Cyberbullying in students: forms of aggression, risk factors, and educational responses in digital environments

<ns3:p>In the last two decades, the expansion of digital technologies and social media has modified interactions in educational contexts, generating new forms of violence such as cyberbullying. This is defined by digital aggressions with psychological, social, and emotional impact, characterised by their persistence and anonymity. In view of the mounting exposure of children and young people to such environments, there is an imperative for comprehensive analysis of its manifold manifestations, the factors that engender it, and extant educational responses. This research, based on a systematic review following PRISMA 2020, integrated fragmented evidence to offer an articulated vision that reveals the complex interaction between roles, technological contexts, and individual vulnerabilities, in addition to highlighting the need for adaptive interventions. It was determined that there were deficiencies in the implementation of educational programmes, which resulted in their limited effectiveness and sustainability. Consequently, it is concluded that the approach to cyberbullying must be comprehensive, collaborative, and contextualized, promoting evidence-based policies that strengthen prevention and well-being in the digital educational environment.</ns3:p>