The article aims to determine the relationship between coexistence and the inclusion of foreign students in public education schools in the Arica-Chile region. A non- experimental and transectional quantitative design was used, since two variables were worked on in a specific period. The sample was made up of 85 managers belonging to 20 public educational centers in the Arica-Chile region, using a Likert-type questionnaire with various response items. The findings obtained showed a solid institutional commitment to inclusion and school coexistence. Significant progress is evident thanks to the promotion of a positive climate, the active participation of families and students in decision-making, and the peaceful resolution of conflicts. The implementation of regulations, reception protocols and participatory approaches ensures transparent, accessible processes aligned with national regulations, promoting equity and respect for cultural diversity.