Response To Meta’s Decision To End Fact-Checking

Source: www.pexels.com

In previous LIAS blogs we have been highlighting the importance of digital/ news literacy to decipher misinformation. Below is a response by the News Literacy Project (NLP) on Meta’s recent decision to end fact-checking on their platforms. To view their original statement, click here.

 

Guest Blog from The News Literacy Project

In response to the announcement that Meta will end fact-checking on Instagram, Facebook and Threads, the News Literacy Project released the following statement:

Meta is removing measures that mitigate the spread of false, harmful information on their platforms, and social media users will suffer because of it. These users already are vulnerable to manipulation by malicious actors promoting unreliable sources and information engineered to exploit our cognitive biases, including the desire to confirm our preexisting ideas and beliefs.

“This move demonstrates that Meta has largely given up on moderation efforts that remind people of the facts and encourage people to seek out credible, standards-based sources of information. Productive, respectful civic discourse requires moderation and agreed-upon principles – like civility, an acknowledgement of strong evidence and an acceptance of facts. This kind of responsible moderation is not ‘censorship,’ it provides the foundation for honest, fact-based discourse,” said Peter Adams, Senior Vice President of Research and Design at the News Literacy Project.

“Mark Zuckerberg’s decision to end Meta’s fact-checking program not only removes a valuable resource for users, but it also provides an air of legitimacy to a popular disinformation narrative: That fact-checking is politically biased. Fact-checkers provide a valuable service by adding important context to the viral claims that mislead and misinform millions of users on Meta,” said Dan Evon, lead writer for RumorGuard®, the News Literacy Project’s digital tool that curates fact checks and teaches people to spot viral misinformation.

The News Literacy Project’s public policy statements call on social media companies to:

• Provide and enforce clear community standards.
• Pursue the removal of malicious accounts, including those dedicated to pushing extremism and disinformation.
• Design adjustment of algorithms to reduce the spread of misinformation, promote credible information, and help reverse political division and polarization.

You may also be interested in NLP’s TikTok on this topic: https://www.tiktok.com/@newslitproject/video/7457651435069689134

MORE ABOUT...

The News Literacy Project is a nonpartisan nonprofit building a national movement to ensure that all students are skilled in news literacy before high school graduation, giving them the knowledge and ability to participate in civic society as well-informed, critical thinkers. Founded in 2008, NLP is the country’s leading provider of news literacy education and works with educators in all 50 states. Learn more at newslit.org.

 

Girls, Social Media and Mental Health (Part 2)

Source: www.unsplash.com

By Sam Piha

This is one blog in a series of blogs regarding the issue of social media and youth mental health. 

Body Image





“It ultimately really affected my body image, my perception of what was considered beautiful or accepted into society. But the only thing I was getting out of social media was feeling fatigued, or I would feel sad.” [i] - Lea Nepomuceno, 18, a freshman at George Washington University

 

According to Reagan Lord, “In the digital era, social media has become an integral part of teenagers’ daily lives. With the click of a button, they can access a world of curated images and videos that often depict idealized versions of beauty and perfection. As a result, many young people find themselves comparing their own bodies to those of influencers and celebrities, leading to feelings of inadequacy and low self-esteem. In this blog post, we will explore the ways in which social media can impact teenagers’ body image and discuss strategies for promoting a healthy self-image in today’s online world.



Source: Ruling Our
Experiences (ROX)

Social media has a profound influence on teenagers’ body image, often perpetuating unrealistic beauty standards that can lead to negative self-perceptions and mental health issues. However, by raising awareness of these risks and implementing strategies to promote a healthy body image, we can help young people navigate the digital world with confidence and self-assurance. It is essential for parents, educators, and society as a whole to prioritize the well-being of teenagers and provide them with the tools they need to develop a positive relationship with their bodies. By fostering a culture of self-acceptance and authenticity, we can empower the next generation to embrace their uniqueness and value themselves for who they are, rather than how they appear online.” [ii]

KidsHealth.org offers the following advice: 

 

“How Can I Accept the Way I Look?:  Some people think they need to get in better shape to have a good body image. They think, “When I get in better shape, I’ll like my body.” But it’s best to start the other way around. Accept yourself first. Here are ways to do that:

• Realize that nobody’s perfect. Everyone has "flaws," even people with seemingly ideal figures. So, see your body the way it is rather than the way you want it to be.
• Don’t body-shame yourself. When you make harsh comments about your own body, it harms your self-esteem. That’s true whether you say something out loud or think it to yourself. It can hurt as much as if someone else said it. So be kind and respectful to yourself. Ask, “Would I talk this way to my best friend?” Treat yourself like a good friend would.
• Don’t compare yourself with other people. The saying goes “comparison is the thief of joy.” Find things to like about your own body and be thankful for all the great things it can do.
• Accept compliments. When someone gives you a compliment, say “thank you” instead of not believing what’s being said. 

“How Can I Like My Body?:  When you accept your body, it’s possible to learn to love (or at least like) what you have. Here’s how:

• Find things to like about your looks. Every time you look in the mirror, find at least two things you like about yourself. Maybe your hair, face, or hands. What about your shape, shoulders, or legs? Your eyes or smile? Make a habit of telling yourself what you like and why. If you get stuck, ask someone who cares about you, like a good friend or trusted adult. Know that there’s lots to like about you. Let yourself feel good.
• Focus on what your body can do. There’s more to your body than your looks. When you play a sport, walk, run, dance, or swim — that’s your body in action. Your body is there for you when you stretch, reach, climb, or jump for joy. It also allows you to you carry and build things, and give someone a hug. Be amazed and thankful.
• Be aware of your body. Pay attention to your body as you go through the day. Enjoy the way it feels when you walk, run, and play. Listen to it when it needs food or rest. Things like yoga can help you observe your body more closely, teaching you to pay attention to how you breathe and move.” [iii]

“People try to make you feel bad about what you’re doing or how you look.” [iv] – Teen girl 

 

Source: www.pexels.com

Photo Filters

According to the Boys & Girls Club of America, “Teens are inundated daily by digitally manipulated images. For instance, more than 69% of U.S. teens use Snapchat2, a multi-media instant photo messaging app known for its image filters. Instagram, Facebook and Twitter also offer various forms of photo enhancements. And, there are hundreds of photo editing apps, like Facetune and Picsart, that take these editing capabilities even further. It’s no surprise that 80% of girls say they’ve downloaded a filter or used an app to change the way they look in photos by the time they’re 13 years old.

One of the many problems with image filters is that young people scrolling through their social feeds often don’t know they’re being used, mistaking enhancements and airbrushing as reality. A 2017 study in the journal Cognitive Research: Principles and Implications found that subjects only correctly identified manipulated images 60% to 65% of the time3. The pervasiveness of digitally-altered images is now having a profound impact on girls’ expectations and understanding of societal beauty standards and how they see themselves.” [v]

“Research conducted by the Dove Self-Esteem Project in 2020 revealed startling insights:

• 80% of girls have downloaded a filter or used an app to change the way they look in photos by age 13.
• 67% of girls try to change or hide at least one body part/feature before posting a photo of themselves.
• 59% of girls with lower-reported body-esteem regularly distort their photos before posting them on social media.
• 37% of girls say they don’t “look good enough” without any photo editing.” [vi]



“With the rise of social media, digital distortion is now happening on a much bigger scale, by younger people, without regulation…when editing apps are used to digitally distort images to conform to unrealistic beauty standards that cannot be achieved in real life, it can damage young people’s self-esteem. Dove wants to highlight this issue and provide tools to parents and caregivers to help young people navigate social media in a positive way.” [vii] —  Firdaous El Honsali, Global Communications & Sustainability Director, Dove 

Source: ROX

“Their experiences are beginning to reveal to them the various ways that social media has impacted their relationships, confidence, body image and decisions and they don't want that same experience for their younger peers or siblings. ... As adolescent and teen girls spend more time on social media platforms, constantly exposed to information and feedback from others about their appearance, successes, failures, conflicts, and more, life challenges that may have been minor blips can become magnified and take a toll on their well-being.” [viii] - Lisa Hinkelman, founder and CEO of Ruling Our eXperiences, a nonprofit focused on research and programming about girls. 

To read and download our briefing paper, Social Media and Youth Mental Health, click here.

To watch our webinar on this topic, click here. 

END NOTES

[i] The Associated Press, In Their Own Words: What Young People Wish They’d Known About Social Media

[ii] Reagan Lord, The Impact of Social Media on Teenagers’ Body Image

[iii] Kidshealth.org, Body Image and Self-Esteem

[iv] Monica Anderson, et. al., Connection, Creativity and Drama: Teen Life on Social Media in 2022

[v] Boys & Girls Club of America, Digital Distortion: How Filters are Changing the Way Girls See Themselves

[vi] Boys & Girls Club of America, #TheSelfieTalk: A Must-Have Conversation with Kids in the Digital Age

[vii] IBID.

[viii] Suzanne Blake, Teens Willing To Give Parents Control of Their Social Media

Social Media and Mental Health: Students Share Their Top Strategies for Striking a Balance Online

Source: www.pexels.com

Guest blog from The Social Institute

This is one blog in a series of blogs regarding the issue of social media and youth mental health. 

With teens reaching for their phones an average of 100 times daily, educators and families are looking to find positive strategies to empower students to strike a balance online and offline. 

At The Social Institute, we believe that gradually introducing students to social media is key to preparing them for a tech-fueled world. Recently, students shared their insights with CBS on how to coach younger peers in proactive social media use. 

From setting online time limits to taking social media ‘detoxes,’ let’s explore advice from high school and college students and how educators can guide students this school year:

Striking a balance with tech: Insights from older students

CBS recently huddled with students to gather their insights on tech use and what they wish they had known before diving into the online world. 

For many students preparing to graduate high school and begin their college journey, technology plays a significant role in their lives and will continue to do so. With 91% of students owning a smartphone by age 14, many have become experts at navigating social media platforms in positive ways. By elevating student voices and learning from their experiences, educators can share valuable tips with others on how to maintain a healthy balance with tech.

Here’s what these students had to say about managing social media:

Set time limits: “If there was advice that I could give to my younger self, it would be to tell my parents to set up time limits for me — even though I would have never said that when I was starting social media.” –Sienne, 17

Take time to interact with the world around you: “You can use social media to amplify your passions, but to do that you need to do a lot of work outside of social media, to discover who you are as a person, what matters to you, and what contributions you can make to the world.” –Lea, 18, 

Monitor screen time and set tech-free breaks: “When you first get these apps, it hits you — like, BOOM, there is so much content. Styles, fashion models. It really impacts you heavily when you first get it, this feeling of: ‘How do they do it? How do they look like this? How do they get clothes like that?‘ When you’re new to social media, these trends can overtake you. I started to use Screen Time (monitoring) on my phone and limit the amount of time I am on social media. I’ve been taking phone detoxes. On weekends, I’ll take a social media detox for 10 hours or the majority of the day. I’ll hang out with my family, ride my bike. I only have notifications for my messages and workspaces. I don’t have any notifications on for social media apps.” –Ava, 18

Social media is not real life: “It’s so easy to look at your friends’ stories and feel this feeling of FOMO, of missing out and comparing yourself, like: ‘Oh, my friend just got a new car.‘ It’s like this overwhelming sense of comparison, but the things that people post on social media, it’s just the highlight reel, like the 1% of their life that they want to showcase to other people.” –Bao, 18

Given that 75% of students view their teachers as role models and mentors, educators have a powerful influence in empowering students to navigate social media and technology in positive, high-character ways.

When students feel like they have a voice, they're more motivated, engaged, and find purpose in school. By huddling with students on these strategies, educators can meet students where they are and create a positive learning environment. 

The Social Institute’s Take: Helping Students Navigate Technology

Striking a healthy balance with technology is essential for prioritizing key activities like studying, pursuing hobbies, and spending time with friends. For younger students, getting a new device or an Instagram account can be thrilling, leading them to spend significant time online. While social media offers great opportunities for connection and learning, it's best used in moderation to ensure students can focus on what truly matters to them.

Here are some tips to help young students ease into technology and manage screen time effectively in the classroom:

1. Introduce the Screen Time Pyramid: The Screen Time Pyramid helps students understand that not all screen time is equal, guiding them to balance online activities like connecting, socializing, learning, and relaxing.



2. Gradually Introduce Technology: Platforms like Zigazoo, the world’s largest social network for students, provide a community where young learners are introduced to technology in a controlled environment. This approach empowers them to make positive online choices through project-based learning, mentorship, and innovative strategies. Learn more about it here!

3. Seek Student Voice: Engage your class by discussing tips for striking a balance with technology. Amplify their voices by asking for their own advice on managing screen time.

When students are encouraged to balance their tech use, they are better equipped to make decisions that support their health, happiness, and future success. For more ideas on how educators can inspire students to balance their screen time, explore our #WinAtSocial lesson, Learning from the pros and balancing time on tech to reach our goals.

To read and download our briefing paper, Social Media and Youth Mental Health, click here.

To watch our webinar on this topic, click here. 

Happy Holidays!

All of us at Temescal Associates and the How Kids Learn Foundation wish you a peaceful and restful holiday! 

Girls, Social Media and Mental Health (Part 1)

Source: www.pexels.com

By Sam Piha

This is one blog in a series of blogs regarding the issue of social media and youth mental health. 

Teenage girls are already more likely to suffer from mental health issues than boys.

“Teen girls are more likely than teen boys to cite certain negative experiences on social media.” [i] 

“With so many of their daily struggles now playing out on social media, young girls’ mental health and self-confidence have taken a major hit over the past six years, a new survey of thousands of girls suggests.” [ii] 

Source: Ruling Our Experiences

The 2023 Girls' Index from Ruling Our Experiences (ROX) found a staggering connection between social media use and lower confidence in teenage girls. And rates of extreme sadness and depression increased for girls in every grade alongside their social media usage.

“Like just about every other 13-year-old, Riley [in ‘Inside Out 2’] has a smartphone. We see her using it to take selfies, but the coach at the hockey camp takes all the phones away at the beginning of the weekend (Go, coach!). If Riley has this much anxiety without a phone, imagine what she would be like if she were constantly checking one. It is perfect that the only emotion associated with her own device is Ennui. Because, frankly, ennui was really not an emotion associated with teenagers until fairly recently.” [iii] - Naomi Schaefer Riley, a senior fellow at the American Enterprise Institute, reviews Disney’s ‘Inside Out 2’

“The harms from social media were more apparent in teen girls, of which 45 percent said they felt overwhelmed by the drama, and 28 percent said they felt worse about their own lives, compared to just 18 percent of boys.” [iv]

“Nearly every girl who responded to the survey said they use social media to some degree, including 95 percent of 5th graders, and 46 percent reported spending six or more hours per day on social media platforms. For 5th and 6th graders, the median amount of time they spent on social media has more than doubled since 2017.” [v] 

According to ROX, “with technology and social media becoming an ever-present reality, it is important to understand how technology is related to other aspects of girls’ lives. We asked girls about the time that they spent using technology (computers, tablets, phones, video games, etc.) as well as the time they spent engaged specifically with social media. 

ROX, in a survey of over 17,500 girls, grades 5-8, found that “girls who spend the most time using technology were also the most likely to: 

• Say they are sad/depressed nearly every day 
• Want to change their appearance 
• Not participate in sports, band, theatre, arts or other extra-curricular or enrichment activities 

We also learned that social media use is related to girls’ perceptions of their relationships with others. Specifically, girls who spend the most time on social media were also less likely to: 

• Trust other girls 
• Have supportive friends and adults to talk to about serious issues 
• Enjoy coming to school 

While there is much more to explore about these relationships, it is clear that increased use of technology and social media is related to some personal and relationship challenges for girls.” [vi]

Source: Ruling Our Experiences (ROX)

Source: Ruling Our Experiences (ROX)

According to ROX, “The Girls' Index found a staggering connection between social media use and lower confidence in teenage girls. And rates of extreme sadness and depression increased for girls in every grade alongside their social media usage.” [vii]

To read and download our briefing paper, Social Media and Youth Mental Health, click here.

To watch our webinar on this topic, click here. 

END NOTES

[i] Monica Anderson, et. al., Connection, Creativity and Drama: Teen Life on Social Media in 2022
[ii] Caitlynn Peets, The State of Girls’ Mental Health and Self-Confidence, in Charts
[iii] Naomi Schaefer Riley, Looking at Riley’s Outer World in ‘Inside Out 2’
[iv] Suzanne Blake, Teens Willing To Give Parents Control of Their Social Media
[v] Caitlynn Peets, The State of Girls’ Mental Health and Self-Confidence, in Charts
[vi] Ruling Our Experiences (ROX), The 2023 Girls’ Index
[vii] IBID.

The Benefits and Negative Impacts of Social Media

Source: www.unsplash.com

By Sam Piha

“Social media has definitely had some negative influence on me, but overall, it has been an overwhelmingly positive effect. It allows me to connect with my friends in ways that would otherwise be impossible and has introduced me to many of my favorite books, movies, and games. I’ve also learned a lot from some platforms, like YouTube, which can be used for educational purposes too.” [i] – Teen girl

This is one blog in a series of blogs regarding the issue of social media and youth mental health.  

Social media is not all bad. According to the U.S. Surgeon General’s Advisory, “Social media can provide benefits for some youth by providing positive community and connection with others who share identities, abilities, and interests. It can provide access to important information and create a space for self-expression. The ability to form and maintain friendships online and develop social connections are among the positive effects of social media use for youth. These relationships can afford opportunities to have positive interactions with more diverse peer groups than are available to them offline and can provide important social support to youth. The buffering effects against stress that online social support from peers may provide can be especially important for youth who are often marginalized, including racial, ethnic, and sexual and gender minorities.

For example, studies have shown that social media may support the mental health and well-being of lesbian, gay, bisexual, asexual, transgender, queer, intersex and other youths by enabling peer connection, identity development and management, and social support. Seven out of ten adolescent girls of color report encountering positive or identity-affirming content related to race across social media platforms.

A majority of adolescents report that social media helps them feel more accepted (58%), like they have people who can support them through tough times (67%), like they have a place to show their creative side (71%), and more connected to what’s going on in their friends’ lives (80%). In addition, research suggests that social media-based and other digitally-based mental health interventions may also be helpful for some children and adolescents by promoting help-seeking behaviors and serving as a gateway to initiating mental health care.” [ii]

According to Youth Engaged 4 Change, “There are many positives to using social media, including social support, connecting with others in a meaningful way, and seeking out information. Here are some benefits to using social media: 

• By reaching out to like-minded people on social media, you can grow your social support network of peers and find help with making personal decisions and forming opinions. 
• Connecting with others on social media can help decrease feelings of isolation.
• Using social media can help you explore your interests and personal identity. It can give you opportunities to try out new hobbies, develop skills, and explore your passions such as artistic, academic, or advocacy interests.
• Social media can help you stay connected with friends who live far away and connect you to new people who share similar interests, while also allowing you to learn from those who have different perspectives.
• Being active on social media can help with developing your personal and professional skills, such as participating in advocacy and leadership efforts, finding internships and job opportunities, and applying to school.” [iii]

According to the Annie. E. Casey Foundation, “In some cases, social media can provide social support from peers or others, which may be especially beneficial for marginalized young people, such as sexual and gender minorities. For instance, according to the Surgeon General’s advisory, social media may boost the mental health of LGBTQ youth by fostering connections with peers, facilitating identity development and enabling social support. 

Research also indicates that social media-based mental health interventions may be useful tools for kids and teens, and they may help young people learn to seek help or professional care when needed. In this sense, social media platforms could serve as a gateway to mental health care or at least online social support as a buffer against stressors.” [iv]

THE NEGATIVE IMPACT OF SOCIAL MEDIA 

While there are many positives to social media use, there can also be harmful experiences, such as online bullying, harassment, and feeling inadequate when comparing yourself to others. 

 

“Pressure, comparing myself, cyberbullying, stuck in a loop of social media, having an empty-feeling effect after use, going down rabbit holes of comparing myself, overwhelming.” [v] – Teen girl 

According to the Surgeon General’s Advisory, children and adolescents on social media are commonly exposed to extreme, inappropriate, and harmful content, including: Content perpetuating body dissatisfaction, disordered eating behaviors, social comparison, and low self-esteem, especially among adolescent girls. [vi] 

Merion Mercy Academy adds, “Social media use can clearly be excessive and problematic for some: 

• On a typical weekday, nearly one-in-three adolescents report using screens (most commonly social media) until midnight or later. 
• Studies have shown a relationship between excessive social media use and poor sleep quality, reduced sleep duration, sleep difficulties, and depression among youth. 
• One-third or more of girls aged 11-15 say they feel “addicted” to certain social media platforms and over half of teenagers report that it would be hard to give up social media. 
• While the surgeon general’s advisory recommends immediate actions that can be taken by policymakers, technology companies, and researchers, much of the burden falls on parents and children themselves. [vii]

Adolescence Is a Vulnerable Phase of Development 

According to the Annie E. Casey Foundation, “The mounting evidence regarding social media’s adverse effects on youth is especially concerning given that adolescence is a critical period of development, when different areas of the brain begin to integrate and the prefrontal cortex develops at an accelerated pace. In this phase, the brain is especially open to learning and growing, and teens may have intensified sensitivity to the nature of social media, according to the Surgeon General’s advisory. Adolescence also involves profound physiological changes — these young people are simultaneously navigating increasing autonomy, forming their identities, developing relationships and more. Thus, the potential effects of social media during this vulnerable phase warrant particular attention.” [viii] 

 

Inappropriate Images

According to Suzanne Blake for Newsweek, "Use of social media also may increase the likelihood that teens would be exposed to violent or inappropriate images that may be difficult to cope with effectively," Ehrenreich-May told Newsweek. "Just like car seats and seat belts increase the safety of children and adolescents in vehicles, putting safety precautions in place to mitigate the negative impacts of social media seems important in terms of public health and general well-being on a population level." [ix]

Source: Pew Research Center

“Numerous studies show that higher levels of social media use among children and adolescents are linked to adverse effects, including depression and anxiety, inadequate sleep (which can disrupt neurological development and lead to depression and suicidal behaviors), low self-esteem, poor body image, eating disorder behaviors and online harassment. These risks are greater for girls versus boys and for those already experiencing mental health issues. 

Additional risks include: 

• Nearly 2 in 3 adolescents are “often” or “sometimes” exposed to hate-based content on social media.
• Studies have found a connection between social media cyberbullying and depression among young people.
• Teen girls and LGBTQ youth are more likely to experience cyberbullying and online harassment, which can lead to negative emotions.” [x]

To read and download our briefing paper, Social Media and Youth Mental Health, click here.

To watch our webinar on this topic, click here. 

END NOTES

[i] Monica Anderson, et. al., Connection, Creativity and Drama: Teen Life on Social Media in 2022

[ii] U.S. Surgeon General’s Advisory, Social Media and Youth Mental Health

[iii] Youth Engaged for Change, Tip Sheet on Social Media Use and Mental Health

[iv] Northern Kentucky Tribune, Annie E. Casey Foundation: Social media’s concerning impact on teens’ mental health

[v] Monica Anderson, et. al.,  Connection, Creativity and Drama: Teen Life on Social Media in 2022

[vi] U.S. Surgeon General’s Advisory, Social Media and Youth Mental Health

[vii] Merion Mercy Academy, Protecting Teen Girls from the Harmful Effects of Social Media

[viii] Northern Kentucky Tribune, Annie E. Casey Foundation: Social media’s concerning impact on teens’ mental health

[ix] Suzanne Blake, Teens Willing To Give Parents Control of Their Social Media

[x] The Annie E. Casey Foundation, Social Media and Teen Mental Health

Social Media Use by Youth

Source: www.pexels.com

By Sam Piha

“The Centers for Disease Control and Prevention reports that children in the U.S. spend between 6 to 14 hours a day in front of a screen, with much of that time viewing social media content.” [i]

This is one blog in a series of blogs regarding the issue of social media and youth mental health. 

According to the U.S. Surgeon General’s Advisory, entitled Social Media and Youth Mental Health, “In 2017, 85 percent of teens used social media daily, and in 2022, that number had reached 95 percent. This is in stark contrast to 2009, when only around half used it daily, according to the Pew Research Center. At the same time social media use by teens skyrocketed, teenagers found themselves at the precipice of a mental health crisis that hadn't been observed in previous generations.

The number of young adults and teenagers reporting negative psychological symptoms soared for those born in 1995 or later, and the greatest spike occurred in 2011, which is roughly when social media became prevalent across society, experts say.

U.S. social media platforms require users to be at least 13 years old, nearly 40% of kids ages 8 to 12 use social media. The advisory also noted: Adolescents who use social media more than three hours per day face twice the risk of experiencing poor mental health outcomes. A recent survey found that eighth and 10th grade students spend an average of 3.5 hours per day on these platforms.” [ii]

Source: Rawhide.org

“The average teen using social media has 300 Facebook friends, 79 Twitter followers, 150 Instagram followers, and receives more “snaps” from Snapchat than texts. Facebook, Twitter, and Instagram are used mainly to share images through their mobile device. 21% of teens believe using a mobile device allows them to hide information from their parents more effectively.” [iii]

A recent survey of teens showed that, on average, “youth spend 3.5 hours a day on social media, which is particularly concerning because research has shown that those who spend more than 3 hours a day face double the risk of poor mental health including experiencing symptoms of depression and anxiety.” [iv] 

Source: Ruling Our Experience (ROX)

“I would say just don’t use it. It’s kind of a waste of time. You’re just having conversations about pointless things, random pop culture stuff. It just sucks your time. You’re not really getting anything out of it, just short-term satisfaction. It’s kind of meaningless. I know this is kind of outlandish, but I feel like there should be some sort of age limit because I don’t think children should be on the internet.” [v] — Mikael Makonnen, 18, a freshman at American University 

“While social media offers numerous benefits, it is essential to acknowledge and manage the potential dangers it presents to teenagers. We must help teens navigate the hazards of social media and create a safer and more positive online experience. Together, let's empower teenagers to make informed decisions, build healthy relationships, and flourish in the digital landscape—their very lives may depend on it.” [vi] 

“A lot of people make their life artificial so that they’re perceived in a certain way. And I think going into social media, I wish I knew it is a tool to learn from. There’s so much information, and you’re able to learn so much about different things. ... I wish people had that outlook rather than the whole idea of other people viewing you and having to be seen a certain way.” [vii] - Nour Mahmoud, 21, a junior at Virginia Commonwealth University 

To read and download our briefing paper, Social Media and Youth Mental Health, click here.

To watch our webinar on this topic, click here. 

END NOTES

[i] Nancy Skinner, Protecting Our Kids From Social Media Addiction
[ii] U.S. Surgeon General’s Advisory, Social Media and Youth Mental Health
[iii] Rawhide Youth Services, Social Media: A Gateway for Child Predators
[iv] Merion Mercy Academy, Protecting Teen Girls from the Harmful Effects of Social Media
[v] The Associated Press, In Their Own Words: What Young People Wish They’d Known About Social Media
[vi] Merion Mercy Academy, Protecting Teen Girls from the Harmful Effects of Social Media
[vii] The Associated Press, In Their Own Words: What Young People Wish They’d Known About Social Media

Today We Are Thankful

We know that the holidays are a time to remind us to be thankful for what we have. From all of us at Temescal Associates and the How Kids Learn Foundation, we wish you a peaceful and restful holiday! We are most grateful to all of you who work hard to support our youth in out of school time. 

 

The Importance of Financial Literacy

By Sam Piha 

Source: Vermont Afterschool, Inc.

In 2023 we made the case that, “financial well-being is a growing problem for today's youth. For instance, today’s youth can amass debt quickly, often in the form of school loans or credit card debt. We know from research that young people who are financially literate make much better decisions regarding their future finances. However, most young people, especially youth of color, lack access to financial literacy information. This is referred to as America’s financial literacy gap. Afterschool programs are especially well positioned to address the need for financial literacy. ”[i]

We posted a LIAS blog, released a briefing paper and hosted a webinar/training to raise awareness and understanding of the importance of financial literacy for youth. Thus, we were excited to learn from California’s EdSource that, “soon, all California high school students will learn about college grants and loans, how tax rates work, the benefits of insurance and how interest high rates can blow your budget when you miss a payment on a credit card.”

“Research shows that students who have access to high-quality financial education have better financial outcomes as adults that result in less debt and a higher quality of life.” - Tony Thurmond, California Superintendent of Schools

This week, legislators rushed to pass legislation that would make California the 26th state to require a course in personal finance as a requirement for high school graduation as of 2030-31. A semester of personal finance must be offered in all high schools starting in 2026-27. Under the bill, the Instruction Quality Commission, which reports to the State Board of Education, will create a curriculum guide and resources for a personal finance course by May 31, 2026.

The course will include these topics:

• Fundamentals of personal banking, including savings and checking accounts
• Budgeting for independent living
• Financing college and other career options
• Understanding taxes and factors that affect net income
• Credit, including credit scores and the relation of debt to credit
• Consumer protection skills like identifying scams and preventing identity theft
• Charitable giving
• Principles of investing and building wealth, including pensions and IRAs, stocks, bonds, and mutual funds” [ii]

“It’s often the students who need financial literacy the most that receive it the least. Parents of low-income students are far less likely to be financially literate themselves, which means they can’t pass that knowledge down to their children. I truly believe this bill is one of the most impactful and feasible ways we can combat wealth inequality in our state.” - Kayvon Banankhah, a high school junior from Modesto, CA

When asked in a survey, youth reported learning how to manage money was “meaningful” and something they wanted.



Source- Youth Voice: Future Directions for Afterschool Prepares Youth for the Future 

1,087 young people who participate in 321 afterschool programs responded to the survey.

END NOTES

[i] Temescal Associates, Promoting Financial Literacy for Youth in Afterschool Programs
[ii] John Fensterwald, Add personal finance to what every California high school graduate must learn

The Wonder of Being Kind

Source: Character.org

Sixth grade student, Aishi Roy, wrote this essay, which was originally published by Character.org’s The Laws of Life essay contest. This contest encourages elementary, middle, and high school students to reflect and write about a core value that means the most to them – and why.

...

It all started one Monday during lunchtime as I was scouting for my usual group and they were nowhere to be seen in the cafeteria.  

When I noticed a new girl sitting alone at lunch. Her name was Anne, and she seemed shy and nervous. I remembered how it felt to be the new kid in school since I have moved a lot, so I decided to go over and asked “Mind, if I sit here?” Anne nodded. I asked her where she is from. Anne replied, “From Russia.” 

I realized that she was not only new to school but also to the USA. It was a much bigger shift for her than I thought it would be. At that moment, I thought I could develop a new friendship; in this way, I would learn something new and help her with things around school. For the next couple of days, we started hanging out during lunch, and I would help her with small things. It was like a chain reaction of kindness, all because one person took the time to show a little compassion. All of my friends started doing the same. 

It felt like being nice and kind is like having a magic touch that can truly transform the world for the better. It's not a word, it's a way of living. Just imagine if everyone treated each other with kindness, what a world that would be! 

I have found that in my school life, when I am helping a friend with their studies, lending an ear to someone in need of support, or consoling someone who is feeling down, kindness has the ability to make an impact on people's lives. When we extend warmth to others it motivates them to reciprocate in kind. 

Moreover, kindness isn't about how we interact with others; it also encompasses how we treat ourselves. It's vital to extend kindness towards ourselves—to practice self-compassion and self-care. This entails being gentle with ourselves, forgiving our missteps and acknowledging our value. By being kind to ourselves we enhance our ability to display kindness towards others. 

In essence kindness is indeed a strength that resides within each of us. It holds the potential to transform the world through acts of goodwill. As a 12-year-old I hold the magic power to impact those around me positively by doing small acts of kindness. 

Let’s spread kindness everywhere we go and see how the world transforms into a joyful place, for everyone. Keep in mind kindness isn't merely an action we take; it's a reflection of ourselves. Lastly, kindness has this ability to spread from one person to another like wildfire.

MORE ABOUT…

Aishi Roy is a 6th grader at Rose Hill Middle School, Washington.

 

 

The Laws of Life essay contest sponsored by Character.org encourages elementary, middle, and high school students to reflect and write about a core value that means the most to them – and why.

Character.org is a non-partisan organization that advocates for character.

It is comprised of educators, researchers, business and civic leaders who care deeply about the vital role that character will play in our future. Their worldwide network empowers people of all ages to practice and model core values that shape our hearts, minds, and choices. Their mission is to provide global leadership, voice, and resources for developing character in families, schools, and organizations. 

LIAS Learning Principles: Taking Another Look

Source: Real Options for City Kids San Francisco (ROCK SF) 

By Sam Piha

Afterschool youth programs, sometimes referred to as out-of-school time or expanded learning programs, have unique advantages that perfectly position them to complement the learning that happens at school and home, and offer valuable extended learning opportunities. If afterschool programs are to achieve their full potential, they must be known as important places of learning that excite young people in the building of new skills, the discovery of new interests, and opportunities to achieve a sense of mastery. 

In 2010, Temescal Associates launched the Learning in Afterschool and Summer (LIAS) Project to address a great debate as to whether afterschool programs should be focused on academic or youth development outcomes. It was designed to unify the field of afterschool and focus the movement on promoting young people’s learning. The LIAS Learning Principles became a foundational part of the California Quality Standards for Expanded Learning Programs.

We developed research-based LIAS Learning Principle and brought together afterschool leaders from across California to review and help shape the Learning Principles. 

Source: Temescal Associates

These learning principles are strongly supported by recent brain research, afterschool research, and the growing science of learning. They are also well aligned with the 21st century learning skills and workforce skills that young people will need to succeed in the years ahead, as well as efforts to increase young people’s interest in science, technology, engineering, and math (STEM). Each of the learning principles cited below support each other and provide an important framework for afterschool programming. 

“These principles, all critical, reflect what our own field experience and research suggest about the characteristics of effective learning environments. They speak to both staff practices and program content, which is important. I think that working toward mastery, which goes right to the intersection of program content and staff practices – is something we need to be more intentional about in out-of-school time (OST) settings.”- Karen Pittman, Co-Founder of the Forum for Youth Investment 

Source: Temescal Associates

We believe the learning principles are still relevant and useful today. Each of the learning principles cited below support each other and provide an important framework to guide the design, implantation and evaluation of afterschool programs. Below are the LIAS learning principles:

1. Learning must be ACTIVE


Learning and memory recall of new knowledge is strengthened through different exposures – seeing, hearing, touching, and doing. Afterschool learning should be the result of activities that involve young people in “doing” – activities that allow them to be physically active, stimulate their innate curiosity, and that are hands-on and project-based. (CA Quality Standards #2, 3, & 5)



2. Learning must be COLLABORATIVE


Afterschool and summer programs should help young people build team skills that include listening to others, supporting group learning goals, and resolving differences and conflicts.
Collaborative learning happens when learners engage in a common task where each individual depends on and is accountable to each other. (CA Quality Standards #1, 2, 3, & 8)



3. Learning must be MEANINGFUL


Learning is meaningful when youth have some ownership over the learning topic, the means to assess their own progress, and when the learning is relevant to their own interests, experiences, and the real world in which they live. Community and cultural relevance is important to all youth. (CA Quality Standards #2, 3, & 4)

 

4. Learning must SUPPORT MASTERY


If young people are to learn the importance and joy of mastery, they need the opportunity to learn and practice a full sequence of skills that will allow them to become “really good at something.” Afterschool and summer activities should be explicitly sequenced and designed to promote the layering of new skills. (CA Quality Standard #3)



“We spend so much time focused on "achievement" and so little time focused on how to motivate students to learn. The principles advocated by Learning in Afterschool strike the right balance and make sense. We want to see a more holistic approach taken to educating children, one that responds to the developmental needs of the student and focuses on fostering intellectual curiosity and a love of learning. The principles contained in Learning in Afterschool and Summer promote such an approach, and if applied with fidelity, could lead to real improvements in educational outcomes for kids.”- Pedro Noguera, Emery Stoops and Joyce King Stoops Dean of the USC Rossier School of Education. 

5. Learning must EXPANDS HORIZONS


Afterschool and summer programs should provide learning opportunities that take youth beyond their current experience and expand their horizons. They should go beyond the walls of their facilities to increase young people’s knowledge of their surrounding neighborhood and the larger global community. (CA Quality Standards #2 & 3) 

WHAT OTHER LEADERS SAY ABOUT THE LIAS LEARNING PRINCIPLES

Source: Temescal Associates 

“All five principles are critical. They collectively provide the relevance so desperately needed for students to become engaged and for learning to become alive for them. They also provide the deeper understanding and the discovery of learning that is critical for success in school and life.” - Dr. Willard Daggett, Founder and Chairman, International Center for Leadership in Education

“I used the LIAS principles because I felt they captured many of the core elements that a successful afterschool program should have.  Actually, those principles should be reflected in classrooms during the regular school day as well.” - Pedro Noguera, Emery Stoops and Joyce King Stoops Dean of the USC Rossier School of Education. 

“The five LIAS principles are perfectly aligned with a 21st century learning approach – active, meaningful, collaborative learning projects that provide opportunities to expand one’s horizons and master important knowledge and skills – this is the heart of 21st century learning.” - Bernie Trilling, Author of 21st Century Skills: Learning for Life in Our Times

 “Afterschool and out-of-school instruction needs to be constructed in a way that is consistent and sustained with high quality instruction as well. In other words, how are teachers, mentors, and facilitators trained to ensure ‘active, collaborative, meaningful, supports mastery, and expands horizons’ are actualized in afterschool programs?” - Richard Milne, Associate Professor of Education, Vanderbilt University

Click images below to view two brief videos that detail the LIAS Learning Principles and are excellent for staff training and discussion.

LIAS RESOURCES

Check out the LIAS Website to find additional materials, tools and resources.