How to work from the root to reduce bullying before it appears

When we talk about bullying, we usually think of protocols, actions, and emergency measures. And yes, they are necessary. Essential, even.

But there is a reality we cannot ignore: by the time we activate the protocol, the problem has already arrived too late.

In this week’s Aplicaset segment, Diana Sanfeliu proposes a necessary change of approach: moving from a reactive intervention to a proactive intervention , focused on preventing, supporting and accompanying.

The limits of protocols

Bullying protocols are designed to take action once the situation has already occurred.

They allow:

• detect
• intervene
• protect

But they don’t always prevent it from happening again.

Because bullying doesn’t occur in isolation. It develops over time, within relational dynamics that often go unnoticed.

Therefore, if we want to reduce its incidence, we need to work on it sooner.

Prevention is not about avoiding conflicts

Preventing bullying does not mean eliminating conflict.

Conflicts are part of living together. What makes the difference is how they are managed .

A proactive intervention involves building educational contexts where students develop skills that act as protective factors.

The foundation: identity, self-esteem, and self-concept

Students who feel safe, recognized, and valued:

• is less vulnerable to harassment
• It has more resources to set limits
• develops more balanced relationships
• and reduces the need to use violence

Working on self-identity, self-esteem, and self-concept is not an add-on. It is a fundamental pedagogical element.

Communication as a key tool

Many conflict situations escalate because there are no tools to manage them.

This is where nonviolent communication comes into play.

Working on it in the classroom allows students to learn to:

• express what you feel
• putting words to the unease
• listen to the other
• respect different points of view

It’s not just about “speaking well,” but about building healthier relationships .

Resolve conflicts before they escalate into harassment

A poorly managed conflict can turn into a dynamic of harassment.

Therefore, teaching conflict resolution skills is a direct form of prevention.

Some key points:

• mediation
• responsibility
• repair of the damage
• active listening

The goal is not to avoid conflict, but to transform it into learning .

The forgotten space: tutoring

Much of this proactive work happens—or should happen—in tutoring sessions.

And yet, they are often difficult spaces to sustain:

• lack of time
• lack of structure
• lack of tools

But when approached with intention, tutoring becomes one of the most powerful spaces for:

• prevent bullying dynamics
• Strengthening ties
• develop social skills
• build group culture

They are not an “extra”. They are a key tool.

Shifting the focus: from reacting to building

The real change isn’t about responding better to bullying. It’s about making it happen less often .

And that implies:

• work continuously
• incorporate these skills into everyday life
• Don’t wait until there’s a problem to act

Prevention is not a one-off action. It’s a culture.

Discover the full guide on school bullying

In this short video, Diana Sanfeliu delves into how to work on bullying prevention from a practical and applicable perspective, with clear keys to bringing it into the classroom.

Access the full pill now on Aplicaset

And start building environments where bullying has no room to grow.

Aplicaset: training that goes beyond the protocol

Aplicaset is a platform with more than 50 voices from the educational field , where you will find real tools to work on coexistence, emotional education and prevention from the classroom.

Because education isn’t just about intervening when something happens. It’s about creating the conditions so that it happens less often .