School Coexistence and the COVID-19 Pandemic: Transformations, Tensions, and Possibilities (2020–2025)

Abstract

The COVID-19 pandemic exposed deep fractures in school relationships and highlighted the fragility of care and belonging structures within educational institutions. In this context, this article aims to analyze the scientific literature on school coexistence produced between 2020 and 2025, focusing on the effects of the pandemic and post-pandemic periods. This is a scoping review based on the methodological framework proposed by Arksey and O’Malley and complemented by the PRISMA-ScR guidelines. The literature search was conducted in SciELO, Scopus, ERIC, and EBSCO databases, covering publications in Portuguese, Spanish, and English, and resulted in the analysis of 205 articles. Data processing was supported by Python and categorized by thematic, methodological, and contextual criteria. The findings reveal that school coexistence was strained by the health crisis, with increased symbolic and emotional violence, affective dysregulation, and difficulties in readapting to school routines. The review highlights a predominance of quantitative and descriptive studies focused on students, with limited inclusion of teachers, administrators, and families. The most promising experiences emphasized non-punitive approaches, collective care strategies, and the inclusion of multiple school voices. The discussion frames school coexistence as a political and ethical dimension of school life, essential for promoting mental health, relational justice, and the rebuilding of educational bonds in times of crisis. The study concludes by emphasizing the urgency of expanding context-sensitive policies and integrative pedagogical practices that move beyond disciplinary models and respond to the complexity of the present.