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.