Eficacia del Role Playing versus Intervenciones Colaborativas contra el Acoso Escolar en Secundaria: Effectiveness of Role Playing versus Collaborative Interventions against School Bullying in Secondary Education

Dayanara Lilibeth Moyano Reyes

doi:10.29394/Scientific.issn.2542-2987.2025.10.E5.3.65-85

Authors

Dayanara Lilibeth Moyano Reyes Universidad César Vallejo, UCV https://orcid.org/0009-0001-9466-0485

DOI:

https://doi.org/10.29394/Scientific.issn.2542-2987.2025.10.E5.3.65-85

Keywords:

bullying, violence, primary education, teaching methods, student welfare

Abstract

School bullying constitutes a critical problem that affects the well-being and academic performance of children and adolescents, which underscores the need to evaluate interventions based on experiential learning. This study aimed to analyze the effectiveness of role playing in reducing school bullying, examining its mechanisms of action, sustainability, and contextual factors. A systematic review was conducted with a predominantly quantitative approach, inductive method, and non-experimental descriptive design, following PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Quantitative or mixed-methods empirical studies (2010-2025) evaluating role playing as an intervention against school bullying were included. The search was conducted in Scopus, PubMed, ERIC, and Web of Science. Seven primary studies were identified with an aggregate sample of over 17.000 participants. A total of 85,7% of the studies reported significant reductions in bullying, with one study showing a 53% reduction in victimization and another reporting an odds ratio of 0,68. Key mechanisms identified included empathy promotion (85,7%), bystander activation (71,4%), and multiple perspective-taking (57,1%). It is concluded that role playing is an effective intervention for reducing school bullying, with more consistent effects in primary education and when implemented with high fidelity.

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Author Biography

Dayanara Lilibeth Moyano Reyes, Universidad César Vallejo, UCV

Nacida en Guayaquil, Guayas, Ecuador, el 31 de marzo del año 2000. Licenciada en Ciencias de la Educación, mención Literatura y Español por la Universidad de Guayaquil (UG); Abogada por la Universidad Técnica Particular de Loja (UTPL); Magíster en Didáctica de la Lengua y la Literatura en Educación Secundaria y Bachillerato por la Universidad de la Rioja (UNIR); Psicología Educativa por la Universidad Espíritu Santo (UEES); actualmente, me desempeño como Coordinadora Académica en una Unidad Educativa; aplico mis dotes de liderazgo, comunicación asertiva y empleo estrategias en bienestar de la comunidad educativa.

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Effectiveness of Role Playing versus Collaborative Interventions against School Bullying in Secondary Education