Social media, teenagers, and the school context: a scoping review of research in education and related fields

Dennen, Vanessa P.; Choi, Hajeen; Word, Kari

doi:10.1007/s11423-020-09796-z

Cited by 48 publications

(46 citation statements)

References 106 publications

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“…In order to enable teachers and staff to transition to a mentoring role and support emotional literacy, knowledge of the online environment and teacher training are a necessary condition, consistent with previous literature (Dennen et al, 2020). Educational/counselling psychologists or other mental health professionals could be trained to deliver support to teaching staff about online issues by enabling collaboration with local mental health charities (Bowskil, 2017) and help detect need for intervention with at-risk students (Döring, 2014;Lo et al, 2018), similarly to supporting other mental health disorders (Yager and O';Dea, 2005).…”

Section: Discussionsupporting

confidence: 60%

“…Participants were primarily white (n 7), black (n 1) and Asian (n 1), with a gender split (five females and four males) and from middle (n 5), and lower (n 4) socioeconomic background. This study targeted teachers due to the: i) need to identify teacher perspectives and concerns regarding online adolescent problems, ii) lack of studies reflecting teacher views for prevention purposes (Dennen et al, 2020) iii) evidence of higher efficacy of intervention effects when teachers displayed greater teacher commitment (Orpinas and Horne, 2004), iv) growing need for school-based prevention strategies (Throuvala et al, 2019).…”

Section: Participantsmentioning

confidence: 99%

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Psychosocial Skills as a Protective Factor and Other Teacher Recommendations for Online Harms Prevention in Schools: A Qualitative Analysis

Throuvala¹,

Griffiths²,

Rennoldson³

et al. 2021

Front. Educ.

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Rising prevalence of mental disorders among children and adolescents in the United Kingdom has arguably been associated with increased levels of problematic smartphone use and social media use, rendering the need for health promotion at a school level. However, evidence on how teachers may best support media literacy and emotional wellbeing is lacking. The present study explored perceptions of adolescent online engagement and recommendations of how schools could prevent the experience of online harms during adolescence through qualitative interviews with teachers (N = 9, Mage = 39.2 years, SD = 7.74). Results were analysed using thematic analysis and provided the following themes in terms of recommendations for online harms: i) schools in transition and redefining expectations, ii) a modular approach to media and emotional literacy, iii) media and emotional literacy teacher training, and iv) encourage dialogue and foster psychosocial skills. Psychosocial skills were further analysed as critical components of perceived online harm prevention into the following categories: i) self-control and emotion regulation skills, ii) digital resilience and assertiveness skills, iii) social and emotional intelligence and metacognitive skills to encourage balanced use and emotional health. Findings corroborated the need for an increasing health promotion role of teachers and school counsellors and in the contribution of students’ cognitive and emotional development through skill acquisition. Implications are discussed for the role of educational settings in prevention of online harms, while preserving the significant benefits of digital media for education and social connection, and for the prompt identification and referral of problematic users to adolescent mental health services.

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Section: Discussionsupporting

confidence: 60%

Section: Participantsmentioning

confidence: 99%

Psychosocial Skills as a Protective Factor and Other Teacher Recommendations for Online Harms Prevention in Schools: A Qualitative Analysis

Throuvala¹,

Griffiths²,

Rennoldson³

et al. 2021

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Participants were primarily white ( n = 7), black ( n = 1) and Asian ( n = 1), comprising five females and four males, and from middle ( n = 5), and lower ( n = 4) socioeconomic backgrounds. The study targeted teachers due to: (i) the need to identify teacher perspectives and concerns regarding adolescent online problems; (ii) a lack of studies reflecting teacher views for prevention purposes [ 117 ]; (iii) evidence of higher efficacy of intervention effects when greater teacher commitment was displayed [ 118 ]; and (iv) a growing need for school-based prevention strategies [ 92 ].…”

Section: Methodsmentioning

confidence: 99%

Perceived Challenges and Online Harms from Social Media Use on a Severity Continuum: A Qualitative Psychological Stakeholder Perspective

Throuvala

Griffiths

Rennoldson

et al. 2021

IJERPH

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Evidence suggests that problematic use of gaming, the internet, and social media among adolescents is on the rise, affecting multiple psycho-emotional domains. However, research providing a comprehensive and triangulated stakeholder perspective of perceived harms is lacking. How are adolescent online harms experienced and conceptualized by students, parents, and teachers? The present study comprised part of a qualitative needs assessment investigation with the use of focus groups and individual interviews among key stakeholder groups assessing perceived impacts with a focus on the negative consequences and perceived harms. The study’s sample consisted of students (N = 42, Mage = 13.5, SD = 2.3), parents (N = 9, Mage = 37, SD = 5.6) and teachers (N = 9, Mage = 34, SD = 4.9) from the UK. Data were analysed with thematic analysis. Findings focused primarily on social media use impacts and indicated that processes underlying impacts experienced by adolescents may be conceptualized on a severity continuum. Stakeholder consensus on perceptions of challenges and perceived harms formed the second theme, with impacts further analysed as relating to time displacement, peer judgement, sensory overload and context of the adolescent with functional (performance, task switching, use of multiple devices), cognitive (loss or deterioration of attentional focus, attention deficit), and emotional consequences (stress, anxiety, obsessive-compulsive/checking behaviours). A third theme formed was individual vulnerabilities predisposing poor mental health outcomes. The final theme related to impacts dependent on context and meaning attached. Findings suggest a consideration of a spectrum approach encompassing a broader range of potential psychological challenges and perceived harms beyond safety concerns and addiction in understanding problematic adolescent online experiences. Understanding perceived harms can aid the objective setting of interventions and consideration of mental health literacy in school curricula.

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“…Most of the research efforts related to social media in formal, non-formal, and informal learning have occurred in a higher education setting. However, social media has also been integrated and investigated in secondary education with teenage populations (Dennen et al 2020 ). Today, social media in teaching and learning is used to expand formal learning environments across geographically-dispersed educators (Carpenter et al 2020 ), serve as an outlet of professional development for instructors (Carpenter and Krutka 2014 ; Luo et al 2020 ) and learners (Romero-Hall 2017b ; Rosenberg et al 2016 ), facilitate networked scholarship (Veletsianos 2016 ), engage in informal learning opportunities (Greenhalgh and Koehler 2017 ), and share information and resources from institutions (Kimmons et al 2016 ; Veletsianos et al 2017 ) and educational programs (Romero-Hall et al 2018 ) to members of their communities and the public.…”

Section: Framework For Networked Learning Using Social Mediamentioning

confidence: 99%

Current initiatives, barriers, and opportunities for networked learning in Latin America

Romero-Hall

2021

Education Tech Research Dev

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This paper explores and describes the current initiatives, barriers, and opportunities for formal, non-formal, and informal networked learning experiences using social media in Latin America. It focuses on networked learning initiatives such as the use of institutional social media accounts, educational hashtags, social media in the classroom, educational channels via video hosting platforms, and government established networked learning programs for connected classrooms. The same multiplicity, diversity, and heterogenicity that represent the culture, languages, and socio-economic status of the people of Latin America also characterize the vast mixture of networked learning initiatives across the region. Potential barriers (i.e., the digital divide, Internet filtering policies, lack of research) and opportunities for implementation (i.e., networked learning educational reforms, mobile learning technology, and social media ethical considerations) are explored. The paper concludes with recommendations that policymakers and education leaders in Latin America should keep in mind to engage in fruitful networked learning initiatives.

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Social media, teenagers, and the school context: a scoping review of research in education and related fields

Cited by 48 publications

References 106 publications

Psychosocial Skills as a Protective Factor and Other Teacher Recommendations for Online Harms Prevention in Schools: A Qualitative Analysis

Psychosocial Skills as a Protective Factor and Other Teacher Recommendations for Online Harms Prevention in Schools: A Qualitative Analysis

Perceived Challenges and Online Harms from Social Media Use on a Severity Continuum: A Qualitative Psychological Stakeholder Perspective

Current initiatives, barriers, and opportunities for networked learning in Latin America

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