Integrative School Counseling for Cyberbullying Prevention Among Adolescents: A Systematic Literature Review

Abstract

Cyberbullying has emerged as a significant challenge that adversely affects adolescents’ psychological well-being, social relationships, and academic development in the digital era. Previous studies have largely examined cyberbullying from psychological, social, familial, or technological perspectives independently, leaving a limited understanding of how these dimensions can be integrated within school counseling services. Addressing this gap, this article aims to analyze the determinants of cyberbullying, identify effective school-based prevention approaches, and synthesize the role of integrative school counseling in preventing cyberbullying among adolescents. This study employed a Systematic Literature Review design following the PRISMA 2020 framework. Relevant articles were retrieved from the Scopus database and limited to publications between 2021 and 2026. The selection process was guided by predetermined inclusion and exclusion criteria, while data were analyzed using thematic analysis and narrative synthesis to identify recurring themes and patterns across studies. The findings reveal that cyberbullying is influenced by emotional regulation, peer relationships, family involvement, social support, digital literacy, and technology use. Effective prevention requires multidimensional interventions, including social-emotional learning, character education, family-school collaboration, digital citizenship programs, and whole-school approaches. The review highlights that school counseling serves as a strategic integrative platform linking psychological, educational, social, and technological interventions. These findings imply the need for comprehensive counseling programs that strengthen adolescents’ resilience, digital competencies, and responsible online behavior to foster sustainable cyberbullying prevention in educational settings.