Theme researched by this project is the existence in our schools of problems against discipline and coexistence and what would be the most appropriate strategies to prevent such problems. The proposed theme has been decided with the purpose of improving the atmosphere and peaceful interrelationship within schools and classrooms. Maintaining a peaceful and friendly atmosphere within classrooms and schools is a requirement of educational institutions of quality. Objectives of the research are the following ones: Ø Descripition of areas where causes producing problems could emerge. Such areas are structured around the following ones: o Educational system structure o Curriculum design o Students o Social context o Family o Teachers o School and classroom organization Ø Discovery of the most frequent problems against discipline and coexistence within classrooms and schools Ø Description of norms and regulations at different levels (international, European, nacional, of Atonomous Communities, School Internal Regulation) to solve problems against discipline and coexistence Ø Assessment of the most appropriate educational strategies to promote discipline and peaceful coexistence within schools. Although participants may put forward up to three additional strategies, the project suggest the following ones: o Positive stimuli o Control of situations o Avoidance of rewards and punishments o Acting firmly but kindly o Respect to limits promotion o Feelings of solidarity and social usefulness promotion o Following processes o Promotion of membership and esteem o Problem solution o Collaboration with families and other supporting services. Data are mostly collected by university students of Special Education of “Psychopedagogy” and postgraduate students at the National Distance University in Madrid. Empirical data mainly refer to opinions of teachers, students and parents within the context of non university educational institutions. The need of educational intervention to solve problems of discipline and lack of coexistence in schools is today particulary necessary, especially considering the number and gravity of behaviours happening within schools against discipline and coexistence. Referring to this aspect, Gascke, S. (2003: 144) declares “From 1993 to 1998 it has been an increase of 20% in the number of cases needing assistance (...) in Germany, where the number of youhts has decreased in such period”. In fact, “coexistence management, which is not an area of priority of school work and is not included in the curriculum classical development, has converted itself in an urgent need, due to real facts” (Alonso Martínez, P., 2009: 7). As a consequence, the need of training teachers, parents and other educators in the use of strategies to solve problems of indiscipline and lack of coexistence is an urgent need. But it is obvious that, better than correcting consequences of problems against discipline and coexistence, is worth preventing such problems: “We must try to understand conditions producing violence, in order to prevent it. Once the violent behaviour has been produced, it is too late. Closing eyes to reality of violence could be disastrous” (Hagemann, W., 2009: 25).

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