School actions aimed at comprehensive education to strengthen diversity and coexistence: a narrative review

Abstract

This study reviews school-based initiatives aimed at holistic education to strengthen diversity and coexistence in lower secondary schools, key dimensions for citizenship. A qualitative, narrative-based literature review was conducted, systematizing and comparing theoretical contributions and recent experiences (2020–2025) at the national and international levels regarding inclusive education, school coexistence, and cultural diversity. The study highlights the school as a privileged space for social transformation, where coexistence and recognition of cultural diversity underpin holistic education. The findings indicate that this education transcends academics and integrates socio-emotional, cultural, and civic components, preparing students for increasingly diverse and complex societies. School coexistence emerges as the setting in which holistic education is realized through respect, peace, and the peaceful resolution of conflicts. In turn, cultural diversity is presented as a pedagogical and civic asset that promotes inclusive and democratic environments. In short, the connection between holistic education, coexistence, and diversity forms an essential “pedagogical triangle” for promoting inclusive education, school peace, and global citizenship. It is proposed that these categories be adopted as cross-cutting themes in pedagogical management to develop critical, compassionate individuals capable of transforming their environment through respect, dialogue, and mutual appreciation.