Cyberbullying in elementary and middle school students: A systematic review

Abstract The goal of the present study was to extend the scope of previous reviews on cyberbullying to focus on elementary and middle school students, ages when research indicates that children begin to use mobile phones and social media. From 2016 to 2020, a total of 43 articles were included in the final selection, and purpose/s, sample, design/instruments, and main findings/conclusions were assessed on each one. The following topics emerged from the results and were discussed: cyberbullying/cybervictimization and psychosocial variables, students' sociodemographic variables, connections between bullying and cyberbullying, students' roles related to cyberbullying, external factors and students' responses, and effectiveness of cyberbullying programs. Students experiencing cyberbullying at an early school age reported negative feelings, such as depression or anxiety. They are often linked to bullying scenarios and even to the same role (cyberbully, cybervictim or cyberwitness). Different programs have been shown to positively influence cyberbullying from a young age, important to prevent it, when children begin to use mobile phones and social media. Protective factors, such as specific pedagogical approaches (e.g. Cooperative Learning or Teaching for Personal and Social Responsibility) or programs, as well as the joined work of different agents (e.g. psychologists, teachers, parents, peers), should be considered to promote a positive evolution on CB prevention. Nevertheless, more studies are needed at these grades, as well as qualitative research designs, to deepen on the students’ feelings on cyberbullying.