Introduction: School coexistence in Chile was analyzed as a pillar of comprehensive development, highlighting its impact on learning and socioemotional well-being. An increase in complaints of violence and cyberbullying was observed, which affected students with SEN, especially with TEL/TDL, with greater intensity. Although regulatory frameworks and devices such as Law No. 20,536, the Inclusion Law and the PIE were available, there was a gap between the prescription and the daily practice in the establishments.Development: The configuration of coexistence in regular schools and special language schools was described, reviewing internal regulations and coexistence manuals. It was documented that specialized environments offered more explicit and protective supports, while in regular schools, barriers to peer interaction and gaps in teacher preparation persisted. The socioemotional characteristics of TEL/TDL - pragmatic difficulties, lower expressiveness and vulnerability to rejection - were related to more fragile classroom climates. The role of leadership, pedagogical management, training and coexistence, and resource management to articulate prevention, timely intervention and remediation was highlighted. The need for communicative adjustments, visual supports, guided cooperative work and explicit emotional education was identified.Conclusions: It was concluded that ensuring inclusive coexistence required moving from regulations to implementation with evidence. It was recommended to strengthen teacher and coexistence team training in TEL/TDL, update regulations with clear inclusive measures, make visible and monitor annual plans with goals and indicators, and consolidate school-family-community co-responsibility. In addition, there was a lack of research on emotional and social dimensions in TEL/TDL that conditioned decision making in the modalities studied
