Abstract
Introduction and Objective:Cyberbullying is one of the most significant online threats to adolescents and is associated with adverse psychological and social outcomes, including anxiety, depression, low self-esteem, poor academic performance, and social adjustment difficulties. This study aimed to identify and classify the key components of protecting students against cyberbullying. Methods:An umbrella review was conducted by searching for systematic reviews and meta-analyses on the prevention or reduction of cyberbullying among adolescents in the PubMed, Scopus, and ScienceDirect databases. English-language studies published between 2021 and May 2026 were eligible. A total of 399 records were initially identified and screened. Sixteen studies underwent full-text assessment, and 10 review studies were ultimately included in the final analysis following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Results:Extracted data included the general characteristics of the studies and the intervention components. The identified components were classified into five major domains: knowledge enhancement, emotional, cognitive, behavioral, and psychological capital. The findings also indicated that protecting students from the harmful consequences of cyberbullying requires a comprehensive, systematic, and multilevel approach involving both family and school systems. Conclusion:The identified components encompass the knowledge, skills, and competencies needed to enhance adolescents' awareness, strengthen their emotional and cognitive abilities, improve adaptive coping behaviors, and foster psychological resources for dealing with cyberbullying. These findings provide an evidence-based framework for developing comprehensive interventions to protect students from cyberbullying.

Introduction
With the rapid proliferation of communication technologies and the widespread penetration of the internet, the quality of adolescents' social interactions has undergone profound transformation. Emerging online communication formats, while offering abundant opportunities for learning, interaction, and social participation (Milkovich et al., 2026; Torun, Akgenç, & Can Öz, 2026), have also introduced significant challenges, particularly concerning the mental health and well-being of young people (Ziegel et al., 2025; Liu et al., 2025; Wang, Jiang, & Yang, 2026). One of the most prominent harmful online behaviors is cyberbullying (Jackson et al., 2025), which has attracted considerable research attention over the past two decades (Li, Guo, & Park, 2024; Dailey & Roche, 2025). Cyberbullying refers to intentional, repeated, and harmful behaviors carried out through digital platforms with the aim of harassing, threatening, humiliating, or socially excluding others (Ray, McDermott, & Nicho, 2024; Draganić, Grbović, & Adžić Zečević, 2024). This type of bullying can manifest through insulting messages, rumor dissemination, disclosure of private information, creation of fake accounts, social exclusion, and other forms (Grover & Raju, 2023).
Given the unique characteristics of cyberspace—including anonymity, constant access to victims, and rapid, widespread dissemination of harmful content—cyberbullying has become a pervasive and complex issue (Chicote-Beato et al., 2024; Ferreira et al., 2026). Adolescents are particularly vulnerable to cyberbullying due to the developmental challenges of adolescence, including identity formation and heightened sensitivity to social acceptance and peer interaction (Atnia et al., 2020; Popović & Vejmelka, 2026). Research evidence consistently demonstrates that cyberbullying victimization is associated with a range of adverse outcomes, including anxiety (Guimetti et al., 2026), depression (Hillier, Clough, & Alavi, 2026), reduced self-esteem (Draganić et al., 2024), academic decline (Guimetti et al., 2026), dysfunctional beliefs about appearance (Eroglu Ada et al., 2026), substance use (Richardson et al., 2026), and, in severe cases, self-harm and suicidal ideation (Jones, Nadkarni, & Krupa, 2026; Bird et al., 2026). Furthermore, victims are more likely to perpetrate cyberbullying in future situations (Odewumi & Jones, 2026) or respond passively when witnessing bullying (Chen et al., 2025), perpetuating the cycle of cyberbullying. Therefore, efforts to understand the dimensions of cyberbullying and design effective interventions are essential (Mekonnen et al., 2026; Bozdag, Kackin, & Duken, 2026; Li et al., 2026). This umbrella review aims to synthesize findings from systematic reviews to identify key components of cyberbullying care, uncover neglected levels of intervention, and map existing delivery pathways, ultimately contributing to a comprehensive framework for protecting adolescents.

Research Methodology
This study is an umbrella review conducted in accordance with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Umbrella review is an explicit and systematic method for searching and identifying relevant systematic reviews addressing research questions within a specific thematic area, aiming to synthesize evidence at a higher level. The search strategy was implemented across major databases including Scopus, Science Direct, and PubMed. The search process utilized a combination of keywords related to cyberbullying and systematic reviews. Two independent researchers screened titles and abstracts in the initial phase, with disagreements resolved through discussion. Full-text screening was then conducted, and studies were assessed for quality using the AMSTAR-2 tool (Shea et al., 2017). Studies with critically low quality scores were excluded. In total, 10 systematic reviews published between 2018 and 2025 were included in the final analysis.
Data extraction was conducted at two levels. General-level data included author information, publication year, number of included studies, and specific characteristics of the reviewed interventions (Table 1). Specialized-level data encompassed temporal coverage, intervention type, delivery medium, target audience, and components/skills targeted (Table 2). For the analysis phase, specialized-level data were categorized according to ecological levels (individual, family, school, community) to generate a comprehensive picture of the existing intervention structure. The analysis process was supported by the use of artificial intelligence screening tools (Rayyan) to reduce bias and enhance efficiency.

Discussion
Components of Cyberbullying Care for Adolescents
The findings of this umbrella review reveal that protecting adolescents from the harmful consequences of cyberbullying requires a comprehensive, systematic, and multi-layered approach. Although adolescents were the primary target in most interventions, some programs also explicitly addressed the roles of parents and teachers. In terms of delivery methods, the identified interventions fell into two broad categories: technology-based and education-based interventions. Technology-based interventions, reflecting the evolution of digital tools, ranged from simpler media such as video content and multimedia resources to more interactive formats including online educational games, digital applications, and in some cases, artificial intelligence applications (Serritella et al., 2025). In contrast, education-based interventions were primarily delivered through workshops, group sessions, participatory programs, and classroom activities (Wang & Jiang, 2022). This diversity in delivery methods indicates that the intervention literature on cyberbullying has increasingly moved toward utilizing tools aligned with adolescents' digital lives, though face-to-face and participatory approaches maintain their relevance.
The components of cyberbullying care and prevention can be categorized into five main, interconnected levels that collectively protect adolescents against online threats: emotional skills, cognitive skills, behavioral skills, education and knowledge enhancement, and psychological capital (Table 3). Emotional skills components included reflective emotional interpretation, understanding and receiving others' feelings, and empathy. Cognitive skills components encompassed moral reasoning, decision-making skills, critical thinking, problem-solving strategies, and reflective skills. Behavioral skills components included the ability to cope with risk and seek help, dynamic bystander action, and behavioral control. Education and knowledge enhancement components focused on developing online literacy, understanding the dimensions of cyberbullying, and transforming and optimizing existing attitudes and knowledge. Psychological capital components included self-awareness, mindfulness, self-esteem, self-regulation, and resilience (Table 3).
Emotional Skills: The findings indicate that education and knowledge enhancement remain one of the most common intervention pathways. Components such as online literacy, understanding the dimensions and examples of cyberbullying, and correcting misperceptions and beliefs were prominent across multiple reviews (Wang & Jiang, 2022; Chen et al., 2023; Serritella et al., 2025; Shi et al., 2025). However, the analysis reveals that knowledge enhancement alone is insufficient for prevention. Effective interventions move beyond information transmission to strengthen adolescents' regulatory and inhibitory capacities (Tao, Reichert, & Law, 2026; Vo et al., 2026). Emotional skills emerged as one of the most prominent components in adolescent cyberbullying interventions, playing a central role in reducing tendencies toward aggressive behaviors and increasing sensitivity to victims' suffering (Marin-López et al., 2019; Salem et al., 2023; Mauludi & Fasikhah, 2024; Cebollero-Salinas et al., 2025). Dysregulated emotions can increase the likelihood of engaging in bullying roles or passive complicity (Ferreira et al., 2021; Liang et al., 2026). Notably, empathy-related components were consistently identified across interventions, suggesting that enhancing empathic capacity can reduce aggressive tendencies and increase protective behaviors among bystanders.
Cognitive Skills: The role of cognitive skills is equally critical. Moral reasoning, critical thinking, decision-making, reflection, and problem-solving were consistently reported across the reviewed reviews (Oonagh et al., 2020; Zhang et al., 2022; Zhu et al., 2022; Orabi et al., 2023). Given that during adolescence, brain regions involved in impulse control, planning, and decision-making have not yet reached their optimal capacity, adolescents are more vulnerable when navigating complex, high-pressure digital environments. The online environment—with its high volume of stimuli, rapid information exchange, and social pressures—imposes a significant cognitive load that can undermine adolescents' ability to evaluate and make informed choices. Therefore, intervention design must prioritize cognitive components, providing opportunities for adolescents to practice attention control, impulse regulation, and decision-making skills (Crone & Konijn, 2018). Interactive scenarios, educational games, and simulated situations can bridge theoretical knowledge and practical judgment.
Behavioral Skills: Effective care requires that adolescents translate knowledge and feelings into concrete actions. The ability to cope with risk, seek help (Chillemi et al., 2020; Hogsdal et al., 2023), report incidents, control behavior, and engage in dynamic bystander action were among the behavioral components identified. These skills are particularly important because in many cases, adolescent victims or witnesses lack practical skills for appropriate response despite recognizing the inappropriateness of the behavior (Nzeakor, Nwoke, & Okafor, 2023). Thus, teaching specific, practice-based protective behaviors—such as safe documentation and reporting, help-seeking, and responsible bystander intervention—should be integrated into care programs.
Psychological Capital: From the perspective of both prevention and harm reduction, psychological capital components are particularly important. Self-awareness, mindfulness, self-esteem, self-regulation, and resilience not only reduce adolescents' vulnerability to victimization but also enhance their capacity for recovery after experiencing cyberbullying (Santos et al., 2021; Yazici-Kabadayi, Mercan, & Öztemel, 2025). This finding is especially significant in light of studies documenting psychological consequences of cyberbullying ranging from anxiety and depression to academic decline, self-harm, and substance use (Guimetti et al., 2026; Hillier et al., 2026; Jones, Nadkarni, & Krupa, 2026). Interventions that focus on enhancing psychological capital alongside reducing risk behaviors are likely to have greater long-term sustainability.
Neglected Levels of Cyberbullying Care
Despite the comprehensiveness of the identified components, the findings reveal significant imbalance across levels of the care system. The systematic reviews reviewed indicated that the majority of interventions are adolescent-centered, with family, school, and community levels receiving less attention in program design and implementation. While understandable from an implementation perspective—given easier access to students in school settings and straightforward measurement of individual-level changes—this pattern is theoretically and practically limiting. Cyberbullying does not occur in a vacuum; it emerges within a context shaped by family norms, school climate, peer relationships, adult supervision quality, and even platform policies.
Family Level: Despite references to parents in some reviews, family-centered interventions lack sufficient coherence and frequency. This gap is concerning given the established role of family in shaping media consumption patterns (Patrakov, Datti, & Sirisety, 2024), social value formation (Khaeriyah & Natsir, 2025), online interaction patterns (Johnson & Francis, 2022), supervision quality (Martin-Criado, Casas, & Ortega-Ruiz, 2021; Shao et al., 2024), and prevention of adolescent involvement in cybercrime (Arató et al., 2021). The optimal family care model involves empathic supervision and positive parent-child communication (Liu & Hoi, 2025; Patchin & Hinduja, 2026), where parents, while understanding the digital environment and its risks, create a safe space for dialogue. Controlling and restrictive approaches, while temporarily reducing media consumption, do not necessarily create a foundation for sustainable adolescent protection.
School Level: Schools and teachers appear to function primarily as program implementers rather than as active participants in the care system. School climate (Li et al., 2024), staff preparedness for crisis response (Masoumi et al., 2024), confidential reporting mechanisms (Smith, 2019), supportive bystander cultures (Palomera et al., 2021), and clear school policies (Baidoo, Alvarez, & Hawkins, 2025) all play determining roles in intervention effectiveness. Without integration with cohesive institutional responses, classroom-based skill training may fail to prevent the persistence or reproduction of harmful behaviors (Pyżalski et al., 2022; Dailey & Roche, 2025).
Community Level: The community level represents the most neglected dimension. The reviewed reviews did not address public policy, media roles, platform responsibilities, legal frameworks, or macro-level child and adolescent protection mechanisms. Yet, the unique features of digital space—including anonymity, rapid content dissemination, and the persistence of harmful content—create challenges that extend beyond family and school capacity. Effective adolescent protection requires connecting micro-interventions with macro-regulations through the development of supportive policies, facilitation of reporting mechanisms on platforms, public education about digital rights and responsibilities, and collaboration between educational systems and policy-making institutions.
Pathways for Cyberbullying Care
The findings reveal that interventions have shifted from purely education-based approaches toward technology-based tools. This transformation, given the evolving adolescent lifeworld, offers advantages including greater appeal, interactivity, personalization, and accessibility. However, technology itself is not the goal but a medium for more effective content delivery and skill practice. The effectiveness of technology-based interventions depends on educational design quality, alignment with adolescent developmental characteristics, and reliance on sound theoretical foundations.
The most effective care pathways appear to lie in designing programs that simultaneously integrate multiple components across different levels and audiences. Future intervention models should move beyond time-limited, awareness-focused approaches toward multi-phase, repeated, and sustainable programs embedded in both school and home contexts. The concept of a "care continuum" is essential—where skills are introduced early, reinforced regularly, and supported by a network of family, school, and community resources.

Conclusion
Effective protection of adolescents against cyberbullying is not a one-dimensional action or an intervention limited to direct student education. It is a complex, ecological phenomenon whose success depends on the integration of individual adolescent capacities with aligned intervention across the family, school, and community support network. Cyberbullying does not occur in isolation; therefore, responses cannot be purely individual. Protecting adolescents in digital space requires a multi-layered defense that begins with adolescents' internal skills and extends to full alignment of home, school, and macro-level societal policies. The findings indicate that knowledge enhancement and online literacy alone are insufficient; true empowerment requires integrated skill development across emotional (empathy), cognitive (critical thinking and impulse control), behavioral (help-seeking and documentation), and psychological (resilience and self-esteem) domains. Furthermore, achieving sustainable impact requires addressing the current imbalance across care levels: family-level interventions must be strengthened through empathic supervision and positive communication; schools must move beyond implementation to active institutional engagement; and community-level policy frameworks must be developed to regulate digital platforms and create safe online environments. Future intervention models should be interactive, continuous, repeated, and institutionalized within home and school atmospheres. This study was limited by lack of access to full texts of some studies; future research should design and evaluate multi-level interventions tailored to the Iranian educational context based on these findings.