Access to online information and communication and the use of social networks have all increased considerably among pre-adolescents over the last decade. These trends are directly related to the similarly growing phenomenon of cyberbullying: as pre-adolescents' exposure to online social interaction increases, so does their potential involvement in harmful online interactions. Thus, there is a need to design and implement cyberbullying prevention programmes that prepare pre-adolescents for both the risks and opportunities of a technology-driven world. This qualitative study analyzed the effects of a cyberbullying prevention programme supported by the use of technologies for the safe use of social media in pre-adolescents. Data were collected from 151 participants (aged 9-11), at five schools in Bogotá, Colombia. Results indicate that pre-adolescents increased their understanding about cyberbullying as they came to appreciate how building confidence and self-efficacy could prepare them to better face cyberbullying threats. Thus, the study advocates for the early teaching of self-regulatory skills to help youngsters develop conflict resolution skills and ease their gradual empowerment to face cyberbullying. The study suggests specific considerations that will help communities to shape future prevention plans and policies, supporting the development of more inclusive school learning environments framed upon collaboration, equity, and social justice principles.