Beyond the Individual: Shifting from Psychological Bullying Frameworks to Socio-Pedagogical Models of School Mobbing

School mobbing is often examined through psychological frameworks that emphasize individual perpetrators, victims, and behavioral characteristics. Although these approaches have generated important knowledge, they may provide an incomplete account of collective exclusion shaped by peer-group processes, classroom cultures, institutional conditions, and multiple forms of communication. This integrative literature review examines how school mobbing can be conceptualized beyond the individual and develops a socio-pedagogical synthesis linking educational sociology, critical pedagogy, relational approaches, and multimodality. The review draws on literature identified through structured searches of ERIC, Scopus, Web of Science, and Google Scholar, complemented by reference-list and citation tracking. Sources published between 1990 and 2026 were considered when they addressed school bullying or mobbing, peer-group processes, school climate, socio-pedagogical intervention, restorative pedagogy, or multimodal communication. The synthesis identifies four interconnected dimensions: social, pedagogical, institutional, and communicative. It further indicates that exclusion may be reproduced through language, silence, embodied interaction, spatial organization, and digital communication. The review concludes that sustainable prevention requires relational literacy, democratic participation, restorative practices, inclusive pedagogy, and institutional responsibility rather than individual correction alone.