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.
Velarde-Camaqui et al. (Mon,) studied this question.
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