Researchers at the University of Connecticut launched a study to understand how adults perceive the influence of social media on adolescent mental health and school responsibility. What they uncovered was surprising. Adults and teenagers do not even share the same definition of social media. This creates fundamental gaps in communication and expectations.
The study was conducted through 19 focus groups across four Connecticut school districts. A total of 71 individuals participated. These included parents, teachers, school administrators, and health professionals. The qualitative approach emphasized how these adults define social media, its impact on adolescent mental health, and the responsibility of schools.
Adolescents themselves were not part of the group discussions. The study intentionally focused on adult perceptions and expectations to reveal how their views might shape decisions about rules, guidance, and community involvement. Future stages of the initiative will include interviews with teenagers to balance perspectives and confirm interpretations.
Data from the Pew Research Center provided the needed context and information. Nearly 95 percent of adolescents in the United States between the ages of 13 and 17 have access to a smartphone. Many of them report using digital media almost constantly. This demonstrates how integral online communication is to their identities, relationships, and daily experiences.
The research revealed a clear mismatch between how adults and teenagers define what constitutes social media. Adults often include texting, gaming, and broader digital interactions. In contrast, many adolescents did not consider these activities social media, instead reserving the term for apps like TikTok, Instagram, and Snapchat. Below are the findings:
• Definition Mismatch: Adults defined social media broadly, covering texting and gaming, while teenagers used narrower definitions. This difference created misunderstandings when discussing online behaviors or risks.
• Negative and Positive Impacts: Participants highlighted harm, such as online or digital addiction and poor sleep, but also acknowledged positive aspects of social media use, like community and identity exploration.
• Shared Responsibility: Adults across the different focus groups agreed that schools should not carry the burden alone. Families, schools, and communities must collaborate in guiding adolescents toward healthy digital habits.
• Consistency and Role Modeling: Restrictive rules without consistent enforcement and adult role modeling appeared ineffective. Adults using devices while discouraging teens undermined credibility and policy effectiveness.
These findings underscore the importance of clear and consistent communication. If adults and teenagers are using different definitions, then conversations about risks or benefits are unlikely to produce shared understanding. This misalignment can weaken efforts to promote digital well-being and effective educational or community-based policies.
Digital literacy education was also highlighted. Adolescents require guidance on identifying false information, distinguishing human content from artificial intelligence, and managing their online presence responsibly. Schools have a role to fulfill, but stable and dependable adult modeling and family involvement remain critical for long-term positive outcomes.
Nevertheless, despite the insights, the study has limitations. It focused on 4 districts in Connecticut, making its findings geographically specific. Furthermore, it relied on adult participants. While their perspectives are essential, the absence of adolescent voices makes further study necessary to confirm interpretations and design relevant interventions.
FURTHER READING AND REFERENCE
- McCready, A. M., and Rohn, K. C. 2025. “It’s a Fine Line: Parent and Educator Perceptions on the Effects of Adolescent Digital Media Use on Mental Health.” Journal of School Health. 95(7): 532-541. DOI: 1111/josh.70028