Usefulness of the transformative model and the Harvard school in the resolution of youth school conflicts in Ecuador

Abstract

This scientific article analyzes the comparative usefulness of two school mediation models: the Harvard interest-based negotiation model and the transformative model in resolving youth conflicts within the Ecuadorian educational system. Based on a rigorous legal analysis, it evaluates how each approach contributes to restorative justice and emotional safety within educational institutions. Within this framework, the aim of this research is to comparatively assess the effectiveness of the transformative model and the Harvard model in resolving school youth conflicts in Ecuador, considering their impact on restorative justice and emotional safety in schools. It is concluded that the transformative model has greater legal potential for managing complex conflicts due to its focus on empowerment and mutual recognition, whereas the Harvard method is particularly effective for formalizing structured agreements based on interests.