Impact of Social Media Use on Mental Health, Cyberbullying and Academic Attainment among Youth: A Scoping Review

Faculty Mentor

Isaac Chun-Hai Fung

Location

Russell Union Ballroom

Type of Research

On-going

Session Format

Oral Presentation

College

Jiann-Ping Hsu College of Public Health

Department

Department of Biostatistics, Epidemiology, and Environmental Health Sciences

Abstract

Background:

Social media use (SMU) has become prevalent and increasingly normative across all age groups in American society. The popularity of social media among youth warrants further research about its impact on their well-being, safety, and academic success. This scoping review aims to summarize the impact of SMU on mental health, cyberbullying, and academic achievement in children aged 8 to 17 years old.

Methods:

A scoping review was conducted using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. All relevant literature published in the last five years between Jan 1, 2021, and Sep 15, 2025, across four databases: PubMed, PsycINFO, ERIC, and Scopus, was identified. An online review management platform, ‘Rayyan’, was used to conduct a blind review by three independent reviewers.

Results:

Ninety studies were included after full-text review. Among these, 55 focused on mental health, 13 examined academic attainment, and 22 addressed the issue of cyberbullying. There is emerging evidence linking problematic/addictive SMU, passive consumption, and high duration (> 4–6 hrs/day) to increased depressive symptoms, anxiety, poor sleep, and suicidality among youth. Excessive online sharing and emotional investment were common among girls, making them vulnerable to cyber victimization. The fear of missing out was a common reason for compulsive SMU among both genders. The more visual and photo-dependent platforms increased anxiety and depression due to low self-esteem and dissatisfaction. Boys were common perpetrators and reported involvement in cyberbullying. Parental monitoring and supervision are significant protective factors that help prevent the negative impacts of SMU. In-class checking and passive consumption of SMU are negatively associated with academic success and lower grades. This relationship is frequently mediated by impaired attention control, academic procrastination, and sleep deprivation due to increased online presence.

Conclusions:

This scoping review concludes that problematic SMU, passive consumption, high duration, and excessive sharing consistently predict poorer mental health, increased cyberbullying involvement, and reduced academic performance in youth. Policies aimed to prevent or reduce the negative implications of SMU should focus on integrating digital literacy programs in schools for children, parents, and families. Informed decisions and healthy media choices can prevent major problems arising from excessive SMU.

Acknowledgment:

The project is supported by the Georgia Department of Public Health (Contract number: 40500-001-26265403).

Program Description

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Start Date

4-23-2026 2:30 PM

End Date

4-23-2026 2:45 PM

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Apr 23rd, 2:30 PM Apr 23rd, 2:45 PM

Impact of Social Media Use on Mental Health, Cyberbullying and Academic Attainment among Youth: A Scoping Review

Russell Union Ballroom

Background:

Social media use (SMU) has become prevalent and increasingly normative across all age groups in American society. The popularity of social media among youth warrants further research about its impact on their well-being, safety, and academic success. This scoping review aims to summarize the impact of SMU on mental health, cyberbullying, and academic achievement in children aged 8 to 17 years old.

Methods:

A scoping review was conducted using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. All relevant literature published in the last five years between Jan 1, 2021, and Sep 15, 2025, across four databases: PubMed, PsycINFO, ERIC, and Scopus, was identified. An online review management platform, ‘Rayyan’, was used to conduct a blind review by three independent reviewers.

Results:

Ninety studies were included after full-text review. Among these, 55 focused on mental health, 13 examined academic attainment, and 22 addressed the issue of cyberbullying. There is emerging evidence linking problematic/addictive SMU, passive consumption, and high duration (> 4–6 hrs/day) to increased depressive symptoms, anxiety, poor sleep, and suicidality among youth. Excessive online sharing and emotional investment were common among girls, making them vulnerable to cyber victimization. The fear of missing out was a common reason for compulsive SMU among both genders. The more visual and photo-dependent platforms increased anxiety and depression due to low self-esteem and dissatisfaction. Boys were common perpetrators and reported involvement in cyberbullying. Parental monitoring and supervision are significant protective factors that help prevent the negative impacts of SMU. In-class checking and passive consumption of SMU are negatively associated with academic success and lower grades. This relationship is frequently mediated by impaired attention control, academic procrastination, and sleep deprivation due to increased online presence.

Conclusions:

This scoping review concludes that problematic SMU, passive consumption, high duration, and excessive sharing consistently predict poorer mental health, increased cyberbullying involvement, and reduced academic performance in youth. Policies aimed to prevent or reduce the negative implications of SMU should focus on integrating digital literacy programs in schools for children, parents, and families. Informed decisions and healthy media choices can prevent major problems arising from excessive SMU.

Acknowledgment:

The project is supported by the Georgia Department of Public Health (Contract number: 40500-001-26265403).