EDUCATIONAL CRIMINOLOGY AS A TOOL TO PREVENT CRIMINALLY-ASSOCIATED BEHAVIORS IN ADOLESCENTS

Abstract

This study aimed to analyze risk factors associated with criminally-classified behaviors among adolescents in upper-secondary education and to evaluate how protective factors, such as socio-emotional competencies and supportive school environments, can mitigate these behaviors. A quantitative-descriptive approach was employed with a sample of 155 students from Centro de Bachillerato Tecnológico Industrial y de Servicios No. 207 (CBTis 207) in Navojoa, Sonora, Mexico. A criminological-educational diagnostic instrument was administered, incorporating measures of aggression, victimization, cyberbullying, experimental substance use, normalization of violence, peer relationships, socio-emotional competencies, and school climate. Descriptive analyses of frequencies and percentages were conducted. Findings revealed that 38% of students reported verbal aggression, 22% experienced social exclusion, 17% reported physical intimidation, 31% witnessed or participated in cyberbullying, and 24% experimented with alcohol. Protective factors, such as positive peer relationships, socio-emotional skills, and perceptions of a supportive school environment, were associated with lower levels of these risk behaviors. The results underscore the importance of school-based interventions grounded in educational criminology. Strengthening socio-emotional competencies, promoting peer cohesion, and fostering a positive school climate are critical to reducing aggressive behaviors, cyberbullying, and experimental substance use. Early detection and preventive strategies in the school context can inhibit trajectories toward delinquent behaviors, supporting the role of educational criminology as an effective framework for adolescent risk prevention.