Analysis of emotional intelligence in the prevention of Bullying in elementary school students

Abstract

The present article aims to analyze the role of emotional intelligence in preventing bullying among basic education students, considering both face-to-face harassment and cyberbullying in post-pandemic contexts. To this end, a review of recent studies published between 2021 and 2024 in high-impact academic databases was conducted, including correlational, quasi-experimental, and systematic review research. The methodological strategy focused on the comparative analysis of empirical evidence and theoretical frameworks that link the dimensions of emotional intelligence, particularly emotional clarity and repair, to the reduction of aggressive behaviors. The findings reveal that students with higher emotional competence exhibit lower levels of aggression and greater empathy, reducing their participation in bullying dynamics. Likewise, emotional intelligence is shown to act as a protective factor in digital environments, mitigating vulnerability to cyberbullying and strengthening socio-educational bonds. However, certain limitations are identified, such as the limited inclusion of the digital component and the absence of longitudinal assessments to measure the sustained impact of interventions. In the Ecuadorian context, the urgency of implementing emotional education programs adapted to social and cultural realities is highlighted, involving teachers, families, and students. Emotional intelligence emerges as a transversal competence that not only prevents bullying but also promotes overall well-being and positive school coexistence.