Effectiveness of Parent–School Combination Programs on Cyberbullying: A Systematic Review and Meta-Analysis

Purpose Cyberbullying poses a substantial threat to adolescents’ psychosocial well-being and underscores the need for prevention strategies that move beyond single-context interventions. Grounded in a socio-ecological perspective, this study systematically reviews and meta-analyzes the effectiveness of parent–school combined interventions in reducing cyberbullying victimization and perpetration. Method Following PRISMA 2020 guidelines, four empirical studies were identified through comprehensive searches of four electronic databases (EBSCO, Scopus, Web of Science, and PubMed). Random-effects meta-analyses were conducted using standardized mean differences to synthesize intervention effects. Results The results indicate that parent–school combination interventions are associated with small but statistically significant reductions in both cyberbullying victimization and perpetration, with slightly stronger effects observed for victimization outcomes. Discussion Despite the limited number of eligible studies, the findings provide preliminary yet meaningful evidence supporting the potential benefits of coordinated parent–school approaches. Implications for social work practice emphasize the importance of strengthening home–school collaboration and implementing multicontext intervention strategies.