Bullying is a problem within the school context and with important consequences for the victim. The scientific literature has
shown that emotional intelligence (EI) enhances the role of cohabitation within the school context. This systematic review
aims to analyze the evidence of the role of EI in bullying. Results show greater levels of emotional perception in students
involved in bullying and lower levels of emotional understanding and regulation compared to students not involved in these
behaviors. In addition, gender differences in their levels of EI were found among students involved in bullying. The results
reveal the importance of designing and implementing programs of EI in the school context as prevention and action against
bullying.