The Relationship Between Social–Emotional Skills and the Perception of School Violence Among Chilean Children and Adolescents

This study examines the relationship between social–emotional skills (SES) and perceptions of school violence among primary school students (3rd through 8th grade), considering both associations and heterogeneity in social–emotional profiles. A quantitative, non-experimental, cross-sectional design was used, with a sample of 311 students aged 8 to 15 (M = 10.65, SD = 1.69). SES were assessed across four dimensions (stress management, adaptation, sense of safety, and expectations), while perceptions of school violence included verbal, physical, relational, digital, and teacher-perpetrated acts. The results show that all dimensions of SES have significant inverse associations with perceptions of violence, with moderate magnitudes, suggesting their role as cognitive–emotional resources. Likewise, three distinct SES profiles (high, medium, and low; n = 151, 134, and 26, respectively) were identified, with the profile exhibiting the highest levels generally reporting lower perceptions of school violence. However, differences between profiles do not follow a simple linear pattern, suggesting more complex, non-incremental dynamics. Nevertheless, no differences in the perception of violence were found based on gender, despite evident differences in SES. The results indicate that SES operate as situated functional systems that modulate the interpretation of violence. It is concluded that understanding school violence requires integrating variable- and profile-centred approaches and considering the interaction between individual resources and school contexts.