Monday, February 10, 2025

Why Are Boys Facing More Mental Health Issues?

Source: The Daniel Calazans Foundation 

There is growing concern regarding boys and mental health issues. Below is a guest blog by the Daniel Calazans Foundation entitled “Why Are Boys Facing More Mental Health Issues?

“Men and women are traditionally socialized to act, think, and emote differently based on gender...Dominant conceptions of masculinity depict and encourage boys and men to be assertive, competitive, and independent, which fits with work in the public sphere.” - Reviewing the Assumptions About Men’s Mental Health: An Exploration of the Gender Binary

“From an early age, boys are encouraged to bury their feelings and present a tough exterior. Experts say these social dynamics have long-term implications for their mental health. While there is no one cause, psychologists and educators point to increasing pressures to succeed in school and a growing reliance on technology that can leave kids feeling isolated and vulnerable.

According to experts, boys can struggle more than girls because they have fewer tools to cope with emotions and stressors and are less likely to get the help they need. Without the means to effectively process emotions, boys are more prone to lash out in unhealthy ways or alienate themselves. 

Many boys—though certainly not all—have trouble talking about emotions and feelings because social norms have encouraged them to conform to masculine ideals that emphasize values like stoicism, toughness, and competitiveness. Generosity and compassion, in contrast, are seen as feminine characteristics and therefore present a threat to their socially constructed identities.

“Social norms and societal pressures deprive boys of the self-awareness and emotional vocabulary to recognize and process their feelings. In turn, they’re less likely to seek help when they struggle.” - The Daniel Calazans Foundation  

These pressures, which begin when they are very young, deprive boys of the self-awareness and emotional vocabulary to recognize and process their feelings; they are, in turn, unlikely to seek help from an adult or peers when they struggle.

Despite the uptick in depression among teens generally, a recent study found that only one-third of boys ages 12–17 sought help for depression in 2021, compared with 45 percent of girls. Sometimes, even when boys have the emotional language and recognize the flaws in societal norms, they still conceal their emotions to fit in.

Source: Harvard Gazette

Experts say that when boys can’t express emotions in a healthy way, they may become depressed or act out with anger and violence. Data shows that boys are nearly twice as likely to get into physical fights as girls, for example. Often, rather than an exploration of the cause of the behavior, these outbursts result in punishment by schools and parents being biased and unfair, particularly for students of color and students with disabilities. Because boys tend to lack emotional vocabulary—or they don’t feel free to express their feelings—their behavior becomes their communication. So, when a boy acts out or is disrespectful, we have to target their behaviors and not assault their character.

While boys can be reluctant to talk to therapists without nudging, one way to grow their emotional muscles is through affinity support groups at school, which research shows can be an effective tool for mitigating the impacts of distress and trauma. There, boys can start discussing common interests and superficial issues, then progress to talking about the pressures of growing up as a boy.”

An afterschool program that focuses on the needs of boys and masculinity, is the Ever Forward Club in Oakland, California. Their website offers numerous resources on this topic.

To view our paper “Thinking About Masculinity and the Needs and Wants of Boys,” click here. To view our webinar “Serving the Needs of Boys in Afterschool,” click here.


MORE ABOUT...

The Daniel Calazans Foundation (DCF) is committed to raising awareness of the scientific evidence that substance abuse and mental health conditions are often tied together and that certain underlying medical conditions can mimic the symptoms of psychiatric illnesses. They are a 501(c)(3) nonprofit on a mission to build awareness of the interconnection between mental health, substance use disorders, and possible physical conditions associated with emotional dysregulation and substance abuse issues, primarily as it affects our young people.

Ever Forward Club is a support program where at-risk young men could gather over lunch in a mentor-led safe environment, process emotions, and sustain each other through their struggles. Their mission is to address the underlying causes of dropout rates, youth violence, and the growing achievement gap through mentoring and social emotional development.

  

Monday, February 3, 2025

ICE Raids at Schools

Source: Immigration Impact 

By Sam Piha

“In 2018, nearly 80 percent of educators reported having students who experienced emotional or behavioral problems because they were concerned about immigration enforcement. A portion of those educators said that students felt “nearly overwhelmed by fear and worry.” [1] 

President Trump overturned a 13-year-old policy aimed at preventing immigration enforcement from getting in the way of people accessing essential services. United States Immigration and Customs Enforcement (ICE) agents can now more easily make arrests and carry out raids on school property. “In light of the policy change, legal experts and immigration advocates urged schools to act on their legal responsibilities to safeguard and educate all children, regardless of immigration status.” [2]

“With each new raid or series of high-profile arrests...school districts are really bracing for what the impacts might be on parents’ willingness or fears about even driving their children to school, fears about enforcement on school grounds.” [3] - Margie McHugh, director of the National Center on Immigrant Integration Policy for the Migration Policy Institute.

Afterschool programs are particularly vulnerable in the event that ICE performs a raid at their school. These programs serve immigrant youth and communities. They are operating afterschool when there are fewer school officials. Their youth are also vulnerable when they leave the program and head home. These programs are also impacted as youth are fearful and anxious, or not attending school.

Prepare
It is important that afterschool leaders are knowledgeable about undocumented youth policies (school, municipality or nonprofit organization). Afterschool leaders who operate on a school site should inquire what the policies are regarding ICE raids or removal of undocumented students. Policies and related guidance often varies locally.  

News and related policies regarding ICE in schools are being addressed on a daily basis. It is important that program leaders are aware of the rights of undocumented youth and the rights of undocumented parents. 

Below are documents that serve as examples of undocumented students’ rights (published by Mobilization for Justice) and policies of a school district (San Francisco Unified School District).  

Source: Mobilization for Justice 

According to NBC NEWS, “A number of large public school districts in those cities have pledged to complicate the efforts by either muddling cooperation with or refusing to report information to federal immigration authorities and by making it harder for authorities to enter school grounds.” [4]

Your school probably has a written policy and protocols concerning the protection of undocumented students. Below is a policy statement example from San Francisco Unified School District.

“3.6.5 Rights of Undocumented Students 

The San Francisco Unified School District is a safe haven for all students regardless of citizenship status. Every student has the right to attend school regardless of the immigration status of the child or of the child’s family members. District policy and resolution provide for the following:  

1. Access to Records or Information: District personnel shall not inquire about a student’s immigration status, including requiring documentation of a student’s legal status, such as asking for a green card, citizenship papers or social security number. District staff shall refrain from seeking/maintaining any information about immigration status in written student records. Any requests for student information by ICE Officials shall be referred to the Legal Office to ensure compliance with federal and state law. Compliance with any valid court order shall be strictly limited to the terms of the order.

2. Access to Students on Campus: The School Board has found that the presence of Immigration Officials or Representatives on a school site is likely to lead to a disruption of the educational setting. Therefore, any Immigration Officials or Representatives intending to enter an SFUSD school should first notify the Superintendent’s Office or Legal Office of its intention, with adequate notice so that the District can take steps to provide for the emotional and physical safety of its students and staff; and to allow the Superintendent and Legal Office an opportunity to review the request to determine whether access will be approved. 

At a minimum, Immigration Officials or Representatives shall be expected to comply with their agency’s applicable guidelines and limitations regarding access to schools or students. However, in addition to compliance with such policy the Superintendent and Legal Office review shall protect student privacy and limit access to the fullest extent permissible under the law. 

Source: www.pexels.com

3. Process When Parents Have Been Detained or Deported: If the school learns that a student’s parent/guardian has been detained and/or deported, the school shall contact all numbers on the student’s emergency card to identify a relative or caregiver authorized to take care of the student in the parents’ absence. It is important that each student emergency card is up to date and includes contact information for all relatives or caregivers authorized to care for the student. 

4. Offer Centralized Resources: The District shall establish or expand a central resource with the necessary expertise to support undocumented students and mixed-status families, including but not limited to training counselors and teachers on working with immigrant and undocumented students and their families on issues such as rights to college access, financial assistance for college, employment and career opportunities, and other issues that may arise; gathering and providing information regarding earning opportunities, internships and trainings that do not require a social security number; providing accessible resources or toolkits regarding laws and regulations on equitable access to educational opportunities, access to a school environment free from bullying and discrimination, legal, medical, housing or other assistance; and partnering with culturally and linguistically appropriate organizations with expertise in providing supports and opportunities for undocumented students. 

5. Immigrant & Refugee Liaison: The District will provide a liaison at middle and high schools with expertise necessary to offer support and resources to undocumented students and mixed- status families; including but not limited to: establishing school clubs such as a Dreamers Club or confidential support groups for undocumented students through the Wellness program; providing information regarding earning opportunities, internships and trainings that do not require a social security number; providing resources or toolkits at school and through parent events or conferences in multiple languages for community resources for legal, medical, housing or other assistance; partnering with culturally and linguistically appropriate organizations in providing supports and opportunities for undocumented students; connecting with local community partners to provide multilingual workshops designed to teach students their rights, how to remain as safe as possible depending on different legal statuses, and how to organize their communities and allies; and establishing equivalent age-appropriate support programs in elementary schools. 

© 2024 San Francisco Unified School District  [5]

RESOURCES TO LEARN MORE
The issue of ICE raids in schools is a hot topic and is being addressed on a daily basis. In addition to the Endnotes, we also offer some additional resources below.  

Articles:


END NOTES

Monday, January 20, 2025

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.


 

Monday, January 13, 2025

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

Monday, January 6, 2025

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

Why Are Boys Facing More Mental Health Issues?

Source: The Daniel Calazans Foundation   There is growing concern regarding boys and mental health issues. Below is a guest blog by the Dani...