Programas Escolares Contra el Cyberbullying y Salud Mental Adolescente: Revisión Sistemática 2020–2026

Nazly Mabel Herrera-Hernández; Ángel Patricio Herrera-Carrión; Norma Judith Erazo-Sánchez; Kelly Jael Guevara-Duque

doi:10.70171/v14a6n42

Authors

Nazly Mabel Herrera-Hernández State University of Milagro Author https://orcid.org/0009-0006-1781-0167
Ángel Patricio Herrera-Carrión Universidad Bolivariana del Ecuador Author https://orcid.org/0009-0001-5501-6988
Norma Judith Erazo-Sánchez Ministerio de Educación del Ecuador Author https://orcid.org/0009-0001-0600-1886
Kelly Jael Guevara-Duque Ministerio de Educación del Ecuador Author https://orcid.org/0009-0008-7659-5203

DOI:

https://doi.org/10.70171/v14a6n42

Keywords:

bullying, adolescence, well-being, cyberbullying, mental health

Abstract

Justification: Cyberbullying is a form of digital violence associated with behavioral and psychosocial consequences in adolescents, which has driven the development of school-based programs with mixed results. Objective: To synthesize the evidence published between 2020 and 2026 on the effects of school-based or institution-linked programs on cybervictimization, cyberperpetration, cyberaggression, and related psychosocial outcomes in students aged 11 to 18 years. Methodology: A systematic review with a narrative synthesis was conducted. Searches in PubMed and Scopus identified 656 records; after screening and eligibility assessment, 13 reports were included. Methodological quality was assessed using the Mixed Methods Appraisal Tool, 2018 version. Results: The programs showed favorable reductions in certain behavioral outcomes and improvements in self-esteem, self-efficacy, coping, victim advocacy, school climate, and mental health. Effects conditioned by prior victimization, null results, and benefits that were not sustained during follow-up were also observed. Conclusion: It was concluded that school-based interventions can help reduce cyberbullying, although their effectiveness depends on the intervention type, adherence, duration, fidelity of implementation, and student characteristics. It was recommended to integrate universal prevention, selective supports, and therapeutic care through sustained, multi-component school-based responses.

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