Why and How to Prevent: The Transformative Action of Theories of Change in the Prevention of Violence in Schools in El Salvador

Abstract

An appropriate, safe, trustworthy and cordial educational environment is essential to fulfill the mission of training and developing children and youth. In El Salvador, insecurity in the school environment that sometimes penetrates the school itself has affected the educational community in terms of: the pedagogical authority of the teacher, the relationships between teachers and students, student participation and quality in education. In response, violence prevention interventions, promoted by security authorities and non-governmental institutions, aim to improve the school environment, sometimes with the support of the broader educational community. This article examines three programs aimed at preventing violence both inside and outside of schools: two government programs and one from a non-governmental institution. Through documentary review and interviews, the analysis identifies elements of theories of change immersed in school prevention programs and the significant aspects to take into account in the design of this type of interventions. The findings reveal the need to involve the school and the different actors that comprise it in preventive work. Therefore, it is seen that the theory of change in future prevention designs must focus on the participation of all actors in the educational community.