Keywords
bullying
disruptive classroom behaviors
classroom behavior
How to Cite
Abstract
The present research aimed to analyze the relationship between executive functions, disruptive behaviors in the classroom and the phenomenon of bullying, through a theoretical review of the evidence published between 2014 and 2025. It should be noted that the study was developed under a documentary design with a descriptive level using the PRISMA 2020 guidelines for the systematization of the information, the search was carried out in the Scopus, Web of Science, Redalyc, Scielo and Google Scholar databases, through the use of descriptors and boolean operators such as AND, OR among others. After applying inclusion and exclusion criteria, 16 studies with thematic relevance were selected. The findings show a consistent correlation between deficits in inhibitory control, cognitive flexibility, and working memory with respect to the manifestation of aggression and difficulties in emotional self-regulation. In conclusion, it is highlighted that limitations in executive functions act as predictors of school behavior, therefore recommending the development of preventive intervention programs focused on neurocognitive strengthening to mitigate bullying and promote healthy educational environments based on coexistence and self-regulation.
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