giving Back 

Shawn Barnes

Cato College of Education

University of North Carolina at Charlotte

MDSK 6691: Seminar in Professional Development

Dr. Katie Wagner Friedman

Date: 10/1/2025

                                                                     Abstract

Social media is deeply integrated into adolescents’ lives, influencing their academic performance, social development, and mental health. This literature review examines research on social media use in secondary schools, focusing on its positive and negative effects, the role of digital literacy programs, and school policies aimed at promoting safe and responsible use. Studies indicate that while social media can enhance collaboration, engagement, and self-expression, it also poses risks such as distraction, cyberbullying, social comparison, and sleep disruption. Effective interventions require a balanced approach that integrates education, guidance, and monitoring rather than strict prohibitions. Recommendations for future research include longitudinal studies and the exploration of emerging platforms like TikTok and Snapchat.

Social media has become a central part of adolescent life, with approximately 95% of teenagers in the United States reporting daily use of platforms such as Instagram, Snapchat, TikTok, and YouTube (Anderson & Jiang, 2018). Secondary school students increasingly integrate social media into their academic and social activities, using it for communication, peer support, creative expression, and access to information. These platforms influence how students learn, interact, and develop emotionally.

The growing prevalence of social media has prompted researchers and educators to examine both its benefits and risks within secondary schools. While some studies highlight opportunities for engagement, collaboration, and skill development, others emphasize challenges such as

distraction, cyberbullying, and mental health concerns (Greenhow & Lewin, 2016; Junco, 2012). Understanding the effects of social media on students is crucial for designing effective school policies and interventions that maximize educational benefits while mitigating risks. This review addresses the four primary questions. How does social media affect students' academic performance? What are the impacts of social media on emotional development? How does social media influence mental health outcomes? Which school policies and interventions support safe and responsible use?

Academic Impacts of Social Media

Positive Impacts

Social media can support learning when integrated intentionally into educational practices. Platforms such as Edmodo, Google Classroom, and even private WhatsApp or Facebook groups provide students with opportunities for collaboration, discussion, and resource sharing (Manca & Ranieri, 2016). Research suggests that students who engage in online discussion forums demonstrate increased participation and knowledge retention, particularly in subjects that require complex problem-solving (Greenhow & Lewin, 2016).

In addition to collaboration, social media allows access to educational resources such as video tutorials, study guides, and online lectures. For example, YouTube channels and TikTok educational content provide visual explanations of scientific and mathematical concepts, which can enhance understanding and engagement (Ciampa, 2014). Social media also enables peer-to-peer mentoring, where students support each other’s learning outside the classroom, promoting autonomy and self-directed study.

Negative Impacts

Despite these benefits, unsupervised or excessive social media use can negatively affect academic performance. Junco (2012) found that frequent use of Facebook for non-academic purposes correlates with lower GPAs and decreased study time. Similarly, Rosen et al. (2013) reported that constant notifications and multitasking between social media and homework reduce students’ ability to engage in deep learning.

Distractions are particularly prevalent in STEM subjects, which require sustained concentration, while subjects such as literature may see less impact. Furthermore, social media can reinforce procrastination behaviors, as students prioritize scrolling through feeds over completing assignments (Lepp, Barkley, & Karpinski, 2014). Therefore, while social media offers educational potential, excessive recreational use presents a significant academic challenge.

Social and Emotional Development

Peer Interaction and Identity Formation

Social media provides adolescents with avenues for social connection and identity exploration. Ellison, Steinfield, and Lampe (2007) demonstrated that online social networks increase perceived social support, particularly for students who struggle with face-to-face interactions. Adolescents experiment with self-expression through posts, videos, and creative content, which contributes to the development of personal identity (Valkenburg & Peter, 2011).

Platforms also enable students to maintain friendships across distances and time zones, creating a sense of belonging and community. For shy or marginalized students, online interaction can offer safer spaces for participation and social engagement (Best, Manktelow, & Taylor, 2014).

Risks to Social-Emotional Wellbeing

While social media can foster connection, it also presents risks to emotional health. Cyberbullying is a pervasive issue, affecting an estimated 20–40% of secondary students and resulting in decreased self-esteem, anxiety, and depression (Kowalski et al., 2014). Social comparison on visually driven platforms like Instagram and TikTok can exacerbate body image concerns and lead to negative mood states, particularly among adolescent girls (Fardouly et al., 2018).

Moreover, excessive time spent on social media may reduce opportunities for in-person interactions and social skill development. Adolescents may rely on online feedback for self-validation, which can heighten vulnerability to peer pressure and social anxiety. These findings suggest that while social media is a valuable tool for social development, its impact depends on usage patterns and the nature of online interactions.

Mental Health Considerations

The U.S. Surgeon General (2023) highlights social media as a moderate-risk factor for adolescent mental health. Studies indicate that high-frequency use is associated with sleep disruption, anxiety, depression, and emotional dysregulation. Levenson et al. (2017) found that

Adolescents who engage in late-night social media use experience shorter sleep duration and lower sleep quality, which negatively affects cognitive function and academic performance.

Furthermore, exposure to negative content and online conflict contributes to stress and decreased well-being. Odgers and Jensen (2020) emphasize that while social media can support mental health for some students through connection and information sharing, it can exacerbate problems for those who are already vulnerable. Parental monitoring, peer support, and school guidance play protective roles in mitigating these risks.

School Policies and Interventions

Digital Literacy Programs

Digital literacy education is crucial for promoting responsible social media use. Schools implementing structured programs teach students about privacy, ethical behavior, and critical evaluation of online content (Ribble, 2015). Evidence indicates that students who participate in digital citizenship curricula demonstrate improved awareness of cyberbullying, privacy risks, and online etiquette.

Programs that combine education with practical strategies, such as creating positive content and reporting harmful behavior, have shown reductions in cyberbullying incidents and improved student confidence online (Hinduja & Patchin, 2018).

Policy Challenges and Recommendations

Despite the benefits of digital literacy, enforcing social media policies in schools is challenging. Many students access platforms via mobile devices, making blanket bans difficult and often ineffective (Livingstone, Stoilova, & Nandagiri, 2017). Research recommends a balanced approach that allows educational use under supervision while promoting self-regulation and responsible behavior.

Some schools have implemented student-led initiatives, encouraging peer mentorship and digital responsibility campaigns. These approaches empower students to manage their online presence and foster a positive digital culture, aligning with developmental needs for autonomy and social responsibility.

Gaps in Literature and Future Research

While research on social media in secondary schools has expanded, gaps remain. Longitudinal studies are limited, making it difficult to assess long-term academic and psychological effects. Emerging platforms like TikTok and Snapchat are under-researched, despite their popularity among adolescents. Additionally, studies often overlook the influence of socioeconomic status, family dynamics, and cultural context on social media use. Future research should investigate these variables and evaluate the effectiveness of school interventions across diverse populations.

Conclusion

Social media exerts a complex influence on secondary school students, offering both opportunities and challenges. It can support collaboration, engagement, and social connection but also introduces risks such as distraction, cyberbullying, social comparison, and sleep disruption. Schools play a critical role in promoting responsible use through digital literacy education, supportive policies, and student-led initiatives. A balanced approach that emphasizes guidance rather than prohibition is essential. Future research and policy development should continue to explore emerging platforms, long-term effects, and strategies to maximize educational benefits while safeguarding adolescent well-being.

References

● Anderson, M., & Jiang, J. (2018). Teens, social media & technology 2018. Pew Research Center.

● Best, P., Manktelow, R., & Taylor, B. (2014). Online communication, social media, and adolescent well-being: A systematic narrative review. Children and Youth Services Review, 41, 27–36.

● Ciampa, K. (2014). Learning in a mobile age: An investigation of student motivation. Australasian Journal of Educational Technology, 30(5), 648–665.

● Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook "friends": Social capital and college students’ use of online social network sites. Journal of Computer-Mediated Communication, 12(4), 1143–1168.

● Fardouly, J., Diedrichs, P. C., Vartanian, L. R., & Halliwell, E. (2018). Social comparisons on social media: The impact of Facebook on young women’s body image concerns and mood. Body Image, 26, 38–45.

● Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6–30.

● Hinduja, S., & Patchin, J. W. (2018). Bullying beyond the schoolyard: Preventing and responding to cyberbullying (2nd ed.). Sage.

● Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162–171.

● Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140(4), 1073–1137.

● Lepp, A., Barkley, J. E., & Karpinski, A. C. (2014). The relationship between cell phone use, academic performance, anxiety, and satisfaction with life in college students. Computers in Human Behavior, 31, 343–350.

● Levenson, J. C., Shensa, A., Sidani, J. E., Colditz, J. B., & Primack, B. A. (2017). The association between social media use and sleep disturbance among young adults. Preventive Medicine, 85, 36–41.

● Livingstone, S., Stoilova, M., & Nandagiri, R. (2017). Children’s data and privacy online: Growing up in a digital age. LSE Media Policy Project.

● Manca, S., & Ranieri, M. (2016). Facebook and the others: Potentials and obstacles of social media for teaching in higher education. Computers & Education, 95, 216–230.

● Odgers, C. L., & Jensen, M. R. (2020). Annual research review: Adolescent mental health in the digital age: Facts, fears, and future directions. Journal of Child Psychology and Psychiatry, 61(3), 336–348.

● Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know. ISTE.

● Rosen, L. D., Carrier, M. A., & Cheever, N. A. (2013). The impact of technology on adolescents’ face-to-face communication and mental health. Journal of Adolescence,

36(3), 467–472.

● U.S. Surgeon General. (2023). Social media and youth mental health: Evidence and policy recommendations. U.S. Department of Health and Human Services.

● Valkenburg, P. M., & Peter, J. (2011). Online communication among adolescents: An integrated model of its attraction, opportunities, and risks. Journal of Adolescent Health, 48(2), 121–127.