysis,
which highlights that toxic school environments
generate anxiety and demotivation, while also
fostering dysfunctional coexistence dynamics
and hindering an atmosphere conducive to
learning and cooperation.
Regarding the second objective, the workshop
design was based on Corzo´s (2020) theoretical
approaches. Using participant observation
and interview triangulation, the most relevant
social skills for improving the school climate
were identified from the prior diagnosis. Given
that empathy enables students to connect
emotionally with their peers and foster a
supportive environment, it has been highlighted
as a crucial skill, according to Ramírez and Tesén
(2022). From Jaramillo´s perspective (2023),
assertive communication is essential because it
enables the clear and respectful expression of
opinions, fostering a healthier exchange in the
classroom. According to Herrera et al. (2022),
conflict management is an action that fosters
collaboration and understanding, thereby
strengthening interpersonal relationships.
Vargas et al. (2020) argue that problem-solving
is also essential because an adequate perception
of situations paves the way for conflict resolution.
According to Gómez and Muriel (2021), critical
thinking is a key competency that enables
students to analyze and evaluate situations,
thereby promoting informed decision-making.
Regarding the implementation of the workshops,
it was observed that, although the students
showed substantial improvement in their social
skills, the observation by Gómez and Muriel
(2021) that mastery of these skills requires
constant practice should not be overlooked.
Through the empathy workshop, students
showed a significant increase in their ability
to understand the emotions of others, which
facilitated a more cohesive environment. The
Strengthening the school climate in ninth-grade students through social skills
55
Jimmy Spencer Ramírez Martínez
José Julio Pereira Mendoza
Luz Karine Jiménez Ruiz
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 44-59Vol. 43 No. 2 pp. 44-59
assertive communication workshop improved
the way students expressed their needs
and feelings, creating a more collaborative
atmosphere. In conflict management,
participants applied the strategies they learned
to resolve disagreements constructively.
A positive impact on the effectiveness of the
workshops was identified in the observed
behaviors: students demonstrated greater
empathy and improved communication skills.
However, consolidating these skills requires
sustained effort. As expected, the behaviors
observed during the workshops showed that
students demonstrated greater empathy and
communication skills. It is essential to integrate
these skills into their daily lives to ensure long-
lasting benefits. In this regard, it is necessary
to continue fostering an environment that
supports the ongoing practice of social skills.
As the literature suggests, the effectiveness
and mastery of these skills are enhanced
through repeated practice and steady effort
reinforcement.
These results support the research question
exploring the relationship between developing
social skills and improving the school climate. It
is essential to establish an approach that ensures
students constantly practice these skills in their
daily lives. This helps in creating a healthier
school environment that fosters learning.
Transforming the school environment requires
more than just implementing workshops; it
also requires an institutional commitment to
cultivating a climate of respect and collaboration
in the long term.
Conclusions
The conclusive analysis regarding school
climate and social skills determines that
identifying a toxic school climate indicates
the need for more activities to transform the
environment and promote a more conducive
learning environment. Additionally, social skills
such as empathy and assertive communication
are essential for fostering a positive school
environment. The results of the workshops
suggest that consistently practicing these
skills promotes individual student development
and enhances group cohesion. Evaluations of
the effectiveness of the workshops show that
interventions aimed at strengthening social
skills positively impact students’ behavior
and interactions. This contributes to a more
harmonious school climate. Taken together,
these findings underscore the importance
of continuing to develop social skills as a key
strategy for enhancing well-being and fostering
positive relationships in an educational setting.
Conflict of interest
The authors declare that no conflict of
interest could compromise the reliability of
this publication or affect the impartiality and
integrity of the research and its results.
This statement is made in accordance with
the journal’s ethical and editorial standards
to ensure transparency and objectivity in the
publication process.
Ethical considerations
The authors obtained informed consent from the
guardians of the students participating in the
study. The students’ rights were considered and
respected, and no physical or psychological harm
was caused. Additionally, the confidentiality and
anonymity of the data were maintained.
Sources of funding
The resources provided in this research were
supplied by the associate researchers (authors
of the article), with the support of Universidad
Mariana.
Strengthening the school climate in ninth-grade students through social skills
56
Jimmy Spencer Ramírez Martínez
José Julio Pereira Mendoza
Luz Karine Jiménez Ruiz
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 44-59Vol. 43 No. 2 pp. 44-59
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Contribution
Jimmy Spencer Ramírez Martínez and José
Julio Pereira Mendoza: Literature review
and development, methodological design,
category coding, category analysis, interview
triangulation, initial manuscript drafting, and
nal manuscript review.
Luz Karine Jiménez Ruiz: Supervision
and management of the study, advice on the
analysis and writing of the manuscript, as well
as methodological and stylistic guidance.
The authors participated in the preparation,
reading, and approval of the article.
