| Sumario: | Bullying is the most common aggressive behaviour in childhood, and it occurs when a student consistently and intentionally experiences negative actions from another student or is at risk of such actions. Furthermore, considering the prevalence and impact of bullying, some experts have classified it as a public health issue. Specifically, in the Basque Country it is estimated that 16.8% of children are victims, aggressors, or bully-victims. Moreover, it can have consequences on the well-being and development of children and adolescents, including poor development of executive functions and affective-emotional problems. In this sense, this study identifies biological, psychological and social variables that affect bullying. Thus, the biological factors that can influence bullying include sex, age and hormones. Psychological factors that may be risk or protective factors include cognitive difficulties, social skills, emotional intelligence and social adaptation, self-esteem, empathy and resilience. As for social factors, school factors, family factors, community factors and socioeconomic status are considered, as well as other factors such as physical activity, obesity and sexual and gender identity. Therefore, to improve prevention and intervention of bullying, it is necessary to use research designs that allow for the establishment of causal relationships, as well as to examine the interactions between these variables.; Eskola-jazarpena haurtzaroan ohikoena den jokabide agresiboa da, eta ikasle batek beste ikasle baten ekin- tza negatiboak modu iraunkorrean eta berariazkoan jasaten dituenean edo horretarako arriskua duenean gertatzen da. Gai- nera, eskola-jazarpenaren prebalentzia eta inpaktua kontuan hartuta, osasun publikoko arazotzat jo dute zenbait adituk.Zehazki, Euskal Autonomia Erkidegoan haurren % 16,8 biktima, erasotzaile edo erasotzaile-biktima direla balioesten da. Bestalde, haur eta nerabeen ongizate eta garapenean ondorioak eragin ditzake, besteak beste, funtzio exekutiboen garapen urriagoa eta arazo afektibo-emozionalak. Ildo horretan, lan honetan jaso dira eskola-jazarpena agertzeko probabilitatea areagotzen edo murrizten duten aldagai biologiko, psikologiko eta sozialak. Hala, sexua, adina eta hormonak dira eskola-jazarpenean eragin dezaketen aldagai biologikoak. Era berean, arrisku- edo babes-faktore izan daitezkeen aldagai psikologikoak dira zailtasun kognitiboak, gaitasun sozialak, adimen emozionala eta egokitzapen soziala, autoestimua, enpatia eta erresilientzia. Aldagai sozialei dagokienez, azkenik, eskola-aldagaiak, familia-aldagaiak, komunitatea eta maila sozioekonomikoa daude; baita bestelakoak ere, hala nola ariketa fisikoa, obesitatea edo sexu- eta genero-identitatea. Hortaz, eskola-jazarpenaren prebentzioa eta esku-hartzea hobetzeko, beharrezkoa da kausazko harremanak ezarri ahal izateko ikerketa-diseinuak erabiltzea, baita aldagaien arteko elkarrekintzak aztertzea ere.
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