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Executive functions are cognitive skills required to perform complex, adaptive, and socially acceptable behaviors. The existence of deficits in these functions may imply behavioral problems and violence. Thus, the objective of this integrative review of the literature was to identify relationships between executive functions and school bullying. The keywords "executive functions" and "bullying" were cross-referenced in the databases: LILACS, PsycINFO, ScieELO, Scopus and Web of Science. The methodological quality of the investigations was evaluated through the Checklist for Analytical Cross Sectional Studies. Among the 22 identified studies, seven met the inclusion criteria and were selected. All studies analyzed identified associations between practicing or suffering bullying with deficits in executive functions. It was concluded that the improvement of the executive functions of the students can help in the prevention or reduction of school bullying. [ABSTRACT FROM AUTHOR]