The Use of Social Media in Childhood and Adolescence from the
Perspectives of Psychology Professionals in Spain
El uso de las redes sociales en la infancia y adolescencia desde la mirada
profesional de los psicólogos en España
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| 157
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ISSN: 1696-019X / e-ISSN: 2386-3978
How to cite this article:
Martín García, A.; Buitrago, A. and Martín García N. (2026). e Use of Social Media in Childhood and Adolescence from the Perspectives of
Psychology Professionals in Spain.
Doxa Comunicación
, 43, pp. 157-173.
https://doi.org/10.31921/doxacom.2817
Noemí Martín García.
Ph.D.
Cum Laude
from the University of Valladolid and Licentiate in Advertising and Public
Relations from the Universidad Complutense de Madrid. She developed her professional career as a Media Planner
at the media agencies Havas Media and Mindshareworld. She has been teaching the course
Advertising Eectiveness
Research
in the Advertising and Public Relations degree program at the Universidad de Valladolid since 2018. Her
primary research focuses on the relationship between advertising and dierent media platforms.
Valladolid University, Spain
[email protected]
Orcid ID:
http://orcid.org/0000-0003-3478-5021
Alberto Martín García
Holds a Licentiate degree in Advertising and Public Relations from the Universidad de Valladolid
and a Ph.D. in Communications from the same institution, dissertation titled
Analysis of the Figure of the Community
Manager as the Voice of Brands on Social Media.
His primary research focuses on social media and its relationship with
brands, the media, and users. He has been a professor at the University of Valladolid in the Department of Audiovisual
Communication and Advertising since 2011. He has also written ve novels.
El silencio de Raquel,
his third publication,
received the 2019 Talento Caligrama Award and was published by Penguin Random House in paperback.
Valladolid University, Spain
[email protected]
ORCID:
0000-0003-2254-8811
Álex Buitrago
. Associate Professor at the University of Valladolid in the Department of Audiovisual Communication
and Advertising. His lines of research revolve around media education, science communication on social media, and
articial intelligence literacy. He has completed research stays as a Visiting Professor at the Digital Literacy Centre at
the University of British Columbia (Canada) and at the Center for Digital Ethics & Policy at Loyola University Chicago
(United States). He is co
-
author of the book
La educación mediática y los profesionales de la comunicación
(Gedisa) and
co-
founder of the Social Media Education Laboratory at the María Zambrano Campus in Segovia of the Universidad de
Valladolid (UVA).
Valladolid University, Spain
[email protected]
Orcid:
https://orcid.org/0000-0002-1709-6972
is content is published under Creative Commons Attribution Non-Commercial License. International License CC BY-NC 4.0
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Recibido: 23/10/2024 - Aceptado: 02/12/2025 - En edición: 11/02/2026 - Publicado: 01/07/2026
Resumen:
Los menores cada vez pasan más tiempo conectados a Internet y reciben
su primer dispositivo móvil a edades tempranas. Parte de ese tiempo lo
destinan a las redes sociales, soportes comunicativos que forman una par
-
te fundamental de sus vidas. El objetivo de esta investigación es conocer,
mediante la realización de entrevistas en profundidad semiestructuradas,
la opinión profesional de dieciséis psicólogos españoles, en contacto con
la juventud, sobre los efectos del uso de las plataformas digitales en los
jóvenes en un contexto en el que cada vez se habla más del deterioro de la
salud mental. Los resultados ponen de maniesto problemas emocionales
como la insatisfacción, la continua comparación, la dependencia, una so
-
breexposición con la que no están preparados para asimilar en conjunto,
la falta de preparación para discernir entre información veraz y falsa, así
como otras carencias en las relaciones sociales y personales derivadas de
un contacto excesivo con las redes y de una falta de formación previa. Si
bien no se puede armar que el único motivo de los problemas relacio
-
nados con la salud mental en niños y adolescentes proceda del universo
digital, sí que podemos concluir que es uno de los causantes principales.
Palabras clave:
Redes sociales; infancia; adolescencia; comunicación; psicología.
Received: 23/10/2024 - Accepted: 02/12/2025 - Early access: 11/02/2026 - Published: 01/07/2026
Abstract:
Young people are spending more and more time connected to the
Internet and are receiving their rst mobile device at an early age. Part
of this time is spent on social media, media that are a fundamental
part of their lives. e aim of this research is to nd out, through in-
depth semi-structured interviews, the professional opinion of sixteen
Spanish psychologists, in contact with young people, on the eects of
the use of digital platforms on young people in a context in which
there is increasing talk of the deterioration of mental health. e
results reveal emotional problems such as dissatisfaction, constant
comparison, dependence, overexposure that they are not prepared
to assimilate as a whole, lack of preparation to discern between true
and false information, as well as other deciencies in social and
personal relationships derived from excessive contact with media
and a lack of prior training. Although it cannot be said that the only
reason for mental health problems in children and adolescents
comes from the digital universe, we can conclude that it is one of the
main causes.
Keywords:
Social media; childhood; adolescence; communication; psychology.
1. Introduction
e rise and consolidation of social media since the late 2000s have transformed personal, social, business, commercial, and
political relationships (Staab & iel, 2022). is transformation emerged from a premise that especially concerns us citizens:
at learning how to use social media –and everything that usage entails– has developed on an individual basis through
observation of a user’s immediate environment (Martín-García, 2022). Additionally, the ease of opening an account and
beginning to use it without prior experience, thanks to intuitive and free platforms, facilitated the rapid growth of Facebook,
Twitter (now called X), Instagram, YouTube, and WhatsApp. However, as digital platforms continue to evolve and new ones
such as TikTok, Twitch, and BeReal appeared, along with continuous usability changes and increasingly complex algorithms
that decide which content users see (Clapp, 2022; Swart, 2021), individuals must undertake an ongoing and autodidactic
adaptation process that is never fully completed.
Daily Internet use continues to rise, reaching ve hours and forty minutes in 2023. Contact with close social circles, information
seeking, instant messaging, entertainment, buying and selling products, forming new romantic relationships, and interacting
with brands or institutions are among the main reasons people go online (IAB, 2023). But what happens when this digital
immersion begins in childhood and adolescence? Minors –already digital natives– face numerous challenges in managing vast
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amounts of information and content during a critical stage of personal development. is is especially true when considering
the problems that arise on social media, many of which are anything but sporadic, as we will demonstrate (Al-Samarraie
et al.,
2022; Khalaf
et al.,
2023).
1.1. Social Media and Minors: An Unequal Relationship where Conict Arises
ere are many advantages to social media for young people, such as socialization, interactive and educational learning,
broadened access to a wide range of cultural content or entertainment, among others (Buenestado-Fernández, 2023). However,
because they have not yet reached maturity, “the lack of skills to manage adult content may lead to inappropriate attitudes
and behaviors and may even result in psychological distress for some of them” (Besolí
et al.,
2018, p. 37). Studies indicate that
young people also spend more than ve hours a day online (Qustodio, 2024), a time investment that varies among individuals,
but which suggests a potential correlation between excessive use and some level of dependence on social media. Factors such
as insucient parental supervision, the unsupervised use of mobile devices (Solera-Gómez
et al.,
2022), and the belief that
children know more about social media than their parents do (Castro & Rodríguez, 2016) –a digital divide that can be dicult
to bridge–, make it necessary to address recurring negative patterns among youth in the digital realm. It is a mistake to assume
that being born into a technologically rich environment automatically makes someone digitally competent.
Among the numerous harmful situations identied in the results section, four stand out due to their increasing frequency and
the need to eradicate them through education (Rubio-Hernández
et al.,
2024) and strong supervision at home, in schools, and
even through police involvement: 1) Cyberbullying (Cuesta-Sáez de Tejada
et al.,
2018; García-Martínez & García-Zabaleta,
2024; Shohoudi-Mojdehi
et al.,
2019), which many minors suer online and which is often invisible to teachers or parents;
2) Sexting (Doyle
et al.,
2019; Alonso-Ruido
et al.,
2017), cases of which, linked to extortion and non-consensual sharing of
intimate content, usually involving female victims, have multiplied in recent years in Spain; 3)e creation of false stereotypes
and 4) a culture of perfectionism that leads to dissatisfaction (López
et al.,
2024).
Furthermore, multiple studies (Cheng
et al.,
2021; Fabris
et al.,
2020) have proven that social media addiction produces
serious consequences such as lack of self-control, increased anxiety, reduced attention span, and social isolation, among
others, during what we insist is a crucial stage of growth and development. Along these same lines, an additional concern
is that negative public reactions to users’ own content can deeply aect self-esteem (Casanova-Garrigós
et al.,
2025), as this
demographic tends to rely heavily on external validation in the form of likes, positive comments, and other reactions (Martín-
Critikián & Medina-Núñez, 2021).
1.2. Mental Health, Social Media, and Youth: A Dicult Coexistence
e detection and denition of the problem have been going on for years. Corporations have teamed up with foundations
to promote responsible technology use (such as Cola Cao’s campaign against bullying; Orange’s “Uso love” campaign with
the ANAR Foundation in Spain), and brands overtly encourage corporate social responsibility (i.e. UNICEF and the AEPD
with their campaign “More than a cell phone”). Public institutions (such as ongoing awareness campaigns by the National
Police and the Civil Guard, or the 2023 State Pact promoting appropriate social media use) and multiple eorts in schools
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(Goodyear & Armour, 2021) also raise awareness of potential dangers. ese instances collectively demonstrate that concern
about children’s technology use and social media participation is widespread.
Universities are also engaged in ongoing R&D projects worth highlighting, such as the University of Málaga’s “Informational
Use of Social Media by the Spanish Adult Population: Incidental News Consumption, Technological Factors, and Credibility
of Journalistic Content” (PID2023-151698OB-I00), and the recently completed “Truth and Ethics in Social Media: Educational
Perceptions and Inuences among Young Twitter, Instagram, and YouTube Users,” pioneered by the University of Valladolid
(PID2019-104689RB-100).
Given that minors in Spain spend more than ve hours a day online, essential questions arise: Who is inuencing young
people? Who is becoming a negative role model (Ruedas-Caletrio
et al.,
2023)? What role do they play in youth development?
And, perhaps most importantly: What negative eects do these negative role models have on mental health (Garrido-Antón &
García-Collantes, 2022)? When asked, young people typically acknowledge that there is indeed harm induced from social media
use (Giménez-Gualdo
et al.,
2021), but they tend to attribute it to only aecting others rather than recognizing themselves as
potential victims (O’Reilly, 2020).
A dominant stance in the scientic literature arms that rising mental health problems among adolescents are directly related
to social media use and the conicts it generates (Bezerra
et al.,
2023; Shannon
et al.,
2022). However, some studies add
nuance: While minors face higher risks online, mental health problems cannot be attributed solely to social media (Livingstone
& ird, 2017), as multiple non-digital factors are involved (Keles
et al.,
2020), and some publications even suggest that the
social networking opportunities that social media can provide may serve as eective means for detecting depression or anxiety
(Michikyan, 2019).
e perspectives shared above illustrate the issue’s inherent complexity. However, there is a dearth of scientic literature
focused specically on the viewpoint of psychologists, the professionals who encounter these issues at the nal stages, when
minors already present more serious symptoms requiring support unavailable at home or in schools (Shannon
et al.,
2022).
2. Objectives
e aim of this study is to give voice to Spanish psychologists and gain rst-hand insight into their views on how minors
use social media and the consequences, both positive and negative, of such use that these professionals identify through
their experiences. To achieve this objective, we set one general objective (GO) and three more specic ones (SO1, SO2, SO3),
dened below:
GO: Understand, based on psychologists’ experiences, the most harmful elements of the relationship between social
media use and adolescents/children.
SO1: Identify the types of problems related to social media use experienced by minors who seek psychological treatment.
SO2: Determine which of the problems identied by the psychologists are linked to gaps in minors’ training and education
as they enter the digital ecosystem.
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SO3: Propose, from the psychologists’ perspectives, potential multifactorial solutions to reduce the negative eects of
social media use.
3. Methodology
We used a qualitative methodology based on Grounded eory (Gibson & Brown, 2009; Strauss & Corbin, 2008), aimed at
explaining a social phenomenon within its natural context by drawing from individuals directly involved in it. We conducted
16 in-depth semi-structured interviews with Spanish psychologists using the criteria detailed in subsection 3.2. Overall, seven
interviews were conducted in person while the other nine were completed via telephone. After transcription, all interviews
were coded and analyzed using
Atlas.ti
. Interviews took place during the third quarter of 2024. Psychologists were contacted
via their LinkedIn, professional email, or by phone in the cases of those whose contacts were made through a third party, with
the goal of verifying that each met the four selection criteria explained in subsection 3.2.
3.1. Interview Design
To fulll the established objectives, we created an interview guide consisting of thirteen main questions, while allowing for
input from participants that arose organically during the interview process. Questions were organized into three groups:
a) context, b) diagnosis (causes and consequences), and c) proposed solutions. is classication structure aligns with the
understanding that “scientic research involves an original, creative proposal within a specic area, demonstrated through
experimentation or logical reasoning, contributing to scientic and technological development” (Quezada, 2021, p. 65).
a) Context:
Q1.
Do you perceive an increase in the number of minors who require professional psychological care?
Q2.
If so, what specic
causes do you believe are contributing to this increase?
Q3.
Do you observe that the amount of time young people spend on
social media is excessive? On which factors do you base that opinion?
b) Diagnosis (causes and consequences):
Q4.
Do you believe that social media is playing a positive role in the mental health of minors?
Q5.
Delving deeper on this
topic, which aspects of social media use among minors do you consider to be the most harmful for them?
Q6.
What aective
deciencies and shortcomings in the quality of social relationships do you observe in minors?
Q7.
Do you think these potential
deciencies have increased with the emergence of social media?
Q8.
Does the culture of image, perfection, photo lters,
comparison, etc., generate dissatisfaction, anxiety, or depression among young people?
Q9.
In educational terms, do you
perceive that young people receive adequate training regarding social media use that would help prevent mental health
problems in the future?
Q10.
Regarding the previous question, what training deciencies related to social media do you
identify in young people? For instance, aective, usability-related, respect-related, understanding how to interact with others,
or any other potential deciencies.
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c) Proposed Solutions
Q11.
Who do you believe should take the lead in providing such training?
Q12.
Do you consider minors to be aware of the most
negative aspects of social media use?
Q13.
With respect to the most problematic aspects of social media use among young
people, where do you believe the solution lies in order to reduce its negative impact on mental health?
3.2. Selection Criteria for Interviewees
To determine who would be selected as interview subjects, we rst established a set of criteria aimed at ensuring a professional
perspective suitable for meeting the objectives of the research. ese criteria were:
a) University graduates in Psychology, holding either a bachelor’s degree or a licentiate degree, from a public or private
Spanish institution.
b) A minimum of ve years of professional experience in their eld of practice. is criterion ensures a suciently mature
perspective that enables the interviewee to draw broader conclusions.
c) Direct contact with minors in their professional environment.
d) Required daily use of at least three of the most widely used digital social platforms in Spain: Facebook, X, Instagram,
WhatsApp, TikTok, or YouTube (IAB, 2023). is criterion is necessary because our aim is for our subjects’ perspectives to
be based on rst-hand knowledge of the digital environment beyond the anecdotal information provided by their patients.
Given that this profession is of particular relevance when working with minors, and that their work requires strict condentiality,
our interviewees’ anonymity was guaranteed to them when making their perspectives available through publication.
3.3. Codebook for the Qualitative Analysis
To ensure maximum reliability in the development of the ndings, we followed a process based on a threefold reading of
the interviews, already transcribed in
Atlas.ti
. e rst reading served to familiarize ourselves with the content oered by
the participating psychologists. e second reading involved writing memos to identify common elements associated with
emerging trends. Finally, the third round involved coding the quotations based on a general category, one of four thematic
families. is process led to the creation of a codebook containing twenty-two codes, in which the quotations were grouped (see
Table 1). It is important to clarify that some quotations, due to their multiple relevancies, were classied under two dierent
codes, and, in the nal review, others were regrouped when the research team determined they were more appropriately
placed elsewhere.
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Table 1. Codebook Created in
Atlas.ti
FamilyCode
Brief Description
Convenience of Social Media Use (USO)
USOpos
Interviewees who consider social media to be net positive for
young people
USOneg
Interviewees who consider social media to be net negative for
young people
USOtie+
Interviewees who believe that the amount of time spent on social
media is not harmful
USOtie-
Interviewees who believe that the amount of time spent on social
media is indeed harmful
USOper+
Interviewees who think young people are aware of the risks of
social media use
USOper-
Interviewees who think young people are not aware of the risks of
social media
Eects (EFE) of Social Media on Youth
Mental Health (SAL)
EFE+
Quotations in which interviewees assert that social media has
positive eects on young people
EFE-
Quotations in which interviewees assert that social media has
negative eects on young people
SAL-
Quotations in which interviewees state that minors’ mental
health is worsening
SALred+
Quotations in which interviewees do not identify social media as
a cause of mental health deterioration
SALred-
Quotations in which interviewees identify social media as a cause
of mental health deterioration
PROrel
Quotations in which interviewees state that the overall quality of
social relationships is negatively aected
Harmful Factors (PRO) for Children and
Adolescents
PROent
Quotations in which interviewees assert that problems arise from
the relationship with their environment
PROcom
Quotations in which interviewees state that comparison and the
belief that everything is real are harmful
PROdist
Quotations in which interviewees state that social media use
creates a harmful distancing from real life
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PROauto
Quotations in which interviewees assert that the root of the
problem arises from an autodidactic approach to navigating
social media
Education (EDU) and Training as Both
the Root of the Problem and the Solution
(SOL)
EDU-
Mentions in which psychologists state that young people are not
adequately educated for the free use of social media
EDUhog
Mentions in which psychologists state that education should be
grounded at home
EDUcen
Mentions in which psychologists state that education should be
grounded in schools
SOLcont
Mentions in which psychologists state that part of the solution
lies in greater parental control
SOLsen
Quotations in which psychologists state that part of the solution
lies in stronger and more eective awarenessraising and
prevention initiatives
SOLleg
Statements in which psychologists believe that part of the
solution lies in adapting legislation to the issue and improving
access controls for minors
Source: Authors’ original elaboration
4. Results
After transcribing, coding, and analyzing the interviews, we present the results of our work. Our focus centers on the
fundamental aspects that represent recurring trends and help to situate the professional opinions of Spanish psychologists
regarding how they assess social media use among minors in the present moment, what consequences that work entails, and
which mentalhealthrelated problems they face. In this section, we also include quoted excerpts that exemplify those elements
we consider most noteworthy.
4.1. Multifactorial Causes in the Deterioration of Young People’s Mental Health
Before examining the specic aspects of social media, we consider it appropriate to contextualize issues related to the
mental health of young people. In recent years, it has become common to encounter news reports describing an increase
in psychological problems of varying severity, but is this a reality clearly perceived by our interviewees? Fourteen of them
(93.3%) respond emphatically in the armative and identify multiple consequences, among which anxiety, insecurity, ADHD
(attentiondecit/hyperactivity disorder), stress, and diculty relating to others are predominant:
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INT1/
Yes, there is greater psychopathology. Mood disorders such as anxietydepressive disorders, and in some cases, suicide risk.
Also, I notice a lack of parental skills for managing behavioral problems.
INT15/
Based on the families I see around me, I notice, for
example, problems related to frustration management –children who struggle when they must wait to get what they want and who
nd it very distressing when a situation does not unfold as they expect.
INT14/
I would especially say that there is an increase in
selfharm problems, eating disorders, insecurity, socialrelationship diculties, and low selfesteem.
Without claiming that these disorders originate exclusively from social media use, a prominent current of opinion again points
toward the certainty that, when weighing positive and negative aspects, the latter outweigh the former (86.6%), contributing
decisively to the increase in psychological problems which, we reiterate, have multiple origins. e experience of the sample
in this study positions digital platforms so that their benets are often overshadowed by the gravity of the more harmful eects
that psychologists routinely observe when diagnosing and treating young patients:
INT5/
From my point of view, they do not know how to be bored, and they do not realize that staring at a screen for so many hours
is already boring –and this happens to adults as well. e amount of time they spend on it [social media] is excessive because it
becomes a tool for comparison, insecurity, and dissatisfaction. ey often seek companionship and entertainment there.
INT15/
Social media takes away time that is necessary for activities related to learning how to socialize. I would also say that it eliminates the
apparently idle time that is essential for fostering creativity and managing frustration. And even more so, what they grow accustomed
to seeing becomes the worldview they ultimately consider real, yet social media is demonstrably biased.
INT16/
e negatives it
generates –especially with regard to mental health– are, in my opinion, much greater than the positives.
However, psychologists also identify certain positive components in social media use for young people, particularly regarding
socialization. at being said, this minority viewpoint coincides with the opposing one in judging the amount of daily screen
time as excessive:
INT8/
ey [social media platforms] may help with selfknowledge and are very positive for fostering critical thinking.
INT3/
It depends on the case and on what is understood as excessive. It is a new way of relating to both their immediate and distant
environments; ey have made social media their space for communication, socialization, and entertainment.
Regarding whether minors are aware of the responsibility and consequences associated with social media use, we once again
nd broad agreement among psychologists: 86.6% conclude that young people do not possess a clear awareness that would
lead them to be more cautious or to channel their eorts into constructive use of these platforms. In the two cases (13.4%) in
which psychologists believe young people
are
aware of potential risks, they also agree that such awareness does not necessarily
translate into better behavior, as they do not attribute sucient importance to the issue and do not perceive themselves as
potential victims:
INT6/
Many, I believe, are indeed aware, but they do not take the risks as seriously as they really should.
INT14/
Most probably
only evaluate the most positive side: the fun, the speed, the accessibility, the reinforcement of a like, a photo, a nice comment…
INT7/
ey only perceive the negative consequences if something happens that they can empathize with—something occurring in
their immediate environment or directly to them.
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4.2. Overexposure, Lack of Parental Control, and the Creation of False Stereotypes: A Combination Harmful to
Young People’s Mental Health
e alreadymentioned excess of daily hours that young people spend on social media implicitly leads to an increase in
overexposure
, that is, in the creation of content in which they themselves are the protagonists. ey are not merely passive
spectators who consume videos and other content. Instead, they show themselves openly and become dependent on the
feedback from their audience. In this regard, psychologists identify decisive factors inuencing their mental health, such
as the constant need to appear perfect, the negative comments they receive, or the belief that the perfection displayed on
social media actually reects others’ real lives, thereby generating a comparative eect in which adolescents end up placing
themselves consistently in a position of inferiority:
INT13/
Among the most harmful things I see, I would highlight the constant need to show one’s body, comparison with others,
creation of unrealistic lives, glorication of money, or dangerous trends that even put physical health at risk.
INT4/
Setting aside the
lack of reallife social interaction, I observe a great deal of concern about the image they present on social media, emotional problems,
personal dissatisfaction, low selfesteem, and negative selmage.
INT7/
ey seek to achieve an unrealistic image and, in many cases,
lie about how they look, which leads to anxiety and depression.
e damage caused by social media use gives rise to longterm behaviors when approaching the issue from an aective
perspective. is is not a shortterm problem that can be corrected quickly. When delving into the menta health consequences,
the psychologists interviewed unanimously concluded that all those challenges and problems that arise from social media
lead to a reduction in children’s and adolescents’ emotional skills and, consequently, an increase in aective deciencies that
are essential during these stages of personal development, as much within the families as in their friendships as well as in their
wider communities:
INT16/
A deterioration in facetoface interactions can be observed, both in quantity and quality. ey have fewer tools to manage
direct contact, and even the expression of emotions has been trivialized –reduced to a single emoji– and it is increasingly dicult for
them to put into words what they feel and to resolve conicts at their root.
INT15/
We are living with a generation of hyperscheduled
children who go to English class, piano, paddle tennis, swimming, chess… yet they do not dare play ball with others in the park,
because they lack the experience. On the other hand, it has been shown that even in early childhood, children whose parents spend
time on their phones in front of them receive less linguistic stimulation. ese parents talk to them less simply because one cannot
do two things at once.
As we show, parental gures already appear in the comments as a decisive element. Minors’ full autonomy coupled with
the absence of adult supervision, not merely as passive overseers but as active guides accompanying children through the
learning process, both come up organically in conversations with these psychologists, even though they were not explicitly
asked. e fact that young people turn to the Internet as their preferred place for advice about what concerns them, bypassing
the natural process of receiving support from their elders, contributes neither to the development of optimal nor responsible
media literacy:
INT13/
Aective deciencies stem from the nuclear family. Minors use mobile phones because there is no supervision. Methods of
relating to others have changed, and that reality can be both positive and negative at the same time.
INT12/
Aective deciencies
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begin with the lack of communication and real presence of parents. is lack pushes them [children and adolescents] to rely on
unhealthy role models they encounter through social media. ere, they feel heard and understood by their peers or by others. eir
lack of inperson social skills and their selfesteem issues make them vulnerable and easily manipulated by certain online entities. On
social media, kids feel safer and less exposed.
To conclude this section, it is important to highlight the severity associated with the dissatisfaction that adolescents and
children experience when the content they consume becomes the standard against which they compare themselves. We
reiterate the phenomenon of comparison as one of the main factors leading kids to believe that their lives and their bodies
could be much better, and that what they see on social media represents a reality to which they must aspire:
INT7/
In therapy, I see many young people who are frustrated with their boring lives and dissatised with their appearance.
Additionally, a high degree of selfdemand arises regarding issues such as their body, hobbies, travel…
INT14/
Repeated exposure
to unrealistic bodies and lives makes this appear to be the norm, and comparison generates dissatisfaction. Scrolling becomes
addictive, and the more frequently certain types of content are viewed, the more they appear –repeatedly reinforcing the perception
that those plump lips, competitionready muscles, or enormous buttocks are what is normal.
4.3. Educational Shortcomings as a Potential Breeding Ground for the Emergence of MentalHealthRelated Problems
roughout our analysis, we found various points of view that produced nearunanimous agreement among our participating
psychologists. To these we must add the one fully unanimous point of agreement: All sixteen interviewees (100%) warn that the
training and education young people currently receive about responsible social media use is insucient to remain safe given
the unfettered access they have to all kinds of digital content:
INT13/
As digital natives, they usually navigate without supervision. Families do not have sucient knowledge to help them, and
within educational environments, kids do not give much value to what adults recommend.
INT16/
In many cases, there are no clear
limits that promote rational use, and they are not taught about the consequences of excessive technology use.
INT3/
Training in the
use of social media and the Internet should be just as important as schooling in math, history, and other academic subjects.
Yet the question remains: Who should be held responsible for this educational gap? When asked, our interviewed psychologists
diverge somewhat between two lines of thought that ultimately merge into one: Responsibility must be shared between what
happens in the home and what is taught in educational settings. is distribution of responsibility is thus seen as a shared
obligation that cannot be successfully realized without the participation of both parties:
INT12/
It is a joint eort between bettereducated families and educational centers that teach, encourage proper use, and provide
training. Public institutions must also support this joint work and provide the necessary human and material resources to carry it
out.
INT2/
It must be a team eort between school and family. If one promotes a message and the other invalidates it, no educational
consensus will be reached, and no progress can be made.
INT9/
A combination between families, through example, and schools,
through technical instruction and safetyrelated guidance.
Although research like the present study often focuses on diagnosing a problem –in this case, through the perspective of
psychology professionals– we believe it is essential to also devote eort to identifying solutions or at least realistic attempts
to improve the situation addressed in these pages. For this reason, one of the specic questions in our interview centered on
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identifying those proposals which, according to the participants, could oer ways to educate and train children and adolescents
to more safely, responsibly, and critically use social media. What our participants oer are multidisciplinary solutions that
involve not only training but also control and restriction:
INT1/
e solution may lie in trying to assess social media from a perspective closer to reality, as in most cases social relationships
and the information shared on social media lack an emotional component—one that allows us to feel and behave accordingly without
avoiding more negative emotions such as fear, sadness, or anger.
INT15/
Raising the legal minimum age for social media use in the
country. Reinforcing this from schools and secondary institutions and prohibiting mobile phone use during the school day, as done
currently in many secondary schools in Ireland. Also, delaying the use of Internetconnected devices for as long as possible, including
in education. e prefrontal cortex, responsible for planning, is not yet mature at these ages.
INT4/
Conducting awarenessraising
sessions and talks in schools where the negative aspects and consequences of misuse are presented or even featuring young people
currently receiving psychological treatment speaking rsthand about their experiences.
Nevertheless, the experience of the interviewed psychologists and their continuous close contact with young people provide a
realistic perspective. No matter how many proposals might emerge from dierent institutions, the solution is not simple and
unfortunately may never be complete:
INT7/
Eradicating it completely is impossible, but I believe that good training from a younger age could prevent much of the negative
impact.
INT16/
I do not think it comes down to a single solution, nor do I think it is simple. A joint plan that takes into account
families, users themselves, teachers, and society as a whole could help shift the current trajectory, but it will take time and eort. I do
not believe there is a magic recipe to resolve what is currently taking shape.
5. Discussion and Conclusions
e mental health of children and adolescents has deteriorated in recent years. is is a conclusion on which there is complete
unanimity among the subjects interviewed for this research. Identifying social media use as the sole cause would not align
fully with reality, but in the opinion of our study sample, it is indeed part of the set of causes of this problem (Bezerra
et al.,
2023; ShohoudiMojdehi
et al.,
2019) and is by no means insignicant. However, given the amount of time young people spend
plugged into social media, we are far from achieving a collective consensus that could improve what we can clearly dene as
a problem.
From
SO1
, we conclude that personal and physical overexposure, the cult of perfection, the low quality of social relationships,
constant comparison, dissatisfaction, the pursuit of external validation, excessive time spent on social media, distraction,
and the inability to process the large volume of information they receive, among others, are recurring problems identied as
contributing to the decline in children’s and adolescents’ mentalhealth quality.
Regarding
SO2
, the interviewees state that the balance between the time dedicated to social media and the training received
for its use is inadequate, since much of the learning occurs autodidactically. ere is no continuous parental control to identify
where conicts occur, and by the time these kids seek psychological help, these behaviors have already become deeply
ingrained. Currently, contact with specialists only occurs once kids have reached an advanced stage of psychological distress
or behavioral diculty.
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With respect to
SO3
, we observe that the proposed solutions involve a combination of education, training, and stricter parental
control (RuedasCaletrio
et al.,
2023). All three areas are viewed as clearly improvable, and the tools currently used are not
considered eective. A supposed lack of time and interest is perceived within households, while educational institutions lack
a clear strategic approach. Added to this is a sense of realism—notably not unwarranted pessimism—from these psychologists,
who assert that full eradication of the various problems that emerge on digital platforms will never be achieved. Proposing
a solution based on the idea that more education equates to the elimination of the problem is simply not realistic. is
perspective, grounded in their professional training and experience, points to the need for a continuous state of alert and
warns against overestimating kids’ ability to responsibly handle social media. According to our interviewees, minors’ ability
to safely navigate social media is far from reality and rooted in two factors: their dangerous overcondence stemming from
having grown up with the technology (Castro & Rodríguez, 2016) and their inherent vulnerability that the minors themselves
do not perceive (MartínCritikián & MedinaNúñez, 2021).
e quality of mental health in minors is a topic of great societal interest and one that is widely reected in scientic literature
(Campodónico, 2022; GarcíaGil
et al.,
2022; MateoMartínez
et al.,
2022). From this literature, and from the present article—
which we believe fullls the objectives set forth—it is clear that, as a whole, we must place greater emphasis and expediency
on addressing the harmful eects that kids experience as a result of spending so much time connected to the Internet and,
by extension, to social media (RubioHernández
et al.,
2024). Understanding these psychologists’ professional opinions, who
often receive minors only once the problem has already progressed signicantly, and who have a broader and more objective
perspective, is essential. Because of their expertise, these psychologists are able to identify origins and causes in order to
address them through their practices.
In these pages, we have provided a professional perspective on a problem characterized by numerous perspectives and
nuances, as evidenced through the interviews we conducted. e authors are aware of the limitations of our work: Our sample
could have been larger or even subdivided into results dierentiating between the eects of social media on children and
on adolescents, as their patterns of use are not identical. Nevertheless, we consider that despite these limitations, our study
contributes to progress in the search for solutions and in framing the ever-evolving problem, from the presentday reality of a
group whose professional perspective has seldom been solicited within communicationrelated scientic literature. is article
does not respond to an isolated circumstance but forms part of a broader aim: To give voice to various actors connected
to childhood and adolescence, such as educators, psychologists, and social workers, in order to ensure that young people’s
experiences with social media are as positive and as constructive as possible.
6. Conicts of Interest
e authors declare that they have no conicts of interest.
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7. Specic Contributions of Each Author
Name and Surname(s)
Conception and Study DesignAlberto Martín García
Methodology
Alberto Martín García, Álex Buitrago, and Noemí Martín García
Data Collection and AnalysisAlberto Martín García, Álex Buitrago, and Noemí Martín García
Discussion and ConclusionsAlberto Martín García, Álex Buitrago, and Noemí Martín García
Writing, Formatting, and RevisionAlberto Martín García, Álex Buitrago, and Noemí Martín García
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