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The digital context and information and communication technologies (ICT) are advancing at a great speed and, although they present multiple benefits, their possible risks also have an impact on the coexistence in schools. Among them, cyberbullying is a phenomenon of great interest, but it is still necessary to verify the effectiveness of evidence-based interventions to prevent it. Therefore, this study aimed to analyse whether it is possible to reduce cyberbullying with a psychoeducational intervention implemented by teachers on their own, considering the differences according to gender, grade and roles of involvement. The sample was formed by 4,575 students (48.50 % girls; 12-16 years old). The results show that, with little cost and without requiring a great deal of specialization, it is possible for schools to carry out an effective psycho-educational intervention to reduce both cyber-perpetration and cyber-victimisation. Effective strategies and guidelines for the development of evidence-based psychoeducational interventions are proposed.

Prevenir e intervenir en los riesgos asociados a las tecnologías de la información y la comunicación: el caso del cyberbullying