SynthesisFrontiers in psychology2025
Literature review on psychological interventions in school bullying: evaluating new trends and challenges.
Synthesis in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Abstract
School bullying remains a persistent challenge in educational settings, deeply affecting students' emotional well-being and academic engagement. Although numerous psychological interventions have been implemented globally, disparities in effectiveness and adaptability persist across different contexts. However, existing literature lacks a comprehensive synthesis of how these interventions have evolved over the last decade and how they address emerging challenges such as cyberbullying and AI-driven aggression. This study aims to analyze the evolution, effectiveness, and adaptability of psychological interventions in school bullying based on a systematic literature review. A total of 21 open-access articles published between 2015 and 2024 were selected through Scopus, Web of Science, and SciELO using the PRISMA method and the Boolean formula "(program OR intervention) AND bull* AND (session)." The findings reveal that: interventions have progressed from behaviorist to systemic approaches; cognitive-behavioral and social-emotional learning models are the most effective; institutional policies significantly shape implementation success; interventions positively influence emotional well-being and academic outcomes; and current strategies remain insufficient to fully address new digital threats. In conclusion, (a) psychological interventions are effective when grounded in strong theoretical models; (b) emotional and academic outcomes improve with targeted strategies; (c) policies and institutional frameworks are critical for sustainable implementation; (d) cyberbullying and AI-related aggression require digital literacy components; and (e) future programs must integrate interdisciplinary tools to remain effective in evolving contexts.
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