SYSTEMATIC REVIEW article
Front. Psychol.
Sec. Educational Psychology
This article is part of the Research TopicNew Ideas and International Perspectives on School Bullying: A Multidisciplinary ApproachView all 14 articles
Literature Review on Psychological Interventions in School Bullying: Evaluating New Trends and Challenges
Provisionally accepted
Davis Velarde-Camaqui*
Luis Chunga-Pajares- Cesar Vallejo University, Herrera, Peru
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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.
Keywords: school bullying, psychological interventions, cyberbullying, systematic literaturereview (SLR), emotional well-being, Educational innovation, higher education
Received: 26 Mar 2025; Accepted: 19 Dec 2025.
Copyright: © 2025 Velarde-Camaqui and Chunga-Pajares. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Davis Velarde-Camaqui
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