The digital world is bringing with it the ubiquitous presence of social networks, which have caused society to take a closer look at the possible consequences of such influence on the youth, especially on their security and mental health. This article draws on the findings of some of the recent research. It will be using them to explore the intricate relationship between media social engagement and primary school children, primarily investigating the consequences of exposing violence and improper content. This paper will take an overview of how various stakeholders, including parents, teachers, and children themselves, view social media’s impact on kids, safeguarding them from online threats. This would help in seeing the multifaceted nature of the influence of social media and the challenges it poses. In view of this, the argument postulates that social media has two sides: it can bring good social interaction and learning, but it is also known for violence and content that is not acceptable. This means there are needs for many strategies that promote digital literacy and internet-enters’ safety in this digital age.
The qualitative study by Hayes et al. (2022) sheds light on parents, teachers, and children’s views on SNS hazards and advantages. Researchers claim most youngsters between 7 and 12 are on SNS, which raises safety and wellbeing concerns. Social media, especially bonding social capital, decreases kids’ social networks and boosts self-confidence, according to the study. However, youngsters seldom notice the broader concerns of internet interactions like cyberbullying. This silence indicates that kids need to understand all about Internet safety. This stresses the need to educate youngsters about SNS dangers and benefits. In addition, parents and instructors must mediate between children and their SNS use, which affects their mediation practices. Sometimes, adults and educators desire the most control due to stranger danger and children’s internet safety issues. Thus, risk mitigation supports a better balance that educates youngsters about both the dangers and advantages of improving digital literacy and safety. The study includes parents’, teachers’, and children’s viewpoints, illuminating the individual, family, and societal perspectives on SNS that shape children’s experiences and perceptions.
FOMO, or the fear of missing out, is an emerging psychological construct that helps understand social media usage (D’Lima & Higgins, 2021). This is defined as the apprehension that others may be having fun with their friends or having rewarding experiences from which one is absent. The research has discovered that there is a direct link between FOMO and SME among primary school children; this proves that the more the level of FOMO an individual experiences, the more they will tend to be a regular visitor on social media networks (D’Lima & Higgins, 2021). This culturalized connection stresses the need for deliberation of psychological factors like fear of missing out in carrying out explorations. On the other hand, getting to the core underlying causes behind the child being fascinated with social media, such as FOMO, will direct the intervention development towards curbing harmful and addictive web behaviors. Through examining the association between FOMO and SME in primary school children, this study brought light to the relationship between the digital age and the social and psychological factors that impact the lives of children of this age group.
Digital society’s proliferation of social media has raised worries about its impact on youngsters under primary school’s oldest grade level. However, many social media platforms have age limitations. Thus, youngsters aged 9–11 voluntarily get on the train and are subject to digital safety threats (Martin et al., 2023). Access to associated social media and online video games makes it simpler for teens to find violent content, blurring the border between school and recreation (Martin et al., 2023). Social networks promote online social relationships and learning possibilities, but they may also lead to cyberbullying, improper content, and privacy issues. Young children’s brains are still developing. Thus, social media’s psychological and developmental vulnerabilities can lead to low self-esteem, anxiety, and safety risks. Teachers and parents should work together to address these issues and teach youngsters about safe and appropriate social media use. Teachers must teach students good online behaviors in addition to digital training to keep them safe.
Some of the critics, however, perceive that social networks can fortify the social lives of children and present some learning rooms. Although this can be good, it has its risks. Research, however, has a contrary opinion. Though there are parental settings and guardians’ control, this is still problematic as some children can unintentionally view unfriendly or risky content or even communication online. Especially these social media platforms may become addictive so that the majority of the time can be spent on the screen. In contrast, other significant activities like physical play and face-to-face social interactions get neglected.
To sum up, purely the basis of parental control of children’s behavior online still needs to help tackle the questions of the general public and the peers that affect the behavior of children on the internet. Equally, the responsibilities lie in acknowledging these benefits, holding assessing and accounting for their associated risks for kids as a whole. It calls for an integrated way that all concerned parties, in the beat of technicians, educationalists, parents and enactors, come in that would ensure responsible digital citizenship and the security of the young folks.
Social media these days become the companion of children’s lives that might lead not only to advantages but also risks as well. Studies are responding to the need to think in the kids’ teachers` and parents` shoes when making decisions regarding social media use. The phenomenon emerging of being too preoccupied and attributed to it as the key player of social engagement among primary school children clearly indicates that interventions towards psychological wellbeing among the younger generation must be factored in. Natural with positive results, the negative aspects remain, such as how safe young people are to get on the internet, especially when they face some inappropriate material and addiction. Collaboration between educators, parents, the government, and technology experts is necessary to appropriately educate digital citizens and ensure wholesome development coupled with the the safety of children in the Digital Era.
Martin, F., Bacak, J., Polly, D., Wang, W., & Ahlgrim-Delzell, L. (2023). Teacher and School Concerns and Actions on Elementary School Children Digital Safety. TechTrends, 67(3), 561-571.
D’Lima, P., & Higgins, A. (2021). Social media engagement and Fear of Missing Out (FOMO) in primary school children. Educational Psychology in Practice, 37(3), 320–338.
Hayes, B., James, A., Barn, R., & Watling, D. (2022). “The world we live in now”: A qualitative investigation into parents’, teachers’, and children’s perceptions of social networking site use. British Journal of Educational Psychology, 92(1), 340–363.