This article discusses the educational potential of free online anti-bullying serious games (SG) aimed at developing prosocial skills in schoolchildren. The research, conducted within the framework of Personal and Social Learning & Ethics (PSLE), uses a qualitative content analysis approach to evaluate 10 such games promoted by international educational institutions. The study identifies the psycho-ludic and interactive aspects of these games, including the types of aggression they depict, the underlying learning theories, and the game strategies used. It also assesses the extent to which these games promote analytical, metacognitive, and prosocial skills. The findings reveal that most of the games simulate verbal and physical aggression, cyberbullying, threats, and humiliation, encouraging players to assume roles such as victims or their friends to foster empathy and critical thinking. While these games help in identifying negative behaviors, recognizing emotions, and resolving conflicts, they lack elements that promote communication skills such as active listening and assertiveness. The study provides primary school teachers with 10 interactive, game-based resources that can be integrated into anti-bullying programs. However, it emphasizes the need for additional activities to develop interpersonal communication skills and encourage critical reflection on students' actions to foster respect and mutual understanding. An instrument for analyzing the content and educational potential of anti-bullying serious games is also presented.This article discusses the educational potential of free online anti-bullying serious games (SG) aimed at developing prosocial skills in schoolchildren. The research, conducted within the framework of Personal and Social Learning & Ethics (PSLE), uses a qualitative content analysis approach to evaluate 10 such games promoted by international educational institutions. The study identifies the psycho-ludic and interactive aspects of these games, including the types of aggression they depict, the underlying learning theories, and the game strategies used. It also assesses the extent to which these games promote analytical, metacognitive, and prosocial skills. The findings reveal that most of the games simulate verbal and physical aggression, cyberbullying, threats, and humiliation, encouraging players to assume roles such as victims or their friends to foster empathy and critical thinking. While these games help in identifying negative behaviors, recognizing emotions, and resolving conflicts, they lack elements that promote communication skills such as active listening and assertiveness. The study provides primary school teachers with 10 interactive, game-based resources that can be integrated into anti-bullying programs. However, it emphasizes the need for additional activities to develop interpersonal communication skills and encourage critical reflection on students' actions to foster respect and mutual understanding. An instrument for analyzing the content and educational potential of anti-bullying serious games is also presented.