The main objective of this research is to analyse the Plan for Coexistence at a Spanish Secondary School and its implementation from the perspective of an inclusive model of school management. Beginning with a theoretical review of different national and international contributions centred on inclusive education and the improvement of school coexistence, we have chosen a qualitative methodology that will enable us to listen and to give a voice to the main members of the school community: students and teachers. We show how the Citizenship Plan follows an inclusive focus, enhancing the participation of the whole community in the different activities that it proposes and how these activities influence student learning. We therefore follow international patterns for inclusive education: culture, politics, and educational practice. As a result, an improvement in the participation of the school community improves the school atmosphere. This participation should be brought about in an efficient and active way, not only by informing, but also by actually taking part in the educational project of the students and in its social setting.
Coexistence, Inclusion, Participation, Inclusive Cultures, Qualitative Research, Semi-Structured Interviews
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
González-Calvo, G., Hortigüela-Alcalá, D., Hernando-Garijo, A., & Pérez-Pueyo, Á. (2019). The Coexistence Plan at a Secondary School: Analysis Based on the Voices of Students and Teachers. The Qualitative Report, 24(3), 572-585. https://doi.org/10.46743/2160-3715/2019.3684