In the school context, interventions that aim to prevent the occurrence of antisocial and aggressive behavior are necessary. If focused on the “positive”, on the enhancement of potential and on the increase of skills rather than on “lack” and damage, they can in fact lead to an increase in well-being among pupils and in comparison with teachers.

However, the numerous interventions on bullying, drug addiction and AIDS often cause passive adhesion by all the real needs necessary for growth. Hence the need for interventions conceived in a rational way and making the best use of the few resources available, but at the same time focusing on the real needs and prosocial skills necessary in everyday life at school.

According to the scientific literature aggressive behaviors and behavioral disturbances in childhood can lead to deviant behaviors in adolescence and criminals in adulthood in both males and females. However, there are factors that can limit or avoid the birth and development of certain behaviors; a sort of “protective factors”: interest in others, empathy, warm and empathic positive mother-child relationship, social skills, prosocial behavior.

An advanced moral reasoning can be fostered only by empathy, by a sincere interest in the other together with self-control through the development of a high sense of justice.
Taking into consideration the different characteristics of the pupils, their family and friends background is necessary to develop interventions with contents that arouse interest and adhesion. First of all, evaluate the positive aspect of things starting from the fact that each person has positive characteristics and that he only has to find a way to highlight them.
Therefore focus on empathy, that is, on the ability to perceive the state of another person so as to be able to anticipate his thoughts, feelings, actions; an empathic ability balanced and projected to the needs of the other.

Interpersonal communication and affirmative behavior undoubtedly favor a relationship that allows the transfer of meanings, affects, emotions, feelings to the other; doing it within an affirmative behavior that takes into account your needs without ever losing sight of your goals but at the same time in full respect of others considering them in their reciprocity is useful for the purpose of a prosociality that also influences a spirit of initiative and decision.

Self-control is another skill necessary for the correct development of an advanced moral reasoning. In fact, learning to manage emotionality, especially the negative one (anger, anger, aggression) is a key skill, necessary for the evolution of social behavior; it allows to evaluate the most functional response instead of acting impulsively.
Problem solving skills and sense of sharing, collaboration and help complete the skills necessary to develop a behavioral relational capacity, of moral reasoning evolved in the relationship with others. Quickly identifying the causes of a problem, developing planning and finding suitable and more profitable solutions represent a decision-making capacity that is better and more profitably managed if mediated by collaboration with others, sharing ideas, reflections but also own materials.

Preventing discomfort through a more “complete” approach with pupils can be profitable to combat problems related to violence at school, the closure and submission of some students, to attempts by others to supremacy; just as it could allow the expression of the characteristics of some of them with a view to growth and enhancement of their potential.