Abstract:

Bullying in secondary education profoundly affects students' academic, psychological, and social development, representing a significant obstacle to a supportive learning environment. Victims frequently exhibit lower academic achievement, including reduced grades and school avoidance, stemming from impaired concentration and heightened anxiety. Psychologically, the impact manifests as increased rates of depression, anxiety disorders, and low self-esteem, sometimes persisting into adulthood and potentially leading to self-harm ideation. Furthermore, bullying disrupts social integration, leading to isolation and difficulties in forming trusting peer relationships. The pervasive nature of these negative outcomes underscores the critical need for comprehensive bullying prevention research that addresses both the individual well-being of victims and the broader systemic climate of the school.

This work focuses on the study and prevention of bullying, addressing its conceptualization, the different types that exist, the differences between traditional bullying and cyberbullying, the roles involved (aggressor, victim, and observer), and the main behaviors associated with them. It also analyzes detection and prevention tools, highlighting the SociEscuela platform as a fundamental resource for understanding the social climate in the classroom and detecting possible situations of vulnerability or exclusion.

SociEscuela was developed as an intervention tool to mitigate bullying in primary and secondary educational settings. It facilitates the identification of students in vulnerable situations by analyzing the social dynamics and interactions within these institutions. The program considers various factors, including the level of calm and order necessary for an effective classroom learning, individual academic performance, and the selection of peers with whom students frequently associate or prefer to avoid. Additionally, it examines whether students' families adhere to distinct customs, rules, or lifestyles. SociEscuela also identifies peers who frequently experience interpersonal conflicts, as well as those who are perceived as kind, respectful and supportive. Furthermore, it also assesses students who may be facing difficulties and those who confidently express their opinions among peers, and those who are favored or preferred by others. In addition, the program also evaluates students' satisfaction with their classmates, their sense of being valued by peers, and their perception of how others viem them.

The work concludes by outlining different strategies and potential applications for developing intervention proposals aimed at bullying prevention.

Keywords:

Bullying, prevention, group cohesion, coexistence, SociEscuela.