A wide range of programs and practices have shown to be useful for preventing the problems of bullying, harassment and generally bullying in school. Of these, work on general social climate of the school, which in many Hispanic communities called convivencia, is being considered as one of the pillars to prevent these problems. However, it is not well known which elements of school coexistence (convivencia) are more relevant than others and therefore what should be the priorities for the prevention of bullying. This research explores the predictive value of the school coexistence dimensions at bullying. The Convivencia Escolar Scale was administered to 7037 students (48.9% girls) randomly selected from the students of Secondary Education in Andalusia (Spain). The results highlight the relevance of relationships in the vertical and horizontal plane. Particularly, are relevant teacher school life management and disruption and indiscipline problems. The results are discussed finding the keys to develop the educational projects to the school life improvement and bullying prevention.

Convivencia, School Coexistence, Bullying, Disruption, luck of discipline, Teachers.