The “Comité de Convivencia”, is a vital yet overlooked group at TCS, has the purpose of meeting monthly to address conflicts, improve student relationships, and recommend solutions for a safer, more inclusive environment.
Even though it plays a great role, its existence is unknown to many students. Teachers, administrators, and student representatives make up the committee. The committee has a very important role in maintaining respect and positivity within the school culture. The main function of the committee is to study the necessary cases which may influence school coexistence and decide on what should be done. It builds community by mediating or implementing restorative practices that mend harm in a manner that prevents future offenses.
“The major role of the committee is to decide if situations affect the convivencia of the school. If it doesn’t affect the convivencia, there’s another process. But if it does, the committee continues with more actions to be able to find a solution,” said Santiago López, student body president.
The issues are addressed in a structured manner within the committee: it meets once a month, with the possibility of emergency sessions. Members discuss specific cases-from minor ones involving student conflicts to more complex school-wide issues. Each case is carefully analyzed to assure justice and efficiency in decision-making, considering different opinions before the application of solutions.
“When we meet, it’s not just about one case; we look at the different perspectives and try to make solutions. We take into account the views of students and staff, which allows the decisions taken to reflect diverse needs within our community,” López said.
It doesn’t necessarily make students understand how the committee works or affects them, despite its impact on dynamics at school. While they may hear of it, not many actually understand the role and importance in maintaining a balance that is inclusive. This, in itself, suggests a lack of visibility and contact with students.
“I knew it existed, but I didn’t know its real purpose. I never really got involved with what they did,” Matias Arismendi, senior said.
In this respect, the committee has worked on how to make students more involved by creating rules that will encourage inclusiveness. One includes the “buddy system,” which helps acclimatize new students into school as well as helps them manage through their transition with their peers. This has been important for students who come from a different cultural background, knowing they are easily accommodated in a new learning environment.
“It’s one of the strategies the committee created in order to help students coming from other countries or cities feel more comfortable inside the school,” López said.
The buddy system is one of those initiatives, but the committee still has much to work out in terms of communication and outreach, according to some. Those students who do not understand what it does may not appreciate the ways in which it impacts them directly through everyday life. By making its presence more visible on school-wide initiatives and with direct student involvement, it would prove to be much more effective.
“I believe it would be much better if they give more visibility to the committee so that the students can understand better their proposals and how it will affect them,” said Arismendi.
Probably the most challenging concerns the handling of complex cases brought before the Committee, since each has to be considered in its uniqueness with no decision being alike-they have to deal with what was fair, taking into consideration the best interest of all individuals. The balancing act to maintain a pleasant school environment is between discipline and restorative actions.
“Every case is different, and the context of each situation requires a special approach.However, no matter how complex the situation, we always try to find a solution,” said Antonia Vélez, STUCO president.