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Social, Emotional, and Moral Competencies in Primary Education as Protective Factors Against Bullying, Cyberbullying, and Other Antisocial Behaviors During the COVID-19 Lockdown

Abstract:

The aim of this study was to analyze the role of social, emotional, and moral competencies in bullying, cyberbullying, and other antisocial behaviors (including vandalism, theft, deceiving figures of authority, violence, and substance use) among primary school students in Ecuador after five months of lockdown. Participants were 792 students aged 9 to 14 years (M = 10.81, SD = 0.85; 49.4% male). A five-month quantitative longitudinal study was conducted using self-report surveys. All variables changed significantly after five months of lockdown. Social, emotional, and moral competencies, as well as face-to-face antisocial behaviors, decreased, while cyberbullying increased. Social, emotional, and moral competencies prior to the lockdown appeared to serve as protective factors against different antisocial behaviors after five months of lockdown. This study provides scientific evidence supporting the crucial need to promote comprehensive education that respects diversity and fosters a positive climate in schools and society.