Adolescent School Bullying and Life Skills: A Systematic Review of the Recent Literature

• Published in: Violence and victims Vol. 36; no. 5; p. 604
• Main Authors: Potard, Catherine, Combes, Céline, Kubiszewski, Violaine, Pochon, Régis, Henry, Audrey, Roy, Arnaud
• Format: Journal Article
• Language: English
• Published: United States 01.10.2021
• Subjects: Adolescent; Bullying - psychology; Cyberbullying - psychology; Empathy; Humans; Morals; Schools; empathy; social cognition; moral disengagement; bullying; coping; executive function
• ISSN: 0886-6708
• DOI: 10.1891/VV-D-19-00023

The health consequences of being involved in bullying and cyberbullying are well described for adolescents, but many questions related to the role played by their life skills remain unanswered. Accordingly, this systematic review aims to provide a clear overview of research on the relationships between bullying involvement as a bully, victim, bully-victim or bystander, and adolescents' life skills. This article systematically reviewed 71 relevant empirical studies that met the inclusion criteria, extracted from the PubMed, PsycINFO, Scopus, Sage, Wiley, and SpringerLink databases. Their main findings were categorized according to the three types of life skills described by the World Health Organization: decision-making/problem-solving skills, interpersonal and communication skills, and self-management skills. Results showed relatively consensual outcomes for communication and interpersonal skills (empathy, moral disengagement) and skills for managing stress (coping strategies). Other decision-making or interpersonal skills, such as executive function or theory of mind, were poorly explored, and require further research, if we are to understand how life skills may be involved in bullying. Taken together, our findings highlight methodological heterogeneity and measurement problems in bullying studies that make their results difficult to interpret. Recommendations for prevention/education health researchers and professionals are provided, emphasizing the importance of considering the sociocognitive development of adolescents in bullying prevention.