School violence and bullying constitute a global educational challenge with profound consequences for students’ social, emotional, and academic development (Thapa et al., 2013; Moore et al., 2017). Research has consistently shown that students with special educational needs (SEN) are disproportionately exposed to situations of victimization, which negatively affect their well-being, sense of belonging, and learning opportunities (Sentenac et al., 2013). In response to this issue, international educational policies increasingly emphasize the implementation of evidence-based actions that promote safe, inclusive, and violence-free school environments (UNESCO, 2019; Flecha et al., 2023). However, there is still limited empirical evidence regarding the impact of such actions on the inclusion of students with SEN in mainstream classrooms.

This paper presents a qualitative case study that explores the impact of the Zero Violence Brave Club (ZVBC) on the social and academic inclusion of a child with cognitive disability enrolled in a mainstream Primary Education classroom in Spain. The ZVBC is a Successful Educational Action (SEA) aimed at preventing violence by fostering students’ active involvement in the defense of victims and by granting social prestige to those who take a stand against violence (Gómez et al., 2000). Through this approach, violent behaviors lose social attractiveness, while solidarity and courage become valued norms within the peer group.

The study was conducted using a communicative methodology, which integrates scientific knowledge with the lived experiences of participants through egalitarian dialogue. This methodological approach is particularly appropriate for research involving vulnerable groups, as it promotes participants’ agency and focuses on identifying both exclusionary and transformative dimensions of social reality (Pulido et al., 2014). The ZVBC was implemented transversally throughout one academic year in a fourth-grade classroom, becoming part of the daily classroom dynamics.

Data were collected through communicative focus groups with students and in-depth communicative interviews with family members, including the child with SEN and his mother. The analysis focused on participants’ perceptions of changes in classroom climate, peer relationships, responses to violent situations, and the child’s motivation, well-being, and academic engagement.

The findings reveal a significant transformation of the classroom climate following the implementation of the ZVBC. Participants reported a clear reduction in bullying situations, an increase in peer support, and a collective rejection of violence characterized by the breaking of the silence traditionally surrounding aggressive behaviors. These changes contributed to the social inclusion of the child with SEN, who expanded his network of friendships, participated more confidently in group activities, and showed increased security in social interactions.

In addition to social improvements, the study identifies positive academic outcomes. The child demonstrated greater motivation toward learning, increased autonomy in classroom tasks, and progress in basic academic competencies. The supportive peer environment fostered by the ZVBC promoted collaborative learning processes that benefited not only the child with SEN but the classroom as a whole.

Overall, the results highlight the importance of transforming the relational context of schools to achieve meaningful inclusion. The study provides evidence of the social impact of the ZVBC as an effective educational action for promoting inclusive, safe, and violence-free learning environments, reinforcing the role of peer relationships as a key factor in ensuring educational success for students with greater support needs (Flecha et al., 2023).

This research was conducted using a communicative methodology, a qualitative research approach that combines scientific evidence with the voices and experiences of the educational community through egalitarian dialogue. This methodology seeks to identify both exclusionary dimensions that hinder social inclusion and transformative dimensions that contribute to overcoming inequalities. It has been widely recognized as particularly suitable for research with vulnerable populations, as it promotes participants’ active involvement and generates knowledge with social impact (Pulido et al., 2014). The study took place in a public Early Childhood and Primary Education school in Spain. The context was a fourth-grade Primary Education classroom in which a child with cognitive disability and identified special educational needs was enrolled in a mainstream educational setting. The Zero Violence Brave Club was implemented transversally over the course of one full academic year and integrated into the daily routines and interactions of the classroom, rather than being applied as a punctual or isolated intervention. Participants included 15 students from the classroom and four family members. Among them were the child with SEN and his mother, whose perspectives were essential for understanding both social and academic changes. Participation was voluntary, and ethical principles related to informed consent, confidentiality, and respect for participants’ voices were strictly followed. Two communicative qualitative techniques were used for data collection. First, communicative focus groups were conducted with students to explore their perceptions of peer relationships, experiences with violence or bullying, and changes in classroom dynamics after the implementation of the ZVBC. Second, in-depth communicative interviews were carried out with family members to gain insight into perceived changes in the child’s well-being, motivation, and academic progress. All sessions were audio-recorded and transcribed verbatim. Data analysis was carried out following communicative analysis procedures, distinguishing between exclusionary and transformative dimensions (Pulido et al., 2014). The data were organized into analytical categories related to social inclusion, peer relationships, emotional well-being, motivation for learning, and academic progress. This analytical process allowed for the identification of mechanisms through which the ZVBC contributed to transforming the classroom climate and enhancing inclusive educational practices.

The findings of this study demonstrate that the implementation of the Zero Violence Brave Club can play a significant role in promoting the social and academic inclusion of students with special educational needs in mainstream classrooms. The transformation of the classroom climate, characterized by a reduction in bullying behaviors, increased peer support, and a collective rejection of violence, created a safer and more inclusive environment for all students. One of the key contributions of the ZVBC lies in shifting peer norms by attributing social prestige to those who actively defend victims of violence (Gómez et al., 2000). This change encouraged students to break the silence surrounding bullying and to adopt supportive roles, which proved especially beneficial for the child with SEN. As a result, the child strengthened social relationships, participated more confidently in classroom activities, and experienced improved emotional well-being. Beyond social inclusion, the study highlights the positive impact of a supportive relational context on academic outcomes. Increased motivation, autonomy, and progress in basic competencies suggest that inclusive and violence-free environments can enhance learning opportunities, particularly for students with greater support needs (Moore et al., 2017). Importantly, these benefits extended to the entire classroom, reinforcing the idea that inclusive practices improve educational quality for all students. The conclusions underline that the inclusion of students with SEN cannot rely solely on individualized support measures. Instead, it requires the transformation of the broader school context, particularly peer relationships and classroom norms (Flecha et al., 2023). The scientific relevance of this study lies in providing evidence of the social impact of an evidence-based educational action that contributes to inclusive, safe, and equitable education. By emphasizing the role of relational contexts, this research supports the advancement of educational practices that ensure well-being, participation, and academic success for all learners.

Flecha, R., Puigvert, L., & Racionero-Plaza, S. (2023). Achieving student well-being for all: Educational contexts free of violence. Publications Office of the European Union. Gómez, J., Puigvert, L., Flecha, R., Soler-Gallart, M., & Valls, R. (2000). Zero Violence Brave Club. Internet Archive. https://archive.org/details/zvbc_20250204 Moore, S. E., Norman, R. E., Suetani, S., Thomas, H. J., Sly, P. D., & Scott, J. G. (2017). Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis. World Journal of Psychiatry, 7(1), 60–76. https://doi.org/10.5498/wjp.v7.i1.60 Pulido, C., Elboj, C., Campdepadrós, R., & Cabré, J. (2014). Exclusionary and transformative dimensions: Communicative analysis enhancing solidarity among women to overcome gender violence. Qualitative Inquiry, 20(7), 889–894. https://doi.org/10.1177/1077800414537212 Sentenac, M., Gavin, A., Gabhainn, S. N., Molcho, M., Due, P., Ravens-Sieberer, U., Matos, M. G., Malkowska-Szkutnik, A., Gobina, I., Vollebergh, W., Arnaud, C., & Godeau, E. (2013). Peer victimization and subjective health among students reporting disability or chronic illness in 11 Western countries. European Journal of Public Health, 23(3), 421–426. https://doi.org/10.1093/eurpub/cks073 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://doi.org/10.3102/0034654313483907 UNESCO. (2019). Behind the numbers: Ending school violence and bullying. UNESCO.