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

Autores/as

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

DOI:

https://doi.org/10.70171/v14a6n42

Palabras clave:

acoso, adolescencia, bienestar, cyberbullying, salud mental

Resumen

Justificación: El cyberbullying constituye una forma de violencia digital asociada con consecuencias conductuales y psicosociales en adolescentes, lo que ha impulsado el desarrollo de programas escolares con resultados diversos. Objetivo: Sintetizar la evidencia publicada entre 2020 y 2026 sobre los efectos de programas escolares o vinculados institucionalmente con centros educativos en la cibervictimización, la ciberperpetración, la ciberagresión y resultados psicosociales relacionados en estudiantes de 11 a 18 años. Metodología: Se realizó una revisión sistemática con síntesis narrativa. Las búsquedas en PubMed y Scopus identificaron 656 registros; tras el cribado y la evaluación de elegibilidad se incluyeron 13 informes. La calidad metodológica se examinó mediante el Mixed Methods Appraisal Tool, versión 2018. Resultados: Los programas mostraron reducciones favorables en determinados desenlaces conductuales y mejoras en autoestima, autoeficacia, afrontamiento, defensa de víctimas, clima escolar y salud mental. También se observaron efectos condicionados por la victimización previa, resultados nulos y beneficios no sostenidos durante el seguimiento. Conclusión: Se concluyó que las intervenciones escolares pueden contribuir a disminuir el cyberbullying, aunque su eficacia depende de la modalidad, la adherencia, la duración, la fidelidad de implementación y las características del alumnado. Se recomendó articular prevención universal, apoyos selectivos y atención terapéutica mediante respuestas escolares multicomponente y sostenidas.

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