“The world we live in now”: a qualitative investigation into parents’, teachers’ and children’s perceptions of social networking site use

Hayes, B., James, A., Barn, R. and Watling, D. (2022) “The world we live in now”: a qualitative investigation into parents’, teachers’ and children’s perceptions of social networking site use. British Journal of Educational Psychology, 92 (1). pp. 340-363. ISSN 2044-8279 doi: 10.1111/bjep.12452

Abstract/Summary

Background Younger children are increasingly using social networking sites (SNS; Ofcom, Children and Parents: Media Use and Attitudes Report, 2019, https://www.ofcom.org.uk/__data/assets/pdf_file/0020/108182/children-parents-media-use-attitudes-2017.pdf). In doing so, they may experience both benefits (e.g., enhanced social capital) and risks (e.g., cyberbullying). Parents and teachers play an important role in shaping children’s perceptions via internet mediation behaviours (Livingstone et al., 2017, J. Commun., 67, 82). Aims An understanding of both children’s and adults’ perceptions of the risks and benefits of SNS use within the home and school contexts is limited within current literature. This study explored parents’, teachers’, and children’s perceptions of the risks and benefits of SNS use and how adults mediate this. Sample(s) A sample of 42 participants, including 13 parents (aged 28–48), 14 teachers (aged 26–54), and 15 children (aged 7–12), participated within this study. Methods Participants took part in one-to-one semi-structured interviews exploring SNS use and risk and benefit perceptions, as well as internet mediation behaviours with adult participants. Results Findings highlight bonding social capital as the main benefit. Children recognize stranger danger as a risk but fail to perceive the wider online risks (e.g., cyberbullying). Parents’ and teachers’ restrictive mediation behaviours are informed by perceptions of stranger danger, safeguarding, and children lacking online responsibility. Conclusions Findings highlight the importance of shifting guidance from stranger danger to discussing the wider SNS risks, as well as the benefits; it is crucial for greater financial investment and policy to overcome barriers to e-safety education.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/99571
Identification Number/DOI	10.1111/bjep.12452
Refereed	Yes
Divisions	Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology
Publisher	The British Psychological Society
Publisher Statement	e12452
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