Addressing Student Mental Health in Schools

It's interesting how studies on the negative effects of social media on mental health are mixed: some find an effect, some don't (or only find a very small effect). Some take this as proof that social media is actually fine for mental health. My hypothesis is different. I think that the effects of social media are extremely heterogeneous based on app, population, and dosage: that in some subgroups, some social media apps (when used in high doses) have substantially negative effects on mental health, but in other subgroups, using other social media apps in moderate doses has no negative effect on mental health. For instance, 13-year-old girls in the US using TikTok or Instagram for 4 hours a day may be very differently impacted than 25-year-old men in Denmark using Twitter/X or WhatsApp for 30 minutes per day. The current studies may be like trying to answer the generic question: "Do non-prescription drugs have a negative mental health effect?" This question can't be answered because it combines too many dissimilar things. In particular, the answer hinges on which drugs we're talking about (cannabis vs. fentanyl), the age of the person doing the drug (teenagers vs. adults), and the quantity of drug use (occasional vs. extreme usage). If my hypothesis is true, then getting to the bottom of the true impacts of social media on mental health will require carefully designed studies that subdivide by app and by population (ideally after preliminary research is done to figure out what apps and which populations are reasonable to group together - for instance, it may be essential to segment by gender and rough age group, but it's important to get these segmentations right if the research is going to make progress). Another thing that makes this research so tricky is that social media literally adapts itself to what you pay attention to. So if you tend to click on upsetting things, it will show you more upsetting things, which can create a self-reinforcing cycle, whereas if you click on things that are interesting and pleasant, you'll get more of those instead. Overall, my best guess is that most people’s social media use would be found to have little or no negative causal link to mental health. But I would predict that there is a moderately sized causal negative link to mental health for: • teenage girls scrolling Instagram a large amount (e.g., checking it >25 times daily) • teenage boys playing video games non-socially, very large amounts (e.g., > 5 hours per day) • people who are already predisposed to worry a lot about the state of the world, scrolling Twitter a large amount (e.g., > 3 hours daily) • I also would predict a negative impact on attention or focus for those who use TikTok a lot (>5 hours daily) • But I would predict little to no average negative mental health effects for apps that a person uses only 20 minutes per day or less, since I think that's unlikely to be a high enough dose to cause problems for many people

"While the intention is rarely to cause harm, influential people can get psychological concepts wrong, and there are no checks and balances... it could just go viral, and that’s that.” - Me I came across some research a while back that analyzed TikTok videos under the hashtag #MentalHealth. It revealed that more than 80% of the information in those videos was misleading. Let that sink in—80%. At a time when social media is a primary source of information for many, this statistic is alarming, and it has stuck with me. What strikes me most is how this issue juxtaposes with the hesitation and warnings in the mental health field about engaging with social media. There’s often a vibe—an unspoken hesitation—that being present as a psychologist on social media, or even creating content, is somehow "not what we do." And yet, this reluctance creates a vacuum where misinformation thrives. I really believe more folks in our profession need to get comfortable stepping into this space. It’s one of the reasons I make it a point to stay informed on current trends, pay attention to the creators most popular with my clients, and not shy away from deep dives into trending content topics. If I don’t understand what my population is consuming—or worse, dismiss it outright—I'd be missing a huge opportunity to meet people where they are. When I wake up one day and all of a sudden half of my clients start telling me they are being #verymindful #verydemure #verycutesey I need to know why 😂 I contributed my thoughts on the topic to a recent article published by the American Psychological Association. I discussed two critical points with Zara Abrams: ➡ For whatever population we serve, psychologists should get familiar with the content the community consumes, on the platforms they consume it. This is no longer optional; it’s essential. What our clients see and believe is their reality, it impacts their mental health—and by extension, our work. ➡ My wish is for psychologists to engage more seriously with content creation, either by creating it ourselves or collaborating with and advising those who do. Social media isn’t going away, and neither is the demand for mental health information. If we want to combat misinformation, we need to be part of the narrative. Our voices, rooted in research informed practice, are needed now more than ever. Check out the full article for more thoughts on addressing mental health misinformation. https://lnkd.in/ghD7tdnV

A University of Chicago report found that 57% of college students would “prefer to live in a world without Instagram.” Gen Z, depression, anxiety and screen time...does it have to be this way? While many say there’s no way to “go backwards” on screen time or the use of devices in a culture that's increasingly operated by them (e.g., the toothpaste can’t go back into the tube) I do wonder if there is a way to use less toothpaste.. 😰 WHAT WE KNOW: Gen Z is lonelier than the members of previous generations. They are more anxious and depressed; they get less sleep. Suicide deaths among children 10-14 more than doubled between 2007 and 2017.   "The oldest Gen Z were in middle school in 2009 when Facebook added the Like button and front-facing cameras became ubiquitous. The effect of these tools was to attach kids to “a firehose of social comparison” that pummelled their self-esteem at a critical moment of development. Boys over all, hypnotized by porn and video games, don’t fare hugely better than girls - who have it worst." 🤕 THE WELLNESS PUZZLE:  We (Gen Z) crave wellness, we prioritize mental health, we even show off our self care rituals - but we also see no world where digital connections don’t dominate. Social media simultaneously fills and widens our own emptiness. We’re aware that smartphones disrupt sleep, mood, and self-image, but believe giving up phones is social suicide. And that seems worse. 💡 OUR WAY FORWARD??  Research shows that when adolescents abstain from social media, their mental health improves even as their isolation from their friends who are still on the platforms increases. Are the network effects (and many benefits of screen time - from a creative outlet to social lifeline) too strong -- or are the following still possible: -'Airplane mode' middle schools -Double-age verification social media (minimum age 16, not 13) -??? Dive deeper —> https://lnkd.in/gzNnhfUU #GenZMarketing #GenZ #GenA #screentime #GenZbrands

I will probably catch a lot of 🔥 for this one, but with the school year upon us in the next few weeks I think it needs to be said, again. While there is research to show that mindfulness and meditation can help improve our mental health, for some people that is simply not the case. Children who’ve experienced trauma and are not ready to process it, or haven’t had the opportunity to access mental health treatment for it, can feel very unsafe and vulnerable when closing their eyes and being asked to sit still. Emotions and thoughts might bubble to the surface that they weren’t thinking about, and visual and emotional “flashbacks” are possible. It can be so scary that they tip into their trauma responses and begin to dissociate. Dissociation is a form of the “freeze” response. The problem is, dissociating can look an awful lot like meditation. I am not judging or condemning anyone who has used meditation in the past without this awareness. I know it’s what is being pushed as the answer to all of our mental health problems in the media and elsewhere. And… Deep breathing and silence isn’t going to cut it for many of us, and may cause harm if not used with trauma-informed practices. Trauma-informed meditation: - Offer the option to keep eyes open and allow movement - Check-in with students while they are practicing - Normalize at the start that meditation might bring up uncomfortable feelings and it’s ok to take a break or stop completely. - Give children a subtle sign they can give if they are feeling overwhelmed, like putting their hand on their head or chest. - Instead of focusing on the breath, have them focus on the sensation in their extremities. The further away from our core, the less intense the sensations can be. To receive my free Childhood Trauma Newsletter, visit BethTyson.com and click “subscribe.” ❤️🩹

De-escalation strategies are vital in creating a safe, supportive, and productive learning environment where students feel valued and understood. When educators proactively use techniques like active listening, validating emotions, and offering choices, they help diffuse tension and prevent conflicts from escalating into disruptive or harmful situations. These approaches not only foster trust but also empower students to develop emotional regulation skills, which are essential for their long-term success. By implementing de-escalation strategies, teachers can shift interactions from reactive discipline to meaningful guidance, reinforcing a culture of respect and collaboration. For example, using a calm tone, maintaining non-threatening body language, and providing structured support can help students navigate challenges without feeling overwhelmed. When students experience patience and empathy from educators, they are more likely to engage positively, take ownership of their actions, and build resilience. Ultimately, de-escalation is not just about managing behavior it’s about cultivating an environment where every learner feels safe, heard, and capable of growth. When educators embrace these strategies, they transform classrooms into spaces of empowerment, fostering emotional intelligence and strengthening relationships that support lifelong learning.

Are we overprotecting kids in the real world while underprotecting them online? Jonathan Haidt dives into this big question in “The Anxious Generation,” a must-read for anyone raising kids worried about their children’s smartphone habits and social media use. Haidt argues that being too cautious in the real world while leaving kids unprotected online has left them struggling with anxiety, depression, and loneliness. He calls the years between 2010 and 2015 the "Great Rewiring of Childhood", when children became the first generation to go through adolescence with smartphones leading to 5 foundational harms: 1. Opportunity cost: 7-9 hours/day on devices 2. Sleep deprivation: rates have surged since 2013 3. Social deprivation: time with friends down 65% since 2010 4. Attention fragmentation: the constant pull of notifications 5. Addiction to dopamine hits: likes, retweets, and comments become the currency of self-worth The book is a wake-up call for anyone raising kids or concerned about the role of technology and social media in their lives. It’s packed with research and practical strategies to help families and communities reverse these trends. Haidt’s solutions to escape collective action traps: -No smartphones before high school -No social media before age 16 -Phone-free schools (e.g. phone lockers) -Encourage independence, free play, and real-world responsibility In the past, bold moves were made to protect kids, like introducing car seat laws and banning smoking in schools in the late 1970s. Will we one day see similar action to address the impact of social media?

In Finland, school timetables make space for happiness the way they do for math. Well-being isn’t a side program; it’s woven through lessons, morning check-ins, class councils, and frequent outdoor recess—even in snow. Teachers are trained to coach social skills and self-regulation alongside literacy, so students practice naming feelings, negotiating disagreements, and noticing stress before it boils over. The pace is unhurried, the day is balanced, and learning includes making friends with silence, nature, and one’s own attention. Resilience is taught as a habit, not a slogan. Projects are designed to include safe setbacks so students rehearse coping: planning, retrying, asking for help, and reflecting on what changed. The Finnish idea of sisu—grit with heart—shows up in small, daily routines like stamina reading, mindful breathing before tests, and peer mediation. Anti-bullying work is proactive and collective, using bystander training and restorative conversations so communities repair harm rather than bury it. Support sits everywhere: 15-minute breaks after roughly every 45 minutes of class, free hot lunches, arts and crafts that calm the nervous system, and easy access to counselors, nurses, and special-education help without stigma. Homework stays modest so sleep and family time remain intact. The result is simple and profound—calmer rooms, steadier confidence, and kids who learn how to be well while learning everything else. #StudentWellbeing #EducationReform #Finland

Not many people know this BUT Children who have experienced trauma need more than just time to heal—they need safe, supportive, and understanding environments. As caregivers, educators, and mental health professionals, we can play a vital role in fostering resilience and emotional well-being. Here’s how: 1. CREATE SAFETY Children need a sense of security to regulate their emotions. Providing a quiet space, a peace corner, or simply allowing a child to decompress can help them feel safe and supported. 2. REGULATE THE NERVOUS SYSTEM Stress can trigger hyperarousal (jittery, irritable, explosive reactions) or hypoarousal (withdrawn, numb, shut down responses). Each child is unique—help them find what works for their regulation, whether it’s deep breathing, movement, or sensory tools. 3. BUILD A CONNECTED RELATIONSHIP Connection is key! When children feel safe and cared for, their bodies release oxytocin, a hormone that helps regulate stress. Staying connected and having open discussions about emotions builds trust and emotional resilience. 4. SUPPORT DEVELOPMENT OF A COHERENT NARRATIVE Trauma can create confusion and chaos in a child’s inner world. Predictability, routines, and reliable relationships help them make sense of their experiences and develop a healthy self-narrative. 5. PRACTICE ‘POWER-WITH’ STRATEGIES Trauma often involves a loss of power and control. Instead of using power over children, we should model collaborative and respectful relationships. Empowering children fosters dignity, respect, and emotional healing. 6. BUILD SOCIAL-EMOTIONAL & RESILIENCY SKILLS Trauma can disrupt a child’s ability to form relationships. Teaching communication, empathy, and emotional regulation helps them rebuild these critical skills, leading to healthier interactions and stronger resilience. 7. FOSTER POST-TRAUMATIC GROWTH Healing from trauma is not just about survival—it’s about thriving. Helping children develop problem-solving, self-control, planning, and emotional regulation skills empowers them to find meaning and purpose in their lives. 💡 Trauma-informed care is not just a method—it’s a mindset. Every interaction can either reinforce safety or deepen a child’s wounds. When we approach children with understanding, patience, and support, we help them rewrite their story with hope and strength. How do you implement trauma-informed care in your work or daily life? Let’s discuss! 👇 #TraumaInformedCare #MentalHealth #ChildDevelopment #EmotionalWellness #Resilience #Parenting #Therapy #Healing

The Truth About Trauma-Informed Care: It’s Not What You Think Here’s a truth that makes people uncomfortable: Trauma-informed care isn’t a checklist. It’s not just avoiding triggers or handing someone a coping tool. Trauma-informed care is the intentional application of three radical principles: ·       Compassion ·       Hope-building ·       Dignity restoration I didn’t understand this at first until I met Xavier in 1996. At 17, Xavier had been through more than most adults. Chronic neglect. Community violence. Multiple foster placements. His eyes told stories his words couldn’t. Most staff labeled him as “disrespectful,” “Oppositional,” and “withdrawn.” In our first meeting, he spoke very little. When I asked him what he wanted from the program, he said flatly, “I don’t want to be here. None of this helps.” Initially, I considered reviewing his goals or reviewing his expectations. But I paused. Something inside me said, 'Start with compassion.' Compassion Isn’t a Feeling.  It’s an Intervention! Xavier didn’t need to be fixed. He needed to be felt. Instead of interrogating his resistance, I said: “I imagine you’ve had a hundred people tell you what’s wrong with you, and not one of them asked what happened to you. I won’t be the hundred and first.” His shoulders dropped just a bit. Compassion met his nervous system where it was, not where I wanted it to be. Please understand me when I say that hope isn’t a Luxury, it’s a Lifeline. Hope is often dismissed as “fluff,” but neuroscience reveals that it activates the prefrontal cortex, the part of the brain responsible for decision-making and planning for the future. With Xavier, I stopped focusing on behavior management and started planting seeds: “You may not see it yet, but there’s a future version of you that’s going to blow your mind.” At first, he rolled his eyes. But a week later, he asked, “What do you think that version of me is doing right now?” That’s hope. Not fantasy, possibility. Xavier helped me learn that dignity isn't something that's earned; it’s something that’s reclaimed. Trauma steals more than safety. It is worth. When we treat someone like they matter, they begin to believe they do. By month three, Xavier was mentoring younger teens in the group. He still had rough days, but his identity shifted from “broken” to “becoming.” Here’s what I learned from Xavier: ·       We can’t create a trauma-informed system by memorizing definitions or banning loud noises. ·       We are practicing a trauma-informed way when we treat people with the same compassion, hope, and dignity they were never afforded. If we work with people, especially those impacted by trauma, we should ask ourselves: Am I offering compassion before control? Am I building hope, not just compliance? Am I restoring dignity, or am I demanding respect? Trauma-informed care isn’t about trauma. It’s about being human.

🧬Teaching Practices that Also Boost Students’ Natual Mood Enhancers🧬 You’ve probably heard of Oxytocin (“love hormone”), Dopamine (“reward hormone”), Serotonin (a mood stabilizer), and Endorphins (the natural painkiller). Did you know your teaching strategies could boost students’ natural production of these chemicals, improving regulation, and creating the biological conditions for individual success?! Fostering Social Connections (Oxytocin): - Encourage group activities and collaborative projects to promote bonding among students. - Incorporate activities that involve positive physical contact, like handshakes, high-fives, or team huddles, respecting personal boundaries. Setting Achievable Goals (Dopamine): - Break down large assignments into smaller, manageable tasks to help students experience a sense of accomplishment. - Encourage goal-setting for both academic and personal growth, and celebrate these achievements in class. Incorporating Physical Activity and Humor (Endorphins): - Start classes with short, fun physical activities like stretching. - Use humor in teaching and encourage laughter in the classroom, perhaps through funny anecdotes or educational games. Promoting Outdoor Activities and Mindfulness (Serotonin): - Organize outdoor lessons or field trips to expose students to natural settings. - Implement mindfulness practices, such as meditation or deep-breathing exercises, which can increase serotonin levels. Keep in mind that it’s still crucial to create a supportive and stress-free learning environment and check in on student mental health, but I hope folks find this helpful! #personcenteredcare #studentmentalhealth #traumainformedcare