The goal of the present study was to extend the scope of previous reviews on cyberbullying to focus on elementary and middle school students, ages when research indicates that children begin to use mobile phones and social media. From 2016 to 2020, a total of 43 articles were included in the final selection, and purpose/s, sample, design/instruments, and main findings/conclusions were assessed on each one. The following topics emerged from the results and were discussed: cyberbullying/cybervictimization and psychosocial variables, students' sociodemographic variables, connections between bullying and cyberbullying, students' roles related to cyberbullying, external factors and students' responses, and effectiveness of cyberbullying programs. Students experiencing cyberbullying at an early school age reported negative feelings, such as depression or anxiety. They are often linked to bullying scenarios and even to the same role (cyberbully, cybervictim or cyberwitness). Different programs have been shown to positively influence cyberbullying from a young age, important to prevent it, when children begin to use mobile phones and social media. Protective factors, such as specific pedagogical approaches (e.g. Cooperative Learning or Teaching for Personal and Social Responsibility) or programs, as well as the joined work of different agents (e.g. psychologists, teachers, parents, peers), should be considered to promote a positive evolution on CB prevention. Nevertheless, more studies are needed at these grades, as well as qualitative research designs, to deepen on the students’ feelings on cyberbullying.

本研究的目标是将先前关于网络欺凌的评论范围扩大到中小学生，研究表明儿童开始使用手机和社交媒体的年龄。从2016年到2020年，最终入选的文章共43篇，对每篇文章的目的/样本、设计/仪器和主要发现/结论进行了评估。下面的主题从结果中出现，并进行了讨论：网络欺凌/ cybervictimization和心理变量，学生的社会人口变量，恐吓和网络恐吓之间的连接，S tudents'有关网络欺凌的角色，外部因素和学生的反应，和网络欺凌计划的有效性. 在学龄早期遭受网络欺凌的学生报告了负面情绪，例如抑郁或焦虑。它们通常与欺凌场景有关，甚至与同一角色（网络欺凌、网络受害者或网络目击者）有关。不同的程序已被证明可以从很小的时候就对网络欺凌产生积极影响，这对于防止网络欺凌很重要，当孩子们开始使用手机和社交媒体时。应考虑保护性因素，例如特定的教学方法（例如，个人和社会责任的合作学习或教学）或计划，以及不同代理人（例如心理学家、教师、父母、同龄人）的联合工作，以促进积极的CB 预防的演变。然而，这些年级需要更多的研究，以及定性研究设计，