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Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth.

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Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth.

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Margaret Petrie (2016) ~ Young people and alcohol – where’s the risk? Changing the focus of school-based prevention initiatives

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Margaret Petrie (2016) ~ Young people and alcohol – where’s the risk? Changing the focus of school-based prevention initiatives

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http://www.tandfonline.com/doi/abs/10.1080/0305764X.2016.1176990

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NSPCC research and resources | NSPCC Learning

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Access publications from NSPCC Learning on a range of safeguarding and child protection topics to help you better support children.

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David A. Kolb on experiential learning. David A. Kolb's model of experiential learning can be found in many discussions of the theory and practice of adult education, informal education and lifelong learning. We set out the model, and examine its possibilities and problems.

Contents: introduction · david a. kolb · david kolb on experiential learning · david kolb on learning styles · issues · developments - jarvis on learning · a guide to reading · links · how to cite this piece

As Stephen Brookfield (1983: 16) has commented, writers in the field of experiential learning have tended to use the term in two contrasting senses. On the one hand the term is used to describe the sort of learning undertaken by students who are given a chance to acquire and apply knowledge, skills and feelings in an immediate and relevant setting. Experiential learning thus involves a, 'direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it.' (Borzak 1981: 9 quoted in Brookfield 1983). This sort of learning is sponsored by an institution and might be used on training programmes for professions such as social work and teaching or in field study programmes such as those for social administration or geography courses.

The second type of experiential learning is 'education that occurs as a direct participation in the events of life' (Houle 1980: 221). Here learning is not sponsored by some formal educational institution but by people themselves. It is learning that is achieved through reflection upon everyday experience and is the way that most of us do our learning.

Much of the literature on experiential learning, as Peter Jarvis comments (1995: 75), 'is actually about learning from primary experience, that is learning through sense experiences'. He continues, 'unfortunately it has tended to exclude the idea of secondary experience entirely'. Jarvis also draws attention to the different uses of the term, citing Weil and McGill's (1989: 3) categorization of experiential learning into four 'villages':

Village One is concerned particularly with assessing and accrediting learning from life and work experience....

Village Two focuses on experiential learning as a basis for bringing change in the structures... of post-school education....

Village Three emphasizes experiential learning as a basis for group consciousness raising....

Village Four is concerned about personal growth and self-awareness.

These 'villages' of approaches retain a focus on primary experience (and do not really problematize the notion of experience itself). Jarvis (1995: 77-80) makes the case for a concern for secondary or indirect experience (occurring through linguistic communication).

While there have been various additions to the literature, such as the above, it is the work of David A. Kolb (1976; 1981; 1984) and his associate Roger Fry (Kolb and Fry 1975) that still provides the central reference point for discussion. Following on from Kolb's work there has been a growing literature around experiential learning and this is indicative of greater attention to this area by practitioners - particularly in the area of higher education. David Kolb's interest lay in exploring the processes associated with making sense of concrete experiences - and the different styles of learning that may be involved. In this he makes explicit use of the work of Piaget, Dewey and Lewin.

David A. Kolb

David A. Kolb is Professor of Organizational Behavior in the Weatheread School of Management. He joined the School in 1976. Born in 1939, Kolb received his Batchelor of Arts from Knox College in 1961, his MA from Harvard in 1964 and his PhD from Harvard in 1967. He has also been awarded four honorary degrees recognizing his contribution to experiential learning (from SUNY Empire State College; Franklin University; Buckingham University, UK; and Knox College). In 2008 David A. Kolb received the Educational Pioneers of the Year award (with Alice Kolb) from the National Society of Experiential Education.

Besides his work on experiential learning, David A. Kolb is also known for his contribution to thinking around organizational behaviour (1995a; 1995b). He has an interest in the nature of individual and social change, experiential learning, career development and executive and professional education. He is also the founder and Chairman of Experience Based Learning Systems Inc. (EBLS). The goal of the organization has been to provide 'ongoing quality research and practice on experiential learning' (EBLS undated).

David Kolb on experiential learning

David A. Kolb (with Roger Fry) created his famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. He represented these in the famous experiential learning circle that involves (1) concrete experience followed by (2) observation and experience followed by (3) forming abstract concepts followed by (4) testing in new situations (after Kurt Lewin). It is a model that appears time and again.

Kolb and Fry (1975) argue that the learning cycle can begin at any one of the four points - and that it should really be approached as a continuous spiral. However, it is suggested that the learning process often begins with a person carrying out a particular action and then seeing the effect of the action in this situation. Following this, the second step is to understand these effects in the particular instance so that if the same action was taken in the same circumstances it would be possible to anticipate what would follow from the action. In this pattern the third step would be understanding the general principle under which the particular instance falls.

Generalizing may involve actions over a range of circumstances to gain experience beyond the particular instance and suggest the general principle. Understanding the general principle does not imply, in this sequence, an ability to express the principle in a symbolic medium, that is, the ability to put it into words. It implies only the ability to see a connection between the actions and effects over a range of circumstances. (Coleman 1976: 52).

An educator who has learnt in this way may well have various rules of thumb or generalizations about what to do in different situations. They will be able to say what action to take when say, there is tension between two people in a group but they will not be able to verbalize their actions in psychodynamic or sociological terms. There may thus be difficulties about the transferability of their learning to other settings and situations.

When the general principle is understood, the last step, according to David Kolb is its application through action in a new circumstance within the range of generalization. In some representations of experiential learning these steps, (or ones like them), are sometimes represented as a circular movement. In reality, if learning has taken place the process could be seen as a spiral. The action is taking place in a different set of circumstances and the learner is now able to anticipate the possible effects of the action.

Two aspects can be seen as especially noteworthy: the use of concrete, 'here-and-now' experience to test ideas; and use of feedback to change practices and theories (Kolb 1984: 21-22). Kolb joins these with Dewey to emphasize the developmental nature of the exercise, and with Piaget for an appreciation of cognitive development. He named his model so as to emphasize the link with Dewey, Lewin and Piaget, and to stress the role experience plays in learning. He wished to distinguish it from cognitive theories of the learning process (see Coleman 1976).

David Kolb on learning styles

David Kolb and Roger Fry (1975: 35-6) argue that effective learning entails the possession of four different abilities (as indicated on each pole of their model): concrete experience abilities, reflective observation abilities, abstract conceptualization abilities and active experimentation abilities. Few us can approach the 'ideal' in this respect and tend, they suggest, to develop a strength in, or orientation to, in one of the poles of each dimension. As a result they developed a learning style inventory (Kolb 1976) which was designed to place people on a line between concrete experience and abstract conceptualization; and active experimentation and reflective observation. Using this Kolb and Fry proceeded to identify four basic learning styles.

Kolb and Fry on learning styles (Tennant 1996)

Converger
Abstract conceptualization + active experimentation

· strong in practical application of ideas· can focus on hypo-deductive reasoning on specific problems· unemotional· has narrow interests

Diverger
Concrete experience + reflective observation

· strong in imaginative ability· good at generating ideas and seeing things from different perspectives· interested in people· broad cultural interests

Assimilator
Abstract conceptualization + reflective observation

· strong ability to create theoretical modelsexcels in inductive reasoning· concerned with abstract concepts rather than people

Accommodator
Concrete experience + active experimentation

· greatest strength is doing things· more of a risk taker· performs well when required to react to immediate circumstances· solves problems intuitively

In developing this model Kolb and Fry have helped, along with Witkin (1950), have helped to challenge those models of learning that seek to reduce potential to one dimension such as intelligence (Tennant 1997: 91). They also recognize that there are strengths and weaknesses associated with each style (and that being 'locked into' one style can put a learner at a serious disadvantage). However, there are a number of problems with the model.

Issues

Here I want to note six key issues that arise out the Kolb model:

It pays insufficient attention to the process of reflection (see Boud et al 1983). While David A. Kolb's scheme 'has been useful in assisting us in planning learning activities and in helping us to check simply that learners can be effectively engaged', they comment, 'it does not help... to uncover the elements of reflection itself' ( ibid.: 13), see reflection.

The claims made for the four different learning styles are extravagant (Jarvis 1987; Tennant 1997). As Tennant (1997: 91) comments, even though the four learning styles neatly dovetail with the different dimensions of the experiential learning model, this doesn't necessarily validate them. David Kolb is putting forward a particular learning style. The problem here is that the experiential learning model does not apply to all situations. There are alternatives - such as information assimilation. There are also others such as memorization. Each of these may be appropriate to different situations (see Jarvis below).

The model takes very little account of different cultural experiences/conditions (Anderson 1988). The Inventory has also been used within a fairly limited range of cultures (an important consideration if we approach learning as situated i.e. affected by environments). As Anderson (1988, cited in Tennant 1996) highlights, there is a need to take account of differences in cognitive and communication styles that are culturally-based. Here we need to attend to different models of selfhood - and the extent to which these may differ from the 'western' assumptions that underpin the Kolb and Fry model.

The idea of stages or steps does not sit well with the reality of thinking. There is a problem here - that of sequence. As Dewey (1933) has said in relation to reflection a number of processes can occur at once, stages can be jumped. This way of presenting things is rather too neat and is simplistic - see reflection.

Empirical support for the model is weak (Jarvis 1987; Tennant 1997). The initial research base was small, and there have only been a limited number of studies that have sought to test or explore the model (such as Jarvis 1987). Furthermore, the learning style inventory 'has no capacity to measure the degree of integration of learning styles' (Tennant 1997: 92).

The relationship of learning processes to knowledge is problematic. As Jarvis (1987) again points out, David Kolb is able to show that learning and knowledge are intimately related. However, two problems arise here. David Kolb doesn't really explore the nature of knowledge in any depth. In chapter five of Experiential Learning he discusses the structure of knowledge from what is basically a social psychology perspective. He doesn't really connect with the rich and varied debates about the nature of knowledge that raged over the centuries within philosophy and social theory. This means that I do not think he really grasps different ways of knowing. For example, Kolb focuses on processes in the individual mind, rather than seeing learning as situated. Second, for David Kolb, learning is concerned with the production of knowledge. 'Knowledge results from the combination of grasping experience and transforming it' (Kolb 1984: 41). Here we might contrast this position with Paulo Freire. His focus is upon informed, committed action ( praxis).

Given these problems we have to take some care approaching David Kolb's vision of experiential learning. However, as Tennant (1997: 92) points out, 'the model provides an excellent framework for planning teaching and learning activities and it can be usefully employed as a guide for understanding learning difficulties, vocational counselling, academic advising and so on'.

Developments - Peter Jarvis on (experiential) learning

Jarvis (1987, 1995) set out to show that there are a number of responses to the potential learning situation. He used Kolb's model with a number of different adult groups and asked them to explore it based on their own experience of learning. He was then able to develop a model of which allowed different routes. Some of these are non-learning, some non-reflective learning, and some reflective learning. To see these we need to trace out the trajectories on the diagram he produces.

reproduced from Jarvis 1994
Non-learning:

Presumption (boxes 1-4). This is where people interact through patterned behaviour. Saying hello etc.

Non-consideration (1-4). Here the person does not respond to a potential learning situation.

Rejection (boxes 1-3 to 7 to 9).

Non-reflective:

Pre-conscious (boxes 1-3 to 6 to either 4 or 9). This form occurs to every person as a result of having experiences in daily living that are not really thought about. Skimming across the surface.

Practice (boxes 1-3 to 5 to 8 to 6 to either 4 or 9). Traditionally this has been restricted to things like training for a manual occupation or acquiring particular physical skills. It may also refer to the acquisition of language itself.

Memorization (boxes 1-3 to 6 and possibly 8 to 6 and then either to 4 or 9)

Reflective learning:

Contemplation (boxes 1-3 to 7 to 8 to 6 to 9). Here the person considers it and makes an intellectual decision about it.

Reflective practice (boxes 1-3 (to 5) to 7 to 5 to 6 to 9). This is close to what Schön describes as relfection on and in action.

Experiential learning (boxes 1-3 to 7 to 5 to 7 to 8 to 6 to 9). The way in which pragmatic knowledge may be learned.

While this represents a useful addition to our thinking about learning, a number of problems remain. There is still an issue around sequence - many things may be happening at once, but Jarvis' model falls into trap of stage thinking. As with Kolb's work there is a limited experimental base to support it. We can also ask questions as to whether these are different forms or routes - or can they grouped together in a different and more compact way.

Further reading and references

The literature around this area can be pretty dire. We have picked one or two of the better collections/explorations plus a couple 'standards'.

Boud, D. et al (eds.) (1985) Reflection. Turning experience into learning, London: Kogan Page. 170 pages. Good collection of readings which examine the nature of reflection. The early chapters make particular use of Dewey and Kolb.

Boud. D. and Miller, N. (eds.) (1997) Working with Experience: animating learning, London: Routledge. Useful collection of pieces exploring experiential learning. The editors focus on animation (not so much in the French and Italian senses as 'breathing life into' - to activate, enliven, vivify. Includes introductory and closing pieces by the editors: Brookfield on breaking dependence on experts; Smyth on socially critical educators; Heron on helping whole people learn; Tisdell on life experience and feminist theory; Harris on animating learning in teams; and Mace on writing and power.

Fraser, W. (1995) Learning From Experience. Empowerment or incorporation, Leicester: National Institute of Adult Continuing Education. Examines APL / APEL and asks what is lost and gained in the translation of private experience into the public sphere. Based on the experience of various courses.

Jarvis, P. (1987) Adult Learning in the Social Context, London: Croom Helm. 220 pages. Peter Jarvis uses Kolb's model to explore the process of learning in context. The result is a better appreciation of context and the ability to approach memorization, contemplation, practice etc. However, he also inherits a number of problems e.g. around stages. The model is revisited and summarized in P. Jarvis (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge.

Johnson, D. W. and Johnson, F. P. (1996) Joining Together: Group theory and group skills, 6e., Boston, Mass.: Allyn and Bacon. 612 pages. Rightly popular practical groupwork guide with plenty of examples and exercises, plus some good foundational chapters. It was one of the first texts to pick up on Kolb and to link experiential learning with the work around groups by Lewin and others. Chapters on group dynamics; experiential learning; group goals and social independence; communications within groups; leadership; decision making; controversy and creativity; conflicts of interest, the uses of power; dealing with diversity; leading learning and discussion groups; leading growth and counselling groups; and team development, team training.

Keeton, M. T. (ed.) (1976) Experiential Learning, San Francisco: Jossey-Bass. Ageing but still useful collection. See, in particular, Coleman's contrasting of information assimilation with experiential learning.

Kolb, D. A. (1984) Experiential Learning, Englewood Cliffs, NJ.: Prentice Hall. 256 pages. Full statement and discussion of Kolb's ideas concerning experiential learning. Chapters deal with the foundation of contemporary approaches to experiential learning; the process of experiential learning; structural foundations of the learning process; individuality in learning and the concept of learning styles; the structure of knowledge; the experiential learning theory of development; learning and development in higher education; lifelong learning and integrative development.

Mezirow, J. (1991) Transformative Dimensions of Adult Learning, San Francisco: Jossey-Bass. 247 + xix pages. Develops a comprehensive theory of how adults learn by making meanings of their experiences. Particular focus on perspective transformation.

Weil, S. Warner & McGill, I. (eds.) (1989) Making Sense of Experiential Learning. Diversity in theory and practice, Milton Keynes: Open University Pres s. The texts on experiential learning tend to be rather atheoretical (and often precious). This text doesn't totally escape this - but has a number of useful contributions.

References

Anderson, J. A. (1988) 'Cognitive styles and multicultural populations', Journal of Teacher Education, 39(1): 2-9.

Baker, A. C., Jensen, P. J. and Kolb, D. A. and Associates. (2002) Conversational learning: An experiential approach to knowledge creation. Westport Conn.: Quorum Books.

Brookfield, S. D. (1983) Adult Learning, Adult Education and the Community Milton Keynes Open University Press.

Borzak, L. (ed.) (1981) Field Study. A source book for experiential learning, Beverley Hills: Sage Publications.

Dewey, J. (1933) How We Think, New York: Heath.

Experienced Based Learning System (undated) About us. [ http://learningfromexperience.com/about/. Retrieved: May 9, 2013].

Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass.

Jarvis, P. (1994) 'Learning', ICE301 Lifelong Learning, Unit 1(1), London: YMCA George Williams College.

Jarvis, P. (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge.

Kolb, A. and Kolb D. A. (2001) Experiential Learning Theory Bibliography 1971-2001, Boston, Ma.: McBer and Co, http://trgmcber.haygroup.com/Products/learning/bibliography.htm

Kolb, D. A. (1976) The Learning Style Inventory: Technical Manual, Boston, Ma.: McBer.

Kolb, D. A. (1981) 'Learning styles and disciplinary differences'. in A. W. Chickering (ed.) The Modern American College, San Francisco: Jossey-Bass.

Kolb, A.Y., & Kolb, D.A. (2005). The Kolb Learning Style Inventory - Version 3.1: 2005 Technical Specifications. Haygroup: Experience Based Learning Systems Inc.

Kolb, D. A. (with J. Osland and I. Rubin) (1995a) Organizational Behavior: An Experiential Approach to Human Behavior in Organizations 6e, Englewood Cliffs, NJ: Prentice Hall.

Kolb, D. A. (with J. Osland and I. Rubin) (1995b) The Organizational Behavior Reader 6e, Englewood Cliffs, NJ: Prentice Hall.

Kolb. D. A. and Fry, R. (1975) 'Toward an applied theory of experiential learning;, in C. Cooper (ed.) Theories of Group Process, London: John Wiley.

Schön, D. (1983) The Reflective Practitioner, New York: Basic Books

Tennant, M. (1997) Psychology and Adult Learning 2e, London: Routledge.

Witkin, H. and Goodenough, D. (1981) Cognitive Styles, Essences and Origins: Field dependence and field independence, New York:

Experiential learning: helpful review of sites by Tim Pickles.

Experiential Learning Theory Bibliography: Prepared by Alice Kolb and David Kolb, this is an extensive bibliography of on experiential learning theory from 1971-2001.

Experienced Based Learning Systems - Research Library: Collection of materials by Kolb and others well worth exploring.

Acknowledgement: The workshop picture representing experiential learning is from the EFEO Action Workshops in 2008. It was taken by devilarts and is copyrighted. It is reproduced here under a Creative Commons licence (Attribution-Non-Commercial-Share Alike 2.0 Generic) flickr: http://www.flickr.com/photos/devilarts/2458317215/.

How to cite this article: Smith, M. K. (2001, 2010). 'David A. Kolb on experiential learning', the encyclopedia of informal education. [ http://infed.org/mobi/david-a-kolb-on-experiential-learning/. Retrieved: insert date]

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Contents: introduction · david a. kolb · david kolb on experiential learning · david kolb on learning styles · issues · developments - jarvis on learning · a guide to reading · links · how to cite this piece As Stephen Brookfield (1983: 16) has commented, writers in the field of experiential learning have tended to use the term in two contrasting senses.

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Twin Design / Shutterstock.com
In this blog, Brayan Herrera, a year 12 student who has been on placement with Mental Health Foundations Policy and Research team from Haggerston School, East London, as part of the Inspire Initiative, discusses the positive and negative impacts of social media on young peoples mental health.
Social media has dramatically changed the way we communicate. We no longer need to wait for newspaper updates, but rather learn from those on our social media feeds about the issues that are most important or appealing to us.

Even more importantly, social media has proven its power in motivating people to action as well as a strong resource to influence social, political and economic policies.

Social media is a powerful tool for young people; it provides a platform for our voices to be heard and enables us to become active citizens and to voice our opinions on the matters that affect or interest us. It also has the power to bring together voices of concern about particular issues - for example when Rachel Beckwith's birthday wish came true and she was able to raise $1,265,823 to help young children in Africa to have clean water: she was able to raise awareness and convince people to donate to the charity.

This shows the real benefits of social media as it allowed the distribution of an idea that was then recognised by new audiences that might otherwise have missed out. Social media, as well as the internet more broadly, has helped young people to explore new ideas as well as to build resilience as they learn to recognise and manage risks.

While social media can offer many benefits to society, and to young people more specifically, it can be argued that it has also transformed our culture into one of over-sharing. We should ask the question, what impact does this have on our mental health?

Nowadays, we only look at how many pictures we can post or what is the next thing we should post but we don't look at the effect of social media on our mental health. Taking Facebook and Instagram as examples, they allow us to present our own filtered sense of reality, showing only what we want to show.

This can lead to a person critically comparing their life with other people's and using others' posts as measures for successes and failures in their own life. The impact of this could be catastrophic feelings of low self-esteem, resulting in negative 'I am' statements, such as 'I will never be able to be like that person', or 'I could never do that'.

Low self-esteem is not the only result of the high level of social media use. There has also been a study conducted by psychologist Dr Paula Durlofsky, which was done with the aim of digging into how to establish a healthy balance between real-time relationships and virtual connections. This study demonstrated a correlation between social media use and depression.

Body dysmorphia is another area, which has been affected by social media. A study conducted by Dr Bryony Bamford indicated that high amounts of time spent on Facebook may lead to body image insecurity, which can also lead to depression.

So are you being adversely affected by social media? Here are some signs to look out for:

Low self-esteem.

Feeling low when you see other people's images and lifestyle.

Envy of others people lives - wishing your life was like someone else's.

Finding social media as your first and only choice of activity done for enjoyment.

Not having as many face to face conversations with your relatives and friends and feeling disconnected.

Being unable to do anything without feeling you need to share it online.

If you think your mental health is being affected by social media, below are three examples of the available support.

Ditch the Label is one of the largest and most ambitious anti-bullying charities, which provides inno-vative support (emotional, psychological and physical) to those who have been affected by bullying through digital and non-digital environment. In addition to this, the website offers world class pio-neering research to keep up to date with the landscape of bullying and tackles wider societal issues that stem from discrimination and prejudice.

Aye Mind is a leading UK mental health charity that campaigns for local and national improvements to mental health. It is founded on the premise that social media, and the media more broadly speaking, offer great potential with regards to improving the nation's mental health. Aye Mind works closely with the NHS in order to address mental health challenges across society.

The Mental Health Foundation offers a range of self-help guides to inform and encourage a greater understanding of mental health challenges, as well as an A-Z guide of mental health.

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Social media and young people's mental health

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Twin Design / Shutterstock.com In this blog, Brayan Herrera, a year 12 student who has been on placement with Mental Health Foundations Policy and Research team from Haggerston School, East London, as part of the Inspire Initiative, discusses the positive and negative impacts of social media on young peoples mental health.

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Anti-Bullying Training - The Anti-Bullying Ambassadors

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- 60% of 13 to 18 year olds have been asked for a sexual image of video of themselves (1)

- 20% of 7 to 11 year olds surveyed said they had needed to report content online, but hadn't done so because they didn't know how to make a report, they didn't know what a report was, and/or they didn't think it would help (3).

- 27% of 7 to 11 year olds said they have seen something on the internet in the last year that upset or worried them (3).

- 41% of 11 to 19 year olds said they have seen something on the internet in the last year that upset or worried them (3).

- 96% of young people age 11-19 use some form of online communication tool (3).

- 72% of 11-15s and 92% of 16-19s use social networks, with a particularly rapid increase in take up from 11 years (46%) to 13 years (84%) (3).

- 16-24 year olds who use social media spend almost one and a half hours on it per day (4).

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Facts and statistics on bullying and cyberbullying

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60% of 13 to 18 year olds have been asked for a sexual image of video of themselves (1) - 20% of 7 to 11 year olds surveyed said they had needed to report content online, but hadn't done so because they didn't know how to make a report, they didn't know what a report was, and/or they didn't think it would help (3).

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he digital landscape has put increased pressure on teenagers today, and we feel it. There are so many social media channels: Facebook, Twitter, Instagram, Snapchat, Tumblr, you name it. I made a conscious decision to avoid Snapchat and Instagram because of the social pressure I saw them putting on my 14-year-old little sister. If my mum turned off the WiFi at 11pm, my sister would beg me to turn my phone into a hotspot. She always needed to load her Snapchat stories one more time, or to reply to a message that had come in two minutes ago because she didn't want her friend to feel ignored. If I refused, saying she could respond in the morning, I'd get the "You're ruining my social life" speech. Even as a teenager as well, I sometimes find this craze a little baffling.

A new study has found that teenagers who engage with social media during the night could be damaging their sleep and increasing their risk of anxiety and depression. Teenagers spoke about the pressure they felt to make themselves available 24/7, and the resulting anxiety if they did not respond immediately to texts or posts. Teens are so emotionally invested in social media that a fifth of secondary school pupils will wake up at night and log on, just to make sure they don't miss out.

Teens are so emotionally invested in social media that a fifth will wake up at night and log on

Perhaps the worst thing about this is that teenagers need more sleep than adults do, so night-time social media use could be detrimental to their health. Research has shown that teenagers need 9.5 hours of sleep each night but on average only get 7.5 hours. A lack of sleep can make teenagers tired, irritable, depressed and more likely to catch colds, flu and gastroenteritis. These days, I am always tired at school, and I'm not one to stay up until 2am chatting with a boy. Homework and the pressure to have the perfect set of grades mean I'm up late working. And it seems that at school, most of my mates are exhausted too.

During the summer holidays, I lost my phone. And for the week that I was phoneless, it felt like a disaster. I love my phone. It gives me quick access to information and allows me to be constantly looped in with my friends, to know exactly what is going on in their lives. So when I didn't have my phone for a week, I felt a slight sense of Fomo, or if you're not up to speed with the lingo, fear of missing out. By the end of the week, I'd got used to not having a phone and I'd quite enjoyed the break from social media. But there was still a lingering sense of sadness at the back of my mind that there would be conversations I had missed, messages that had been sent, funny videos shared and night-time chats that I would probably never get to see.

A separate study by the National Citizen Service found that, rather than talking to their parents, girls seek comfort on social media when they are worried. The survey also suggests that girls are likely to experience stress more often than boys - an average of twice a week.

It's becoming more and more obvious how the pressures of social media disproportionately affect teenage girls. I can see it all around me. Pressure to be perfect. To look perfect, act perfect, have the perfect body, have the perfect group of friends, the perfect amount of likes on Instagram. Perfect, perfect, perfect. And if you don't meet these ridiculously high standards, then the self-loathing and bullying begins.

What is really worrying is that time and time again, these studies pop up and demonstrate that the mental health of teenagers, especially teenage girls, is on the line. We know this. We know the perils of the internet, we've heard about online bullying and the dangers of Ask.fm, we know the slut-shaming that goes on in our schools. We know these things. We know that these studies demonstrate that we have to make personal, social and health education (PSHE) statutory in schools and ensure it covers a range of issues from healthy eating and sleeping to consent. And yet, Nicky Morgan and the government refuse to act. So I ask: what are we waiting for? Inaction on these issues is harming the physical and emotional wellbeing of young people in this country. What has to happen before we do something?

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Social media is harming the mental health of teenagers. The state has to act | June Eric Udorie

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he digital landscape has put increased pressure on teenagers today, and we feel it. There are so many social media channels: Facebook, Twitter, Instagram, Snapchat, Tumblr, you name it. I made a conscious decision to avoid Snapchat and Instagram because of the social pressure I saw them putting on my 14-year-old little sister.