超越个体：从心理霸凌框架转向学校群体欺凌的社会教育模型

School mobbing is often examined through psychological frameworks that emphasize individual perpetrators, victims, and behavioral characteristics. Although these approaches have generated important knowledge, they may provide an incomplete account of collective exclusion shaped by peer-group processes, classroom cultures, institutional conditions, and multiple forms of communication. This integrative literature review examines how school mobbing can be conceptualized beyond the individual and develops a socio-pedagogical synthesis linking educational sociology, critical pedagogy, relational ap