A first path of intervention to address the problems of coexistence in schools, and therefore to promote a culture of peace and non-violence, was through the establishment of legal regulations and norms. This approach responded to a social and political demand which arose from the perception, real or imagined, of the deterioration of coexistence in schools. One could say that it was a “reactive” approach in that it was a reaction to a problematic situation, and an “assistential” approach in that it aimed at providing a solution without counting on the participation of those affected.
In a first analysis, this path offered apparent advantages for the development of life in schools. Moreover, it was reassuring with respect to the prevailing opinion among the agents involved (teachers, families, educational administration…). However, it also presented some weaknesses: its lack of linkage with the development of the curriculum, and the risk that those norms would be imposed without the participation of those involved, especially the pupils.