<p>The integration of digital technologies into everyday life has contributed to an increased risk of digital violence, particularly in the form of cyberbullying. Cyberbullying experiences are associated with significant social and psychological challenges for those involved, especially within school contexts. This underscores the importance of comprehensive research into prevention, detection, and intervention strategies. Guided by the social-ecological diathesis-stress framework, the present systematic review aimed to examine verbal patterns associated with cyberbullying perpetration and to identify promising strategies for prevention and detection. Following PRISMA reporting guidelines, seven studies (<i>N</i> = 2,320; <i>M</i>_age = 12.66, <i>SD</i>_age = 0.66) were included. Most studies indicated that participation in cyberbullying prevention or intervention programs was associated with improvements in verbal expressions of social competencies, such as empathy, responsibility, and willingness to support victims. Some interventions also showed reductions in cyberbullying incidents and changes in the verbal behavior of perpetrators. However, the sustainability of these effects varied, with some studies reporting diminished impact over time. To remain effective, prevention and intervention programs require ongoing evaluation and adaptation, including the contextualization of content and integration of technological tools. Future research might consider a range of influencing factors within the social-ecological framework, including individual, familial, school-based, community-related, and societal dimensions, as well as the role of detection tools. Ongoing refinement and alignment with technological developments can increase the relevance and impact of these programs across diverse student populations. (230 words).</p>