Keywords
specific educational support needs
violence prevention
inclusive education
systematic review acoso escolar
necesidades específicas de apoyo educativo
prevención de la violencia
educación inclusiva
revisión sistemática
How to Cite
Abstract
Bullying remains a significant problem in schools, especially for students with Specific Educational Support Needs (NEAE). Despite regulatory advances in inclusion, this group is more vulnerable due to a lack of specific teacher training, limited awareness within the school community, and insufficient adaptation of educational settings. This study analyzes the evidence of bullying in this group, identifying risk factors, associated consequences, and prevention strategies documented in recent literature. A systematic review was conducted according to the PRISMA guidelines, selecting 15 empirical studies published in Web of Science, Scopus, PubMed, and Dialnet. The results show a high prevalence of victimization among students with Autism Spectrum Disorder, intellectual disability, and emotional or behavioral disorders, with multiple forms of bullying and personal and contextual risk factors. Evidence suggests that strategies based on emotional education, empathy, and the involvement of the educational community foster safer and more inclusive environments. The findings provide practical guidance for comprehensive school-based bullying prevention programs and reinforce the need for teacher training in addressing diversity, thereby contributing to an inclusive and protective education for all students.
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