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Digital Well-Being & Social Media Engagement: A Group-Based Approach. Project Report
Date
2002-08-01
Abstract
Recent research examining adolescent engagement with social networking sites (SNS) suggests that negative outcomes associated with SNS use stem less from the amount of time spent online and more from the quality and nature of that engagement. In response, numerous educational campaigns have emerged that aim to inform adolescents about the potential risks of harmful SNS behaviours. However, such initiatives frequently originate from adult-led, outgroup sources and are therefore susceptible to rejection by young people, who may perceive the messages as irrelevant or unrelatable. This challenge underscores the need for interventions that harness adolescents’ own social identities and peer-group dynamics to promote healthier digital practices.
To address this, the Clare Young People’s Service Committee, in collaboration with educational partners, has developed a school-based digital awareness initiative grounded in principles of the Social Identity Approach. Students from three post-primary schools in County Clare worked in group-based research teams to investigate the risks and benefits of SNS use, develop informed recommendations, and disseminate their findings to the broader student population. By positioning adolescents not merely as recipients but as creators and communicators of intervention content, the programme aims to leverage ingroup influence to enhance message credibility, engagement, and effectiveness.
The current project outlines a comprehensive evaluation of this initiative. It will investigate both the broader relationship between SNS engagement patterns and student well-being, and whether participation in group-based research teams yields measurable behavioural or psychological change. Specifically, the evaluation will examine shifts in students’ SNS use, perceptions of online risks, and feelings of group identification and empowerment. By assessing whether a youth-led, identity-informed model can improve intervention outcomes, this project contributes to emerging evidence on how peer-group processes can be mobilised to support healthier digital engagement among adolescents.
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Publisher
University of Limerick
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Bradshaw_2022_Digital.pdf
Adobe PDF, 4.9 MB
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Sustainable Development Goals
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Attribution-NonCommercial-ShareAlike 4.0 International