This study analyzes the educational potential of ten free online anti-bullying serious games (SG) promoted by international educational institutions, aiming to develop prosocial skills in schoolchildren. The research is grounded in the Personal and Social Learning & Ethics (PSLE) framework, which advocates for the use of SG to promote personal and social learning from an ethical perspective. A qualitative methodology, focusing on content analysis, was used to identify the strategies adopted by the games in two dimensions: 1) psycho-ludic and interactive aspects, including the typology of aggression presented, underlying learning theory, and adopted play strategies; and 2) the extent to which they promote different abilities, such as analytical, metacognitive, and prosocial skills. The games primarily simulate verbal and physical aggression against victims, damage to their belongings, cyberbullying, threats, blackmail, humiliation, and other forms of aggression. They invite players to assume roles to identify with the victim or their friends, and to take on critical situations. The game mechanics help players discriminate negative attitudes and behaviors, recognize their own and others' feelings, foster empathy to connect with others, make decisions, and resolve conflicts assertively. However, the games lack dynamics that stimulate communication, such as negotiation, active listening, and assertiveness. The study offers primary teachers ten attractive interactive, playful resources—simulators or role-plays—that can be integrated as didactic resources in bullying prevention programs. These games require the design of activities that activate complementary skills related to interpersonal communication and explicitly invite students to reflect and critically analyze their actions to promote respect and mutual understanding. An instrument is also presented to systematize the content analysis and didactic potential of anti-bullying serious games. The findings highlight the potential of these games to promote prosocial skills, although they need to be complemented with activities that enhance communication and critical thinking.This study analyzes the educational potential of ten free online anti-bullying serious games (SG) promoted by international educational institutions, aiming to develop prosocial skills in schoolchildren. The research is grounded in the Personal and Social Learning & Ethics (PSLE) framework, which advocates for the use of SG to promote personal and social learning from an ethical perspective. A qualitative methodology, focusing on content analysis, was used to identify the strategies adopted by the games in two dimensions: 1) psycho-ludic and interactive aspects, including the typology of aggression presented, underlying learning theory, and adopted play strategies; and 2) the extent to which they promote different abilities, such as analytical, metacognitive, and prosocial skills. The games primarily simulate verbal and physical aggression against victims, damage to their belongings, cyberbullying, threats, blackmail, humiliation, and other forms of aggression. They invite players to assume roles to identify with the victim or their friends, and to take on critical situations. The game mechanics help players discriminate negative attitudes and behaviors, recognize their own and others' feelings, foster empathy to connect with others, make decisions, and resolve conflicts assertively. However, the games lack dynamics that stimulate communication, such as negotiation, active listening, and assertiveness. The study offers primary teachers ten attractive interactive, playful resources—simulators or role-plays—that can be integrated as didactic resources in bullying prevention programs. These games require the design of activities that activate complementary skills related to interpersonal communication and explicitly invite students to reflect and critically analyze their actions to promote respect and mutual understanding. An instrument is also presented to systematize the content analysis and didactic potential of anti-bullying serious games. The findings highlight the potential of these games to promote prosocial skills, although they need to be complemented with activities that enhance communication and critical thinking.