Some evidence in this regard:
- Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of educational research, 83(3), 357-385. https://journals.sagepub.com/doi/full/10.3102/0034654313483907#_i14 (Scopus Q1 in 2013; Q1 in 2019)
- Valls, R., Puigvert, L., & Duque, E. (2008). Gender violence among teenagers: Socialization and prevention. Violence against women, 14(7), 759-785. https://journals.sagepub.com/doi/10.1177/1077801208320365 (JCR Q1 in 2008; Q1 in 2019; Scopus Q1 in 2008; Q1 in 2019)
- Padrós, M. (2014). A transformative approach to prevent peer violence in schools: contributions from communicative research methods. Qualitative Inquiry, 20(7), 916-922. https://journals.sagepub.com/doi/full/10.1177/1077800414537217 (JCR Q1 in 2019; Q1 in 2014; Scopus Q1 in 2019; Q1 in 2014)
The international scientific debate supports the need to incorporate comprehensive and permanent models in educational institutions. These programmes include the voices and leadership of the community and especially of boys and girls. There is growing evidence that targeted programmes are not effective in eradicating gender-based violence.