Explaining the Factors Influencing Cyberbullyin g among Secondary School Students in the Post-COVID-19 Era: A Systematic Review

Background: Cyberbullying among secondary school adolescents, particularly in the context of social and cultural transformations following the COVID-19 pandemic, has become a significant challenge for mental health systems and educational settings.The aim of this study was to identify and synthesize the factors influencing cyberbullying among secondary school students in the postpandemic era.Methods: This study is a systematic review with an analytical approach conducted in accordance with the PRISMA 2020 guidelines.A comprehensive systematic search was performed in both national and international databases between 2019 and 2026.After screening and quality assessment of the studies, 16 relevant articles were included in the final analysis.Data were categorized and analyzed into four main domains, including individual, family, socio-cultural, and technological factors.Results: Findings indicated that cyberbullying is a multifactorial phenomenon influenced by variables such as gender, neurodevelopmental disorders, quality of family support, school climate, cultural values, and characteristics of the digital environment.In addition, media literacy, digital ethical literacy, and psychological resilience were identified as protective factors in reducing cyberbullying behaviors.Conversely, anonymity in cyberspace and inappropriate use of technology were found to increase the risk of cyberbullying.Conclusion: This review highlights the need for multi-level and policy-oriented approaches to prevent cyberbullying.Strengthening media and digital ethical literacy, promoting social-emotional skills, enhancing digital resilience, and implementing family-based interventions are among the key recommended strategies.Furthermore, longitudinal studies and the localization of measurement tools are essential for a deeper understanding of this phenomenon.