Cyberbullying has emerged as a pervasive and destructive phenomenon in the digital age, significantly harming the social-emotional well-being of adolescents. The objective of this study is to present a narrative review examining the relationship between social and emotional competencies, social-emotional learning (SEL) and cyberbullying among adolescents. Two main questions are addressed in this review: (1) How does SEL influence cyberbullying behaviors? (2) How SEL informs interventions and educational programs to reduce cyberbullying. Through systematic searches of multiple databases and sources, 125 peer-reviewed articles published between 2015 and 2024 were reviewed, with 83 meeting the inclusion criteria for final analysis. The narrative review adhered to strict inclusion/exclusion criteria, focusing on studies directly addressing social-emotional competencies, SEL programs, and cyberbullying among individuals aged 18 years or younger. The findings reveal a significant gap in the understanding of the core components and effectiveness of SEL in addressing the complexities of cyberbullying. The discussion synthesizes key findings, highlighting the potential of SEL programs in promoting academic success, fostering a supportive learning environment, and mitigating the adverse effects of cyberbullying. Additionally, the study calls for further research to investigate the effectiveness of SEL interventions in addressing cyberbullying and emphasizes the importance of longitudinal studies to assess long-term outcomes. Overall, this research underscores the significance of prioritizing SEL in school curricula and fostering collaboration between educators and researchers to create safer and more inclusive environments for adolescent development in the digital age. The findings of this review highlighted that SEL programs significantly enhance students' behaviors, skills, and attitudes, making them an effective strategy for preventing bullying and cyberbullying. It is recommended that continued research and collaboration in this field are essential to refine SEL practices and ensure their effectiveness in promoting holistic student development