This article seeks to promote the importance of counting on different communication models when creating inclusive classroom environments. With this purpose in mind, we present a bibliographic review of different concepts related to the communicative act, verbal and non-verbal, in the field of education for peace and integration, showing the importance of the communicative style when pursuing the achievement of good results in the creation of peaceful and integrative classrooms. This review culminates with the presentation of the theory of compassion, which exposes an approach to the attitudes of grief and compassion that traditionally take place in situations of "help" to integration. It shows, then, how compassion and grief place the integrated person in a situation of inferiority, promoting inequality. Therefore, it is important to conclude that the role of teachers as mediators in situations of implementation and normalization of diversity implies that they must be aware of the motivation behind their attitudes and the use of their words, since it will be both the motivation behind their attitude and their non-verbal language, as well as their verbal communication style, that will lay the foundations for creating an environment in which integration can materialize in search of the independence of the individual, and not of "help".
