Gubbins, VerónicaFlores, PaulaCarrasco-Aguilar, ClaudiaCastro-Carrasco, Pablo J.Caamaño-Vega, VladimirRodríguez-Pastene-Vicencio, Fabiana2026-07-062026-07-062026-06-30Education Sciences, Vol. 16 (2026) pp. 1-182227-7102https://hdl.handle.net/20.500.12254/7660The aim of this study was to reconstruct the subjective theories of national parent associations in Chile regarding school violence in the post-pandemic period. We performed a collective case study, employing a qualitative, interpretative, and exploratory approach. Information was produced through semi-structured interviews with leaders of four national associations. The information was examined using inductive thematic analysis. In general, parent association representatives largely described school violence as a loss of parental and pedagogical authority, weakening of the family–school bond, centralized school administration, and social vulnerability factors, intensified by the psychosocial impact of the COVID-19 pandemic lockdowns. The interviewees emphasized preventive and community-based approaches, including strengthening family involvement, incorporating school climate specialists, and implementing educational and recreational activities. Overall, the interviews show that parent association representatives tended to regard violence as a multisystemic phenomenon that, according to their accounts, requires joint efforts involving families, schools, the state, and communities rather than punitive or individualized approaches.enAtribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)school violencesubjective theoriesparent associationspost-pandemic periodArticlehttps://orcid.org/0000-0003-2175-2941https://doi.org/10.3390/educsci16071038