Teorías subjetivas de dirigentes de centros de padres y apoderados sobre convivencia y violencia escolar en Chile

School violence is a significant concern in Chile, particularly in socially vulnerable communities. However, research has paid limited attention to families’ perspectives on this issue. This study aims to reconstruct the subjective theories of leaders of parent and guardian associations concerning school climate and school violence in public and government-subsidized schools in Chile’s Metropolitan Region. Using a qualitative, exploratory, descriptive, and interpretive approach, five semi-structured interviews were conducted. The findings show that participants attribute school violence to authoritarian or neglectful parenting practices, a lack of emotional support, and the intergenerational transmission of violence, as well as shortcomings in school management and the influence of social and media environments. They understand school climate as a relational process grounded in collaboration, mutual respect, and communication among members of the school community. They propose strategies involving collaborative conflict resolution, active listening, student motivation, and ongoing values education within families. The study contributes to understanding the perspectives of individuals who represent families in school communities and highlights the potential role of parent and guardian associations in strengthening positive school relationships and preventing violence.