School performance is a topic of interest and concern for teachers and school authorities, as it is an inherent element in the quality and efficiency indicator of the educational process, where multiple factors intervene, including the school climate and the classroom. This descriptive study with a qualitative approach of a bibliographic review type has the objective of analyzing the influence of school coexistence on the school performance of students of basic education; The methodological strategy is based on the methods of bibliographic, historical-logical and analytical-synthetic review. The findings made allow us to conclude that good relations between the members of the educational community generate a climate of harmonious coexistence in classrooms and school institutions, which stimulates the improvement of school performance as an indicator of the relevance and quality of the teaching provided to the students.