We are living in uneasy and unusual times of sharp changes. The situation that arouse due to the spread of COVID-19 is causing serious stress for most of us, which implies emotional tension and hypersensitivity reaction to the information we hear or read. As a result, it leads to even more conflict situations than at any times. School is a part of society. The school environment is exposed to conflict situations both coming from outside and arising inside the school activity (internal conflicts). The ability to find a solution to a conflict implies the mediation competence of a school environment personnel and the students (other scientists call it conflict resolution competence). The aim of the research is to validate the necessity of mediation in school environment and to characterise the mediation competence. The methods of research used: 1) the analysis of theoretical insights and regulatory documents; 2) questionnaire survey; 3) reflection of personal experience. The theoretical research includes the assessment of the opinions of various authors in relation to the mediation competence and the necessity to promote it within the school environment. The empirical research analyses the data acquired by polling of school students (181), teachers (191) and parents (148). In total, 520 respondents participated in the survey. The article validates the necessity of mediation in school environment and the mediation competence. The assessment of the theoretical and empirical research testifies that the promotion of the mediation competence within a school environment is of high importance for all the parties involved in the educational process.

One of the most serious and visible crimes done by children are mass murders in schools. They draw society’s attention in whole world. The interpretation of the causes differ but one cannot deny their link with peer bullying. It exemplifies the cycle of violence – a child who suffered or observed regular and open violence, suffers from severe and negative effects. He or she often becomes an aggressor, and victimizes other persons. Thus, the violence continues and spreads becoming a prolonged social problem. Often it is also a cause of serious violent crimes. Therefore, the risk of mass murders exists everywhere where adults are tolerating the peer bullying. The peer bullying in Latvia is a widespread phenomenon. If in Latvia the teachers and society will not address this issue more effectively, bullying will result in the new victims and perpetrators among children.

Living in a society, people cannot avoid communicating with others. Communication accompanies us in all spheres of life. Consequently, it is important to develop our communicative competence over a lifetime. Teacher is one of the professions where communicative competence determines the efficiency of activity. Communicative competence can be developed in various ways. Mediation was introduced in the justice system at the end of the 20th century as a method of dispute solving with the participation of a mediator. In recent years, mediation knowledge and skills are also gradually taking a rightful place in the field of education. Experience acquired during the mediation studies is valuable for the promotion of the communicative competence: knowledge and skills on conflict solving, dialogue maintenance, active listening etc., which helps in creating of positive psychological environment in any organisation (including schools). Consequently, teachers must be able to solve conflict situations, and, which is equally important, to pass on their experience to their colleagues, students and their parents. The aim of the research: based on the results of theoretical researches, to make a survey aimed at finding out the opinion of teachers concerning the importance of the communicative competence in the life quality improvement. 97 % of respondents believe that there is a link between the communicative competence and the quality of life.