This thesis explores teachers' perspectives and approaches to addressing peer harm incidents in educational settings through a qualitative analysis of their narratives. Employing thematic analysis of in-depth individual interviews and a focus group with eight teachers from a public school in Bogotá, Colombia, two overarching themes were identified: 1) Teachers’ philosophies: Reflecting on navigating tensions between different concerns while centering students’ needs, and 2) Teachers recognize that harms occur in complex social contexts thus requiring collaboration with the larger community. The first theme highlighted teachers' tensions between following protocols and adapting to individual circumstances when addressing peer harm. They prioritized proactive strategies, restorative approaches, and considered students' perspectives to support their development. The second theme revealed teachers' understanding that students' behavior is shaped by family dynamics and sociocultural factors such as socioeconomics and peer pressure, necessitating a holistic and contextualized approach to address peer harm and promote positive relationships. In this complex educational landscape, the virtue of prudence was identified as a valuable lens for understanding teachers' interventions. This approach offers both structure and flexibility, aligning well with the teachers’ student-centered philosophies. These findings provide deeper insights into the challenges of managing student conflicts and underscore the human element of the teaching profession.