Conflict resolution in elementary and secondary education

Abstract

Abstract Public school curricula have traditionally treated conflict as a body of knowledge rather than an opportunity for skill development. Increasingly, however, programs that feature mediation, cooperative learning, and cross‐cultural communication have become more common. Those designing conflict resolution (CR) curricula must carefully consider purpose, audience, and outcomes. This paper provides a framework for reflection, offers some guidelines for writing and implementing CR curricula, and includes examples of current elementary and secondary programs and practices.