Creative and Metacognitive Strategies in Anti-Bullying Programs: A Systematic Review

In a global context marked by an increase in acts of aggression in schools, it is essential to focus on discovering new theoretical benchmarks and practical strategies for prevention and intervention in such situations. This article, evidence of this concern, aims to identify (1) how common school anti-bullying programs are that integrate creativity and metacognition processes, (2) what the theoretical background is that justifies the application of these tools in anti-bullying programs, and (3) what the elements of methodology and the evaluation criteria and methods are that have been applied in these programs. We conducted a rigorous analysis, using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), of articles identified in the Web of Science Core Collection, PubMed, PsychoNet, and Eric Gov. Out of the total 203 articles identified that met the inclusion criteria, only 11 were finally selected. Analyzing the training/teaching, learning, and evaluation methods proposed in the programs in the 11 articles, we synthesized and developed a theoretical model that highlights how creative and metacognitive processes contribute to cognitive and behavioral dynamics when addressing bullying. This holistic approach could provide policymakers, researchers, administrators, principals, and teachers with a theoretical framework for developing and implementing practical and effective interventions against bullying in schools.