PROBLEMATIC USE OF SOCIAL MEDIA
The most significant problems affecting young people today are widespread depression and anxiety. Seventy percent of U. S. teens see anxiety and depression as major problems. In 2021 thirty seven percent of high school students reported poor mental health; forty three percent reported persistent sadness and hopelessness. (1).
Youth depression and anxiety are associated with increasing use of social media. (2) This newsletter describes how teachers can integrate study of problematic use of social media into classes that they teach by employing the Curriculum Infusion of Real Life Issues (www.cirli.org) educational strategy. Through CIRLI teachers also learn ways to strengthen student responses to problematic use of social media.
Three significant problems related to use of social media by youth are:
The vast majority of teens (90 percent) believe that online harassment is a major problem. The majority also believes that their teachers are failing to address this issue. (6) CIRLI provides the opportunity for teachers to effectively address their students problematic use of social media.
Study of misuse of social media can be readily integrated into classes across subject areas:
Future teachers can learn to facilitate in-class activities and provide assignments to reduce inappropriate use of social media. For example:
Research shows that the behavior of bystanders to bullying is critical in determining whether the bullying will continue. (7) Bystanders who are passive empower the bully. Bystanders who support the target of bullying or express opposition to the bully often put a stop to bullying. Teacher can provide assignments and activities where students explore and role play ways to support targets of cyberbullying and express opposition to the cyberbully. Students can put into practice what they have learned in class.
References
The most significant problems affecting young people today are widespread depression and anxiety. Seventy percent of U. S. teens see anxiety and depression as major problems. In 2021 thirty seven percent of high school students reported poor mental health; forty three percent reported persistent sadness and hopelessness. (1).
Youth depression and anxiety are associated with increasing use of social media. (2) This newsletter describes how teachers can integrate study of problematic use of social media into classes that they teach by employing the Curriculum Infusion of Real Life Issues (www.cirli.org) educational strategy. Through CIRLI teachers also learn ways to strengthen student responses to problematic use of social media.
Three significant problems related to use of social media by youth are:
- Excessive time spent on social media: U. S. teens spend more than seven hours a day on screen time, not including school work. (3) 45 percent of teens say that they are online almost constantly. This leaves little time for other activities including developing important interpersonal skills through interaction with others. Weak interpersonal skills contribute to the loneliness and depression reported by many young people.
- Time spent on Social media sites that produce anxiety and depression: Social media sites are designed to “hold the user’s attention for as long as possible, relying on psychological vulnerabilities relating to our desire for validation and fear of rejection.”(4). Through “likes” and “dislikes” teens receive ongoing polling data on their popularity. Research indicates that Snapchat, Facebook, Twitter and Instagram have led to increased feelings of depression, anxiety, poor body image and loneliness.(5) Facebook’s own study of it’s Instagram app showed that many adolescent girls felt unattractive and “not good enough” when comparing themselves to the photoshopped images of other girls on the site.
- Cyberbullying: Adolescents can reach large audiences with texts that are derogatory about other teens and their communication through i-phones can be more cruel than it would be in face to face interactions. The majority of teens have experienced cyberbullying. 42 percent of teens report being targets of offensive name-calling; 32 percent indicate they have been victims of false rumors and 16 percent have received physical threats online. (6) Results of cyberbullying include anxiety and depression, lower grades and increased substance use.
The vast majority of teens (90 percent) believe that online harassment is a major problem. The majority also believes that their teachers are failing to address this issue. (6) CIRLI provides the opportunity for teachers to effectively address their students problematic use of social media.
Study of misuse of social media can be readily integrated into classes across subject areas:
- In language arts classes students can read, write and speak about
- In math classes students can work with data on the extent of time spent on social media, the harmful effects of social media apps like Instagram and the extent of cyberbullying
- In social studies classes students can study the impact of social media on youth, and,
- In science classes students can consider changes to the human body that result from anxiety and depression associated with misuse of social media
Future teachers can learn to facilitate in-class activities and provide assignments to reduce inappropriate use of social media. For example:
- They can offer a scenario of a student who spends excessive time on social media and experiences difficulty relating to other students in person. In small groups students can discuss the advice they would give to this student to reduce time on screen and overcome barriers to relating to others in person. Students can apply the advice to themselves.
- Students can be presented with a case study of an adolescent girl who feels her body is inferior and is depressed after viewing photoshopped images of more attractive girls on Instagram. Those in the small group can report on the advice they would give the girl; they can also consider how Instagram affects the well-being of the girls who are presenting the photoshopped images of themselves. Again, students can apply the advice they would give to themselves.
Research shows that the behavior of bystanders to bullying is critical in determining whether the bullying will continue. (7) Bystanders who are passive empower the bully. Bystanders who support the target of bullying or express opposition to the bully often put a stop to bullying. Teacher can provide assignments and activities where students explore and role play ways to support targets of cyberbullying and express opposition to the cyberbully. Students can put into practice what they have learned in class.
References
- Horowitz, J.M.and Graf, N, Pew Research Center (Feb 2, 2019). Most U. S. teens see anxiety and depression as a major problem among their peers.
- .Center for Disease Control and Prevention (March 31, 2022). New CDC data illuminate youth mental health threats during the COVID-19 pandemic, p.1.
- Government of Canada, Mental health and problematic use of social media use in Canadian adolescents
- Rogers, K, CNN (Oct 28, 2019). U. S. teens use screens more than seven hours a day on average—and that’s not including school work.
- Fesko, H. UNICEF (October 9, 2018). Is social media bad for teens’ mental health
- Ehmke, R. Child Mind Institute. How using social media affects teenagers
- Pew Research Center (Sept 27, 2018). A majority of teens have experienced some form of cyberbullying.
- Stopbullying.gov (May 21, 2021). Bystanders are essential to bullying prevention and intervention.
