The objective of this article was to undertake a systematic review of specific evidence available on longitudinal studies of bullying among Elementary School children found in empirical scientific articles published between 2013 and 2020 in peer-reviewed periodicals. The result of the searches on the CAPES, ERIC and PsycInfo databases led to 24 articles published between 2014 and 2019 in 13 periodicals. It was found that student involvement in bullying could be as victims, victims-aggressors or neither as victims nor as aggressors, so that bullying manifests itself in different ways for boys and girls, and that the school climate is one of the main bullying risk or protective factors.

本文的目的是对 2013 年至 2020 年间发表在同行评审期刊上的实证科学文章中发现的有关小学生欺凌纵向研究的具体证据进行系统评价。CAPES、ERIC 和 PsycInfo 数据库的搜索结果导致 2014 年至 2019 年间在 13 种期刊上发表了 24 篇文章。研究发现，学生参与欺凌可能是受害者、受害者-攻击者，或者既不是受害者也不是攻击者，因此欺凌对男孩和女孩以不同的方式表现出来，学校氛围是主要的欺凌风险之一或保护因素。