Resumo

AGUILAR, Constanza Beira  e  CHIARINO, Nicolás. Psychoeducational interventions for the prevention of school bullying: a general systematic review from 2019 to 2023. Pág. Educ. [online]. 2025, vol.18, n.2, e4541.  Epub 01-Dez-2025. ISSN 1688-7468.  https://doi.org/10.22235/pe.v18i2.4541.

School bullying is a phenomenon that affects millions of students having a negative impact on their emotional well-being and academic development. This work aims to synthesize general evidence from systematic reviews and meta-analyses on psychoeducational interventions for the prevention of bullying and cyberbullying in primary and secondary schools published between 2019 and 2023. The methodological guidelines of the PRISMA statement were used, allowing the identification of 23 articles. The data were discussed from an ecological and systemic perspective, enabling a multidimensional, integrated, and complex perspective of the issue of bullying. The selected study sample included over 80 studies on intervention programs. The effectiveness of these interventions was highlighted, achieving a reduction in levels of victimization and perpetration of bullying. The most effective interventions involved the participation of the entire educational community, integrating families and teachers, and focused on strengthening social skills, self-esteem, and conflict resolution. The main findings and practical implications are discussed below

Palavras-chave : bullying; cyberbullying; psychoeducational intervention; prevention assessment.

        · resumo em Português | Espanhol     · texto em Espanhol     · Espanhol ( pdf )