Bullying and cyberbullying are increasingly complex forms of peer violence because they occur simultaneously in school spaces and digital environments. This situation demands the development of school-based prevention programs that not only target conventional bullying but also integrate cyberbullying prevention strategies. This article aims to examine the effectiveness of school-based bullying and cyberbullying prevention programs in the context of a high-performing education system. This study uses a systematic literature review design with reference to the PRISMA 2020 guidelines. The literature search was conducted through the Scopus database using keywords representing three main concepts: cyberbullying, bullying, and prevention or intervention programs. Of the 657 identified documents, a screening process based on publication year, document type, language, school-age population, and program focus resulted in 12 articles that met the inclusion criteria. The results of the review indicate that relevant prevention programs can be classified into six approaches: bystander-based programs, digital technology and serious games, participatory design, positive youth development and socio-emotional competencies, resilience and community health, and physical activity and social relationships. In general, effective programs are integrated, sustainable, involve the school ecosystem, and strengthen empathy, digital literacy, resilience, and a safe school climate. These findings emphasize the importance of a holistic, evidence-based prevention approach to addressing bullying and cyberbullying simultaneously.
Akhwani et al. (Tue,) studied this question.