This study sought to better understand the different types of school violence experienced by secondary school students at the Julio Alberto Hernández Arts Center in the Dominican Republic. To this end, factors such as gender, school year, and nationality were considered. The research was conducted using a quantitative, non-experimental cross-sectional approach, utilizing stratified sampling with proportional allocation. The CUVE3-EP questionnaire was used as a data collection tool, and the results were analyzed using descriptive and inferential statistical techniques. The findings showed significant differences based on gender, especially in forms of violence such as verbal violence, direct physical violence, social exclusion, and cyberbullying. Differences were also observed by school year in cases of verbal violence and situations of disruption. However, nationality did not mark significant differences. Furthermore, positive relationships were identified between different types of violence, such as verbal violence and social exclusion, verbal violence and direct physical violence, as well as between teacher violence and classroom disruption. These results show that both gender and educational level influence how school violence manifests itself, which tends to be connected, progressive, and impact school coexistence. Based on these findings, we conclude that it is essential to implement tailored preventive strategies focused on developing emotional.