Small Routines, Big Social Effects: How a Listening-Focused Intervention Shapes Classroom Cohesion

Abstract

This article examines the link between listening attitudes displayed in interpersonal communication and peer preferential status in primary classrooms, as well as the effects of a brief listening-centered pedagogical intervention. We test the premise that didactic strategies designed to optimize listening can act as protective factors, reducing peer rejection and strengthening classroom cohesion. We conducted a quasi-experimental, non-equivalent groups, pretest–posttest study with 151 second-grade pupils (urban), assigned to an experimental group (n = 75) and a control group (n = 76). The instrument was a sociometric test with three positive and three negative nominations explicitly anchored in listening criteria (“listens patiently and attentively” / “does not have the patience to listen / is not attentive”). We computed a Listening Preference Score (LPS) for each pupil—a class-adjusted index based on 3–2–1 weighted positive and negative peer nominations—and assigned pupils to listening-based preferential status categories (very popular / popular / accepted / rejected). Findings suggest that simple, consistent listening routines can reconfigure peer perceptions and reduce marginalization in small-group activities even at early ages, thereby contributing to classroom cohesion. Conversely, in the absence of listening-focused pedagogical routines, marginalization may intensify over time. The study is descriptive–applied; indicators reflect peer perceptions rather than direct teacher observations, which should be considered when interpreting the results.