{"id":13655,"date":"2026-05-22T08:29:53","date_gmt":"2026-05-22T06:29:53","guid":{"rendered":"https:\/\/insights.ieseg.fr\/?p=13655"},"modified":"2026-05-22T18:51:40","modified_gmt":"2026-05-22T16:51:40","slug":"teenagers-social-media-protection-responsibility","status":"publish","type":"post","link":"https:\/\/insights.ieseg.fr\/en\/resource-center\/management-society\/teenagers-social-media-protection-responsibility\/","title":{"rendered":"Opinion: Teenagers & social media – protecting under-15s and teaching responsibility thereafter"},"content":{"rendered":"\n

In a number of countries, such as France, the UK and Spain, there are ongoing debates about banning or restricting teenagers\u2019 access to social media. For Elodie GENTINA, a professor at I\u00c9SEG and Gen Z expert, such debates often miss a key point: teenagers are not a homogeneous group. In this article, she draws on the findings of her research to advocate a nuanced approach: providing greater protection for the younger users, particularly those under 15, whilst guiding \u2018older\u2019 teenagers towards responsible use of social media. Whilst these platforms expose young people to certain risks, she notes they can also play an important role in their social development, particularly in their ability to understand the intentions, emotions and viewpoints of others.<\/em><\/p>\n\n\n\n

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The debates about teenagers\u2019 use of social media have become somewhat caricatural. It\u2019s a case of \u2018banning it\u2019 or leaving people to make their own choices. The two camps are at odds, but we often miss a key point. We tend to talk about teenagers as if they were a homogeneous group, but really their development requires a much more nuanced understanding.<\/p>\n\n\n\n

Our *research helps us move beyond this futile opposition. It forms part of a well-defined ethical debate. On the one hand, a critical approach that highlights some of the inherent risks, such as the mental health of teenagers, cyberbullying, or sleep disorders\u2026<\/p>\n\n\n\n

On the other, a normative approach that emphasizes the role of social media in building social relationships. But this debate remains too theoretical if it fails to take into account an empirical reality: the way in which teenagers use these tools in their social development.<\/p>\n\n\n\n

And this is where the findings become troubling.<\/p>\n\n\n\n

Social media: debates in many European countries\u2026<\/h2>\n\n\n\n

Today, the idea of banning social media for under-15s is gaining traction in the public debate in France but also in many European countries<\/a>. This is not an overreaction; it is a measure that is coherent with the findings of two recent studies we conducted among more than 1,000 adolescents France.<\/p>\n\n\n\n

At secondary school (generally ages 11\u201315 in France), a teenager\u2019s identity is still unstable. Their dependence on the views of others is at its peak, and their ability to take a \u2018step back\u2019 is still limited. In this context, social media amplifies fragile dynamics: comparison, social validation, and self-exposure.<\/p>\n\n\n\n

In other words, social media use does not create the problem, but it can intensify it significantly.<\/p>\n\n\n\n

But what our research shows is that the situation changes profoundly thereafter.<\/p>\n\n\n\n

Key dimensions of offline friendship<\/h2>\n\n\n\n

By analyzing two key dimensions of \u201coffline friendship\u201d \u2014 quantity and quality \u2014 we examined how they influence social media use, and above all how these two spheres (offline and online) interact in teenagers\u2019 development.<\/p>\n\n\n\n

The result is clear. Social media is not merely a replacement for offline relationships; it serves as a fundamental extension that shapes and structures them. For example, adolescents continue to manage their relationships, interpret the emotions and reactions of those around them, and observe important social cues.<\/p>\n\n\n\n

Furthermore, we have confirmed that social media plays a role in the development of Theory of Mind<\/a> (ToM), that is, adolescents\u2019 ability to understand the intentions, emotions and perspectives of others.<\/p>\n\n\n\n

These are very important skills, particularly for interpreting marketing messages, influencer content and the information to which they are exposed across numerous platforms.<\/p>\n\n\n\n

Social media also constitutes the main channel through which offline friendships influence this skill. In other words, even \u2018real-life\u2019 relationships now pass, in part, through the digital filter to produce their effects.<\/p>\n\n\n\n

The shift is therefore already here. When it comes to ToM skills, social media has largely replaced traditional forms of interaction. It is no longer a complement; it has become a driving force.<\/p>\n\n\n\n

This observation forces us to move beyond a simplistic view. No, social media is not merely a danger. But it is not neutral either, especially for young adolescents.<\/p>\n\n\n\n

The real dividing line lies elsewhere.<\/h2>\n\n\n\n

In secondary school, teenagers do not yet have the resources to cope with these environments. Exposure should therefore be strictly supervised or even limited. The educational challenge is therefore to set clear guidelines. These include defining screen time, parental support, learning the rules of posting, and raising awareness of cyberbullying and peer pressure.<\/p>\n\n\n\n

For those in the sixth form years, the approach must be adapted. Teenagers develop the understanding and skills that make social media a tool for socialization and personal development. It then becomes essential to empower them by supporting them in learning to verify information, building a digital identity, managing their time online, and understanding how platforms influence behavior.<\/p>\n\n\n\n

Continuing to apply the same rules to all age groups is a mistake.<\/p>\n\n\n\n

The reality is already different. And regulations should reflect this too.<\/p>\n\n\n\n

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This is the English version of an article originally published in French (which is available here<\/a>).<\/p>\n\n\n\n

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Read more analyses by Elodie Gentina on I\u00c9SEG Insights<\/a><\/p>\n\n\n

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*More information<\/p>\r\n\t\t