BackgroundSchool violence and bullying are prevalent problems that affect health in general, especially through the development of emotional and behavioral problems, and can result in the deterioration of the academic performance of the student victim. The objective of this study was to determine the prevalence rates of aggressive behaviors according to types of school violence and bullying, sociodemographic characteristics, and variation by department, region, and time in the period between 2014 and 2018 in Peru.MethodsThe design was observational and cross-sectional based on data from the Specialized System for Reporting Cases of School Violence (Sistema Especializado en Reporte de Casos sobre Violencia Escolar—SíseVe) in Peru, which covers a population of 23,641 students at the initial, primary, and secondary levels of Basic Regular Education [Educación Básica Regular (EBR)], for the 2014–2018 period. The prevalence rates of the different types of school violence and bullying, the sociodemographic characteristics, and the variation by department, region, and time in the period between 2014 and 2018 were estimated.ResultsPsychological violence/bullying occurred at higher prevalence rates (185.8 and 62.6 per 100,000 residents). Women from public institutions reported greater sexual violence, mostly by teachers (67.8%) than by other students (32.2%). The Selva region had the highest prevalence rate of sexual violence (10.1 per 100,000 residents). The departments of Tacna and Piura had the highest and lowest rates of psychological/verbal violence and bullying in 2018 (95.79 and 25.31 per 100,000 residents).ConclusionPsychological/verbal violence and bullying is highly prevalent among students; women report being victims of sexual violence by administrative personnel of public institutions. The Selva region had the highest rate of sexual violence, and Piura and Tacna had the highest and lowest rates of violence and psychological/verbal bullying. Based on these results, it is suggested to conduct evidence-based prevention programs in Peruvian schools to reduce these social problems.

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Background: Schools are increasingly experiencing physical, psychological, and sexual violence, which impacts students’ academic achievement and physical and emotional health. Our objective was to identify regional prevalence rates, average prevalence by aggressor type, and provincial spatial conglomerates with higher rates for each type of school violence reported in educational settings in Peru during 2019. Methods: An analysis was made of 12,132 cases reported through Peru’s Specialized School Violence System (SíseVe). The Moran indices were calculated using provincial prevalence rates to identify conglomerates with high prevalence. Results: In the coast region, the Department of Tacna reported the highest prevalence rates for physical (99.7) and psychological (107); the Department of Amazonas, which is in the jungle, reported the highest prevalence rate for sexual violence (74.6), with teachers in public schools accounting for the majority of sexual assaults against students (56%). Conclusions: Sexual violence predominated in the jungle zone, with a significant percentage of teachers participating in violence with sexual connotations. Physical and psychological violence prevailed in the coastal region.

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El ser humano desde el momento que nace desarrolla habilidades sociales; así las cosas, el objetivo del presente estudio fue determinar la relación entre habilidades sociales y el tipo de familia, en niños en edad preescolar de la ciudad de Trujillo. El estudio fue descriptivo y transversal, realizado en dos comunidades (La Esperanza y el Porvenir), pertenecientes a una ciudad norteña del Perú. Se incluyó a 68 padres de familia de niños preescolares (4 años = 30 | 5 años = 38). La variable de interés fue habilidades sociales (tiene/no tiene), la covariable fue tipo de familia (nuclear/extendida) e ingreso familiar (≤732, 733-1352 y ≥1353); además, se realizó análisis bivariado, utilizando el modelo lineal generalizado (GLM) de la familia de Binomial, y función de enlace log para el cálculo de razones de prevalencia crudas (RP). Como principal hallazgo, se encontró que la razón de la prevalencia de habilidades sociales en el grupo de niños que pertenecen a una familia extendida es mayor, respecto a los niños de familia nuclear [RP=1,16; IC95%: 0,68-2,00]. Se concluye que los niños de familia extendida desarrollan mejor sus habilidades sociales que aquellos de hogares nucleares.