TurkishJournalofPhysiotherapy and Rehabilitation; 32(2) ISSN 2651-4451 | e-ISSN 2651-446X www.turkjphysiotherrehabil.org 1620 VIOLENCE AND SCHOOL COEXISTENCE IN HIGH SCHOOL STUDENTS OF CERCADO DE LIMA, PERU DENNYS PICHO-DURAND 1 *, JOHN MORILLO-FLORES 2 , YOLANDA SORIA-PÉREZ 3 , NIKITA SHARDIN-FLORES 4 , ALEJANDRO MENACHO-RIVERA 5 , JESÚS HUACHALLANQUI-SALCEDO 6 1 Universidad Privada san Juan Bautista, Perú, history.dennys.37@gmail.com , http://orcid.org/0000-0002-4799-1521 2 Universidad Privada san Juan Bautista, Perú, https://orcid.org/0000-0002-2136-4458 3 Universidad César Vallejo, Perú, https://orcid.org/0000-0002-1171-4768 4 Universidad Señor de Sipan, Perú, https://orcid.org/0000-0002-5527-5517 5 Universidad César Vallejo, Perú, https://orcid.org/ 0000-0001-9608-6342 6 Universidad Nacional del Callao, Perú, https://orcid.org/0000-0003-2874-969X ABSTRACT This research has been focused on the study of the existing links between school violence and its dimensions in relation to school coexistence. The study presented the quantitative approach of non-experimental design and of a transversal, correlational type. The sample was conformed by 120 students of both genders whose ages fluctuated between 14 and 16 year-old, from an educational institution in Cercado de Lima. Two questionnaires were used for data collection: 1) school violence self-test with 50 items and 2) school coexistence with 30 items. The results showed the existence of a negative relationship (Spearman's rho = - , 235) for school violence versus school coexistence. It was concluded that as school violence increases, students' school coexistence deteriorates. Likewise, a series of solid approaches were presented to be taken into account and, in this way, reverse the growth of violence in schools I. INTRODUCTION The problem that gravitates around school violence is a very hot topic that includes in itself different issues which generate social burden; a study that leads to viable solutions is therefore an arduous task (González and Treviño, 2019; Duru and Balkis, 2018; Giordano, Kaufman, Manning and Longmore, 2015). In this sense, Piñero, Arense, López and Torres (2014) declared, "Studying school violence and victimization means talking about one of the problems that most concerns all members of the educational community" (p. 224). The onerous nature of the issue can be understood from the perspective of Pacheco (2018), who assumed that school violence is a systemic problem that has a negative impact on the social dynamics of educational activity; therefore, he defines it like: "An obstacle to improving educational quality, learning achievement, and the healthy development of students and teachers" (p.113). "There is little evidence of the most common forms of violence that tend to occur daily in schools, which possibly precede these serious cases, but are hardly ever reported" (Medina, Cruz, Trenche, and Baez, 2017, p.2). Researchers Varela, Zimmerman, Ryan, Stoddard, Heinze, and Alfaro (2018) have found an association between school violence, as either a victim or a perpetrator, and levels of life satisfaction among young people, since, according to their observations, specifically adolescents who are involved in school violence report lower levels of life satisfaction compared to those who are not. According to the aforementioned ideas, Leuschner, Fiedler, Schultze, Ahlig, Göbel, Sommer, Scholl and Scheithauer (2017) stated that there were hundreds of threats of severe school violence each year in Germany, an issue that has fostered the impression that schools are unsafe places, and thus this problem has triggered many preventive action proposals. According to Cerda, Pérez, Elipe, Casas and Del Rey (2019), coexistence in schools seems to have been deteriorating, and quite often-violent episodes occur there. Likewise, the aforementioned authors stated that the