Fuentealba-Jorquera, DanielDanielFuentealba-JorqueraRodriguez-Pastene-Vicencio, FabianaFabianaRodriguez-Pastene-VicencioAndrada, PabloPabloAndradaCastro-Carrasco, PabloPabloCastro-CarrascoCaamano-Vega, VladimirVladimirCaamano-VegaGubbins, VeronicaVeronicaGubbinsCarrasco-Aguilar, ClaudiaClaudiaCarrasco-AguilarDavid Cuadra MartínezZelaya, MartinaMartinaZelaya2026-07-072026-07-072026Fuentealba-Jorquera, Daniel; Rodriguez-Pastene-Vicencio, Fabiana; Andrada, Pablo; Castro-Carrasco, Pablo; Caamano-Vega, Vladimir; Gubbins, Veronica; et al. (2026). Subjective theories on school climate and school violence in experts' discourse in the press in 2022. REVISTA LATINA DE COMUNICACION SOCIAL, 84, 20262473. https://doi.org/10.4185/rlcs-2026-24731138-5820https://hdl.handle.net/20.500.12740/24583Introduction: The return to face-to-face classes after the pandemic carried effects that triggered cases of School Violence (SV) in 2022. The newspaper was one of the media that addressed these cases and raised the issue to be discussed by its readers. In this media, letters to the editor are relevant as they show the readers' opinions on a current event, particularly that of experts or influential people from civil society. This type of public discourse in the press deals with argumentative theorizing on the phenomena of school violence and school climate (SC), so that it can be studied from subjective theories (ST). Methodology: Qualitative methodology was followed, using Grounded Theory. The analysis included a process of open and axial coding in the 10 letters to the editor selected. The means chosen for the collection of the sample was the Chilean newspaper La Tercera. Results: Among the findings, there was a superordinate ST that establishes insufficient coping with SV in the post-pandemic period. In addition, it was found that most of the STs are action initiators to address SC and SV. Conclusions: The experts' discourse presents theorizations about the accountability of adults and schools in the work done to address SV, and change on SC work. Students are portrayed as passive subjects, which could limit their moral development and participation in these contexts.info:eu-repo/semantics/openAccessSchool climateSchool violenceLetters to the editorSubjective theoriesJournalistic genresArticulohttps://doi.org/10.4185/rlcs-2026-2473