Les recherches actuelles sur la résilience s’intéressent à l’intervention psychoéducative sur les facteurs de risque, en vue de passer d’une résilience naturelle à une résilience assistée : nous considérons la promotion des pratiques de résilience comme un facteur de développement des capacités psychologiques des enfants. Dans ce sens, le milieu scolaire peut constituer un espace d’interactions sociales et avec le soutien de la famille favoriser l’émergence de ressources socio-affectives, cognitives et conatives. Comment les pratiques scolaires peuvent-elles promouvoir la résilience ? Pour répondre à cette question, nous avons travaillé auprès d’un échantillon de 119 enfants à haut risque fréquentant des écoles défavorisées du Pérou. Notre approche méthodologique a pris en compte la perception qu’ont les enseignants et les élèves du climat social scolaire, en particulier des relations entre élèves, des relations entre enseignants, des relations entre élèves et enseignants, de l’organisation, de l’établissement des règles, et du développement d’activités périscolaires. En outre, nous avons identifié les besoins psychosociaux des élèves sur la base de leurs déclarations. Ces analyses nous ont apporté des éléments de réponse qui nous servent à proposer des pratiques psychoéducatives de résilience.Les pratiques psychoéducatives sont réparties en quatre catégories : la salle de classe et l’école, l’école et la famille, les parents et l’enfant, et les besoins psychosociaux de l’enfant/élève. / The research on resilience has focused mainly on psycho educational intervention on risk factors in children. Studying not only "natural resilience" but how "assisted resilience" helps children deal with trauma. This change of strategy suggests that promoting practices of resilience may be a means of developing psychological skills of resilience into children. To that respect, the schools’ social environment, with the help of the family, can be used as a place of interaction that promotes the emergence of social, emotional, cognitive and volitional skills whitin the students. The key question of this study is how schools can include practices that enhance the development of resilience skills into children? To answer this question, we used a sample of 119 high-risk children attending disadvantaged Peruvian schools. Our methodology takes into account the teachers’ and students’ perceptions of the school’s social climate, in particular the relationship among students, among teachers, and between students and teachers, the school’s organization, the establishment of rules, and the development of extracurricular activities. The study also includes the students’ thoughts about their psychosocial needs. The analysis of these elements provides a basis to suggest psychoeducational practices to promote resilience. These psychoeducational practices come into four categories: practices related to the classroom and the school, to the school and the family, to the parents and their children, and to the psychosocial needs of the child/student.

Objetivo general: determinar si existe relación entre el estrés cotidiano infantil y el clima social escolar en estudiantes de cuarto y quinto grado de primaria de un colegio privado de Lima Metropolitana. Objetivo específico: comparar ambas variables según sexo. Método: La muestra estuvo conformada por 127 niños entre 8 y 12 años de edad (M=10.15; DE = 0.79), el 59.1% son mujeres y el 40.9% son varones. Se aplicó la Escala de Estrés Cotidiano Infantil (Flores, 2017) y el Cuestionario para Evaluar el Clima Social del Centro Escolar (Trianes, Blanca, De la Morena, Infante & Raya, 2006), se evidenció adecuada validez y confiabilidad para los puntajes de ambas pruebas. Resultados: Se establece relación inversa débil, con un tamaño del efecto mínimo, entre el estrés cotidiano infantil y el clima social escolar en ambas dimensiones (referente al centro y al profesorado). Además, se encontraron diferencias estadísticamente significativas en ambas dimensiones del clima social escolar según sexo, siendo las mujeres quienes presentan puntajes más elevados. Conclusiones: Existe correlación negativa entre el clima social escolar y el estrés cotidiano infantil y diferencias en clima social escolar cuanto a género. / The main objective of this research is to establish the relationship between daily childhood stress and school social climate among fourth and fifth grade students from a private school in Lima. As a specific objective, comparisons in both variables according to gender were established. Method: The sample consisted of 127 children between the ages of 8 and 12 (M=10.15; SD = 0.78); 59.1% of them female and 40.9% male. The Everyday Stress Scale for Children (Flores, 2017) and the Questionnaire for Evaluating the Social Climate of the School (Trianes, Blanca, De la Morena, Infante & Raya, 2006) were applied, adequate validity and reliability were evidenced for the scores of both instruments. Results: A weak inverse relationship is established, with a minimum effect size, between children's daily stress and the school social climate in both dimensions (referring to the center and the teachers). In addition, statistically significant differences were found in both dimensions of the school social climate according to sex, with women having the highest scores. Conclusions: There is a negative correlation between the school social climate and children's daily stress and differences in the school social climate in terms of gender. / Tesis