How can educators help students navigate information full of emotions in digital media?

Key points:

Social networks are a form of digital media that focus on platforms for social interaction and content, such as facebook, instagram, Tiktok and YouTube. In November 2024, Australia It became the first country in the world to prohibit children under 16 from social networks. In January 2025, Florida It became the first state in the United States to prohibit children under 14 from social networks, with the permission of parents/guardians required for 14 or 15 year old children. Many states are pressing Prohibition of cell phones In schools, with California, Florida, Indiana, Louisiana, Minnesota, Ohio, South Carolina and Virginia, promulgate measures that prohibit or restrict the use of cell phones. These laws seek to protect children from addictive algorithms (for example, cured content, personalized foods), as well as inappropriate and harmful content (for example, sexually explicit material, graphic violence, hate speech, cyberbullying, misinformation) in the networks social.

Social networks, however, are just a form of digital media. It may be more useful to support children in the navigation of content loaded with emotions in all forms of digital media, including search engines, online forums and podcasts. Algorithms impact visibility and scope of content and influence what children (and adults) see and interact online. Algorithms also amplify the information that is controversial, sensational or polarizing. It contributes to information bubbles where children (and adults) only see part of the general panorama. Children are overloaded and persevere This incessant information flow loaded with emotionsThat gives them a toll.

Repetitive thought Online information loaded with emotions can be adaptive when the approach is constructive or short term. Improves reflection and facilitates information. Imagine Riley, 13, who feels sad and confused to see images of the war in Gaza, deciding to learn more about the history of Israel-Palestine. Or Ruth, 15, who feels helpless and thinks about news about climate change, contemplating civic opportunities in her school and community.

However, repetitive thinking in online information loaded with emotions can be maladaptive when the approach is negative or long term. Aguifies negative emotions and thoughts (parenting or ruminating) that interfere with everyday life. Imagine Raphael, 16, who cares about the mass shootings and thinks about it all day, struggling to participate and participate in the class. Or Riya, 15, who remains awake all night reading online forums or listening to podcasts in school shootings, reinforcing a negative cycle of thoughts on classroom safety.

Schools provide a unique platform to support children with information full of emotions in digital media, given the frequent use of digital media in teaching and learning. What can educators do to help students to the content loaded with correct -sized emotions in all forms of digital media?

To reduce maladaptive repetitive thinking, educators can use simple base exercises to interrupt repetitive thoughts, such as asking students to name five things they see, four things they listen and three things that can touch. Or even count on the reverse since 20. Educators can also schedule a 10 -minute daily silence during the first period and let students think about whatever they want. Students can write down and “park” all the thoughts they have in a newspaper or notebook. Educators must make sure students move to something more productive when the time of silence is accelerated, reminding them that they will have time to think more tomorrow.

To promote adaptive repetitive thinking, educators can address Unpleasant emotions That students can experiment with content in digital media, such as sadness, anger, concern or confusion. Since knowing the bits and pieces of a subject can result in erroneous information, misinformation or malinformationAsk students to list all the emotions and thoughts they have on the subject and verify Each thought is true or false. Students must classify each thought even more as useful or useless. If none were true or useful, provide 1-2 true and useful thoughts on the subject.

In addition, it is vital to equip and empower students with media literacy In school. The free curriculum and resources on media literacy are provided by the Digital Consultation Groupthat teaches lateral reading to help students evaluate online information that affects them, their communities and the world. Educators can help students navigate by digital media by reducing breeding/rumination and supporting reflection/contemplation of content loaded with online emotions.