Psycho-pedagogical conditions for preventing and reducing bullying-type aggressiveness in educational institutions

Abstract

Bullying is one of the most serious problems in contemporary educational environments, with negative effects on students’ psycho-emotional, social, and academic development. This article examines, from psycho-pedagogical and managerial perspectives, the conditions required to prevent and reduce bullying in secondary schools. The study draws on theoretical and empirical approaches from educational psychology, sociology, and pedagogy. The analysis highlights the importance of implementing integrated measures based on the development of socio-emotional competencies, the promotion of a positive school climate, teacher professional development, and effective institutional management. The findings emphasize the need for an interdisciplinary approach and sustained cooperation among schools, families, and communities to foster an inclusive and non-violent educational environment.