The confinement associated with the pandemic of COVID-19 has had various consequences in different areas of education. One of these areas has been school coexistence in the context of the return to face-to-face learning. Based on the changes in the dynamics of interaction, in the return to face-to-face schools in 2022, various repercussions began to be observed in the area of school coexistence, which generated great commotion in educational communities and in the media. This article presents part of a research carried out in the context of a postgraduate thesis that had as one of its specific objectives to identify the problems that have manifested in terms of school coexistence in the face-to-face return post-COVID-19. This research was carried out using the qualitative method and semi-structured interviews with professionals from the school coexistence teams were used as a data collection technique. The results show that coexistence has been affected in the return to face-to-face interaction, evidencing from the experiences of the professionals, the increase in problems around social interaction, mental health, compliance with rules and the use of digital devices.
Figueroa Carrasco, D. S., & Castillo Rozas, G. A. I. (2026). School Coexistence in the post COVID-19 Face-to-Face Return: Main Problems from the Experiences of Professionals. Revista Saberes Educativos, (16), pp. 1–26. Retrieved from https://sabereseducativos.uchile.cl/index.php/RSED/article/view/82979
