BULLYING IN SCHOOL COEXISTENCE AND ASSERTIVE COMMUNICATION: A SYSTEMATIC REVIEW

Abstract

The present review aimed to theoretically analyze the relationship between bullying, school coexistence, and assertive communication. A qualitative, basic research approach was employed, following the PRISMA protocol as the main methodological tool. Inclusion and exclusion criteria for articles were established, focusing on those published between 2020 and 2024, with open access, and available in databases such as Scopus and Web of Science, as well as search engines like SciELO. The analysis was based on a documentary corpus of 18 articles selected according to PRISMA criteria and flowchart. The results were structured into three analytical categories: social learning perspective, systemic perspective, and communicative perspective. The main finding identified the systemic perspective as the most effective in explaining the phenomenon by integrating contextual, familial, and community factors that interact in complex ways to shape human behavior.