ABSTRACT
Cyberbullying is a global problem among schoolchildren. The prevalence rates and severe consequences of cyberbullying reflect the necessity to act against this antisocial cyberbehaviour. Many studies worldwide have analysed the main factors to prevent and reduce cyberbullying. A protective factor against cyberbullying is social and emotional competencies, which can be taught and learned. School is the best context to implement interventions that develop the social and emotional competencies of the students. The effectiveness of these interventions is greater when teachers carry out them and when teachers are socially and emotionally competent. Hence, teachers with high social and emotional competencies will develop social and emotional competencies in their students more effectively, thus preventing and reducing the involvement of young people in cyberbullying. Further, in contrast to promoting only punitive-based solutions to cyberbullying, such as school suspension and withdrawing access to technology, which may exacerbate the problem, the development of specific pedagogical measures is proposed in this chapter; for example, teacher training in social and emotional competencies off- and online.
