Introduction:

In the field of education, the problem of drug consumption, possession and micro-trafficking is currently addressed as one of the greatest challenges faced by teachers. Classroom climate is built through the interaction between the teacher and his students and the physical and emotional conditions that are presented within the physical space where the classes are taught. The assessment of this conceptual construction called climate in the classroom addresses a complex belief system, understandings, challenges and multivariate pedagogical practices.

Objective:

The present study, carried out in two institutions of public education of Ecuador, seeks to know the beliefs and pedagogical practices of the teachers in front of the situations of risk and vulnerability that appear in the classroom due to the presence of drugs. In every educational institution, the expression of the perceptions that its members have, the way in which students and teachers think, feel and interact has an immediate effect within the learning process.

Materials and methods:

Through a quantitative methodological approach, the respondents in this research share their beliefs and pedagogical practices around the concept of climate in the classroom.

Results:

The results highlight that 31% of the sample said to be directly threatened by the presence of the drug in the classroom.

Conclusion:

There is great fear on the part of teachers, tensions in their responses, and a legal framework that regulates these contexts with which not everyone agrees.

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