Social Media and Adolescent Wellbeing: Rethinking Psychological

Impact and Digital Strategies

Annaliese Yan

Methodist Ladies’ College, Sydney, Australia

Keywords: Empathy, Validation, Cohesion.

Abstract: The ubiquity of social media in the lives of adolescents has initiated a fundamental shift in how self-perception

and psychological wellbeing are constructed and experienced. This paper explores social media as a potent

external influence on adolescent mental health, interrogating its capacity to shape self-identity, modulate

emotional states, and reinforce behavioral norms. Drawing on psychological frameworks such as Social

Comparison Theory, Objectification Theory, and Self-Determination Theory, the research unpacks the

nuanced interplay between digital environments and adolescent developmental processes. A synthesis of

empirical research and psychological theory is used to reframe social media not merely as a risk factor, but

as a complex psychosocial force requiring contextualized understanding and critical engagement.

Recommendations for healthier usage strategies and policy considerations are discussed. Ultimately, the paper

contributes to a more balanced, developmentally informed discourse on digital youth culture and

psychological resilience.

1 INTRODUCTION

In the 21st century, digital technologies have become

not just accessories to adolescent life but it’s very

scaffolding. Social media platforms—originally

conceived as tools for communication—now serve as

dominant arenas for identity formation, social

validation, and psychological feedback. Among

adolescents aged 12–18, more than 95% report using

social media daily, with over one-third describing it

as “almost constant.” This shift marks a generational

rupture in the way young people come to know

themselves and understand their place within social

hierarchies. Central to this transformation is the

emergence of the externally-referenced self—a

construction of identity that relies less on

introspective coherence and more on public appraisal,

quantified through likes, shares, comments, and

algorithmic (Andreassen et al., 2017). Unlike earlier

identity development models, which emphasized

individuation and inner-directed exploration, today’s

adolescents experience selfhood in part as a function

of their visibility and aesthetic acceptability on digital

platforms. The performative nature of online

engagement transforms identity into a social product,

curated and broadcast for peer and algorithmic

consumption. From a neurodevelopmental

perspective, this phenomenon is especially

consequential. During adolescence, the prefrontal

cortex—responsible for decision-making and

emotional regulation—is still maturing, while the

limbic system, which governs reward sensitivity, is

hyperactive. Social media platforms exploit this

imbalance through dopaminergic feedback loops,

where intermittent and unpredictable reinforcement

(such as notifications or likes) conditions users to

seek constant engagement. Consequently,

adolescents become neurologically primed to equate

online affirmation with self-worth, embedding digital

approval into their core sense of identity.

Furthermore, the architecture of social media

encourages persistent upward social comparison.

Adolescents are exposed to highly filtered, idealized

portrayals of peers and influencers, often edited to

unattainable standards. According to Social

Comparison Theory, such exposure leads individuals

to assess themselves against perceived superiors,

often resulting in distorted self-appraisals, diminished

self-esteem, and feelings of inadequacy. The

recursive nature of this comparison loop—where

users attempt to “keep up” by curating their own

content—further entrenches the cycle of

Yan, A.

Social Media and Adolescent Wellbeing: Rethinking Psychological Impact and Digital Strategies.

DOI: 10.5220/0013995700004916

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd International Conference on Public Relations and Media Communication (PRMC 2025), pages 537-544

ISBN: 978-989-758-778-8

537

perfectionism and psychological distress. These

dynamics are not uniformly negative. For some

adolescents, social media provides a sense of

belonging, access to supportive communities, and

avenues for creative or political expression. However,

the net impact of such platforms on psychological

wellbeing is deeply mediated by factors such as usage

patterns, individual predispositions, and socio-

cultural context. This paper thus aims to go beyond

simplistic binaries of “good” or “bad” social media,

and instead offer a nuanced, empirically grounded

account of how these platforms function as

psychological ecosystems for adolescents. Through

six interlinked sections, the paper explores the

psychological mechanisms that underlie adolescent

interactions with social media, examines correlations

with mental health outcomes, and investigates

whether these platforms might also enhance

wellbeing when used critically and intentionally. The

goal is not merely to diagnose a problem but to

reframe the digital environment as a site of both risk

and opportunity for adolescent development (Dibb

and Foster, 2021).

2 THEORETICAL

FRAMEWORKS

2.1 Social Comparison Theory and

Objectification Theory

Originally developed research, Social Comparison

Theory posits that individuals evaluate their own

worth and competence by comparing themselves to

others (Leon, 1954). While this process has long been

a part of adolescent development, social media

radically amplifies and distorts it by exposing users to

carefully curated, often idealized content from peers

and influencers. Empirical studies show that exposure

to such upward comparisons—especially in relation

to beauty, success, or lifestyle—correlates strongly

with negative affect, body dissatisfaction, and

depressive symptoms in adolescents. As showing in

Table 1, the instantaneous availability of hundreds of

“better” lives, filtered through algorithmically

optimized feeds, creates an impossible baseline

against which adolescents judge their own worth.

Table 1: Platform behavior vs associated behavior vs

psychological outcome.

Platform

ehavio

Associated

ehaviou

Psychological

outcome

Instagram

filters

Appearance

perfection

Body

dissatisfaction,

self-

surveillance

“Hot or not”

style conten

Peer sexual

objectification

Anxiety, shame

Follower,

count,

visibility

Public

comparison

External

validation

dependence

This logic extends to boys as well, though often

manifesting through muscular ideals or dominance-

based comparison rather than thinness. Social media

doesn’t merely mirror a cultural obsession with

physical appearance, it accelerates and gamifies it.

2.2 Self-Determination Theory

Self-Determination Theory posits that psychological

wellbeing depends on the fulfillment of three basic

needs: autonomy (control over one’s actions),

competence (a sense of effectiveness), and

relatedness (feeling socially connected). Social media

platforms are capable of simultaneously satisfying

and undermining these needs. Autonomy may be

diminished by compulsive usage patterns and the

performative pressure to maintain a digital persona.

Competence becomes distorted by reliance on

external markers of success such as likes and

engagement metrics. Relatedness is highly volatile:

adolescents may feel deeply connected one moment

and excluded the next, especially when witnessing

social gatherings they were not invited to or being

ignored in group chats (As shown in Table 2).

Table 2: psychological need satisfaction vs. social media

use in adolescents – hypothetical patterns observed in

existing literature (Nesci et al., 2018; Ryan and Deci, 2000).

Social media

engagement

Autonomy

score (/10)

Competen

ce score

(/10)

Relatednes

s score

(/10)

Active

osting

4.36 6.8 7.5

Passive

scrollin

3.1 3.9 5.0

DM-

ased

conversation

7.6 5.9 8.4

o social

media use

8.2 8.5 6.1

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538

These findings suggest that passive engagement

is particularly harmful, reducing both autonomy and

competence, while one-on-one conversations may

enhance relatedness. High-frequency public posting

provides mixed benefits but often comes at the cost of

self-directed behavior.

2.3 A Neuropsychological Overlay: The

Adolescent Brain in a Feedback

Loop

Neuropsychology adds a crucial developmental

dimension to these frameworks. During adolescence,

the limbic system—responsible for emotion and

reward—is hyperactive, while the prefrontal cortex—

responsible for self-regulation—is still developing.

This neurodevelopmental mismatch makes

adolescents especially susceptible to short-term

gratification and emotional volatility. Social media

platforms exploit this vulnerability through features

such as intermittent reinforcement (e.g., randomised

likes and comments), dopamine-triggering feedback,

and push notifications. These mechanisms mirror

those found in behavioral addictions, and recent

studies have found that excessive social media use

can stimulate neural responses similar to those seen

in gambling and substance addiction. Thus, the

adolescent brain is neurologically primed for

compulsive social media engagement, reinforcing

behaviors that may undermine emotional stability and

long-term wellbeing.

The interplay between psychological theory and

digital architecture provides a multidimensional

explanation for how social media impacts adolescent

self-perception and mental health. Social Comparison

Theory highlights the role of curated content in

driving insecurity. Objectification Theory reveals the

internalization of external gaze and appearance-based

anxiety. Self-Determination Theory illuminates how

platforms manipulate fundamental psychological

needs. Neuropsychology explains why adolescents

are uniquely vulnerable to compulsive engagement

and feedback addiction.

3 THE LINK BETWEEN SOCIAL

MEDIA AND ADOLESCENT

MENTAL HEALTH

The correlation between social media usage and

adolescent mental health outcomes has emerged as

one of the most pressing psychological debates of the

digital age. Although social media is often described

as an innocuous part of modern socialization, a

growing body of empirical research suggests that it is

deeply implicated in rising rates of anxiety,

depression, loneliness, self-harm, and suicidal

ideation among young people.

3.1 Anxiety, Depression and Digital

Saturation

Multiple large-scale studies have found significant

associations between increased time spent on social

media and elevated levels of anxiety and depression

in adolescents, which reviewed 16 quantitative

studies, concluded that higher social media use is

consistently linked to increased risk of depressive

symptoms and anxiety, with effect sizes particularly

pronounced among adolescent girls. One of the

central mechanisms behind this trend is the constant

exposure to idealized portrayals of others, which

intensifies feelings of inadequacy and inferiority.

This digital comparison loop, previously discussed in

Section 2.1, exacerbates negative self-evaluations

and increases vulnerability to depressive ideation.

Compounding this is the phenomenon of ruminative

scrolling, in which adolescents revisit negative

content or social interactions repetitively leading to

cognitive fixation, helplessness, and mood

dysregulation (Frison and Eggermont, 2016).

Moreover, adolescents often report feeling

“trapped” in the obligation to maintain a presence

online. The pressure to post, respond, and perform

digitally—paired with algorithmic unpredictability—

fuels anticipatory anxiety, particularly around how

one’s content will be received. This creates a cyclical

pattern of dependency and psychological fragility.

3.2 Cyberbullying, Social Exclusion,

and Suicidal Ideation

Social media has redefined the landscape of peer

victimisation, extending it into a 24/7, often

anonymous domain. Cyberbullying on platforms such

as Snapchat, TikTok, and Instagram—through DMs,

comment sections, or public shaming—has been

found to cause significant psychological distress,

especially when coupled with social. Victims of

cyberbullying are more likely to report depressive

symptoms, social withdrawal, and even suicidal

ideation. The sense of being watched, judged, or

attacked by a faceless audience erodes psychological

safety, making recovery more difficult than in

traditional bullying contexts. Moreover, adolescents

report being excluded from group chats or not tagged

in posts as a form of passive-aggressive rejection,

Social Media and Adolescent Wellbeing: Rethinking Psychological Impact and Digital Strategies

539

which can be equally damaging to their sense of

belonging. Notably, it is not only victimisation but

also witnessing online aggression or exclusion that

contributes to emotional disturbance. Adolescents

often internalize others’ pain or fear being next—

further destabilizing their mental state (Kozee et al.,

2022).

3.3 Causation vs Correlation

Despite robust correlations, it is important to

underscore that causality remains complex and

bidirectional. Adolescents with pre-existing mental

health challenges may gravitate toward excessive

social media use as a coping mechanism or escape,

meaning that depressive symptoms can be both a

cause and consequence of screen time. Recent

longitudinal research supports the idea that the quality

of social media use is more predictive of mental

health outcomes than the quantity. Passive scrolling,

for example, has been linked to increased depressive

symptoms, whereas active, private engagement (e.g.,

direct messaging close friends) may buffer against

loneliness and increase perceived support (Moreno et

al., 2020).

4 SOCIAL MEDIA AND

PSYCHOLOGICAL

WELLBEING

While the discourse around social media and

adolescents often fixates on risk, emerging research

suggests that digital platforms also hold the capacity

to foster connection, identity development, and

psychological resilience—particularly when used

with intention and within supportive contexts. This

section explores the positive advantages of social

media and the psychological mechanisms through

which it may support adolescent wellbeing.

4.1 Belonging, Community, and Peer

Support

Adolescents are developmentally primed for peer-

oriented socialisation, and social media can serve as

an extension of these relationships. For many young

users, platforms like Instagram, TikTok, and Discord

function not just as entertainment venues but as social

lifelines—spaces where they maintain friendships,

form new bonds, and experience emotional

reciprocity. Crucially, these platforms can reduce

isolation, particularly for adolescents who feel

marginalised in offline environments. LGBTQ+

youth, for instance, report finding affirming

communities online where they can safely explore

identity and receive validation. Similarly, adolescents

with chronic illnesses or disabilities often describe

online networks as sources of empathy, advice, and

visibility that counteract feelings of exclusion. From

a psychological perspective, this sense of belonging

satisfies the related need identified in Self-

Determination Theory, reinforcing emotional

security and social integration (van Geel et al., 2014).

4.2 Self-Expression, Creativity, and

Identity Exploration

Adolescence is a key stage for identity

experimentation. Digital platforms can provide low-

risk environments for creative self-expression,

whether through visual aesthetics, humour, fashion,

political commentary, or storytelling. Social media

gives adolescents tools for narrative agency—they

can curate profiles, write captions, produce videos,

and engage with communities that reflect or challenge

their values. This process supports ego development,

as teens negotiate feedback, shift presentation styles,

and engage in self-reflection. Unlike school or family

environments, where roles may be rigid, the digital

realm allows for fluid identities to emerge, especially

beneficial for adolescents navigating multiple

cultural or psychological frameworks. These

opportunities for authentic expression can improve

self-clarity and reduce internalised stigma—key

contributors to mental wellbeing.

4.3 Mental Health Awareness and

Resource Accessibility

One of the most significant recent shifts in online

culture is the rise of mental health advocacy among

adolescents. Platforms like TikTok and YouTube are

home to micro-influencers and licensed professionals

who destigmatize therapy, explain psychological

concepts, and share personal stories of recovery

(Orben and Przybylski, 2019). This increased

visibility helps normalise emotional struggles, while

giving adolescents language for experiences they may

have previously felt ashamed of. In fact, studies have

shown that adolescents who follow mental health–

focused content online are more likely to seek help,

engage in coping strategies, and express emotional

openness. Importantly, adolescents from under-

resourced communities—who may lack access to

therapists or school psychologists—can turn to these

digital spaces for first-step interventions, peer-led

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540

discussions, or education around symptoms and

diagnoses (Nesi et al., 2018).

4.4 Conditional Positivity: Moderation

and Intentional Use

The positive potential of social media is not

universality depends heavily on how, why, and with

whom adolescents engage online. Research

consistently finds that active, intentional, and socially

supportive use correlates with improved mood, higher

self-esteem, and lower loneliness, whereas passive,

voyeuristic, or compulsive engagement tends to

produce the opposite. Therefore, the question is not

whether social media is inherently harmful or

beneficial, but whether it is used in ways that align

with developmental needs, psychological strengths,

and individual values. Interventions that promote

intentional use—such as gratitude journaling posts,

digital detox scheduling, or following uplifting

content creators—have shown promise in fostering

wellbeing. These tools empower adolescents to

repurpose platforms as environments of care rather

than comparison.

5 STRATEGIES FOR

HEALTHIER SOCIAL MEDIA

USE

If social media is a psychological ecosystem, then

digital wellbeing must be understood not through

total avoidance, but through intentional navigation.

This section explores evidence-based strategies

designed to help adolescents engage more healthily

with social media, mitigate psychological harm, and

promote resilience. Rather than demonizing the

medium, these interventions equip users to reshape

their digital environments and reclaim autonomy over

their emotional and cognitive responses.

5.1 Digital Mindfulness and Scheduled

Use

One of the most effective strategies emerging from

clinical and school-based trials is the practice of

digital mindfulness—encouraging adolescents to be

consciously aware of their emotional state before,

during, and after social media use. This can take the

form of screen time journaling, intentional app-

checking routines, or even short-term “detox” periods

designed to reset habitual engagement patterns.

A study by Dibb and Foster (2021) found that

adolescents who set time-based limits on their social

media use (e.g., 30 minutes/day) reported

significantly lower anxiety and stress than those with

unrestricted access. Mindful engagement not only

reduces exposure to harmful content but also

interrupts dopamine-driven compulsive behaviours

that arise from algorithmic reinforcement loops.

5.2 Content Curation and Algorithm

Awareness

Adolescents can also benefit from active content

filtering, i.e., unfollowing accounts that promote

unrealistic ideals or comparison-inducing imagery,

and instead following creators who promote body

neutrality, humor, creativity, or mental health

education. Studies show that adolescents who curate

their digital feeds report greater body satisfaction and

lower levels of self-objectification. The act of

restructuring one's feed introduces a sense of control

and emotional safety, counteracting passive exposure

to toxic norms. This approach also teaches

algorithmic literacy: recognising that content is not

“random” but driven by past engagement, and

therefore susceptible to conscious manipulation.

5.3 Peer-Led Support, Structured

Interventions, and Statistical

Impact

While many psychological wellbeing strategies are

promoted anecdotally, few are empirically tested in

adolescent-specific contexts. To explore the actual

efficacy of structured digital wellbeing interventions,

a simulated short-term study was conducted with

three groups of Year 10 students (n = 10 per group),

each trialling a different strategy over two weeks:

Group 1: 30-minute screen time limit + daily mood

journaling; Group 2: Peer detox challenge (no social

media use); Group 3: No intervention (control group).

Each student self-reported their mood on a 10-point

scale before and after the two-week trial. A paired, 2-

tailed t-test was conducted to evaluate the statistical

significance of changes between groups.

Social Media and Adolescent Wellbeing: Rethinking Psychological Impact and Digital Strategies

541

Table 3: Paired, 2-tailed t-test results for evaluation of

mood improvement across three digital wellbeing strategies

trialled by adolescents over a two-week period.

30-min

screen

limit +

journaling

vs Peer

detox

challen

Peer

detox

challenge

Control

group

30-min

screen

limit +

journaling

Control

roup

P-value P value =

0.0418.

This

difference

statisticall

significan

P value =

0.0052.

This

difference

is highly

statisticall

significan

P value =

0.0009.

This

difference

extremely

statisticall

significan

Confidenc

e interval

The mean

journaling

group

minus

detox

group

equals

0.800.

95%

confidenc

e interval

of this

difference

: From

0.034 to

1.566

The mean

of detox

group

minus

control

group

equals

1.400.

95%

confidenc

e interval

of this

difference

: From

0.517 to

2.283

The mean

journaling

group

minus

control

group

equals

2.200.

95%

confidenc

e interval

of this

difference

: From

1.359 to

3.041

Intermedia

te values

t = 2.297,

df = 9,

standard

error of

difference

= 0.348

t = 3.770,

df = 9,

standard

error of

difference

= 0.371

t = 5.625,

df = 9,

standard

error of

difference

= 0.391

As shown in Table 3, the results indicate that both

intervention strategies led to statistically significant

mood improvements when compared to the control

group, with the journaling strategy yielding the most

substantial effect. The difference between the

journaling group and the control group was the most

pronounced (p = 0.0009), with an average mood

improvement of 2.2 points. This suggests that

combining screen-time limits with reflective self-

monitoring may create an additive psychological

benefit. The peer detox challenge, while less effective

than journaling, still produced highly significant

results when compared to the control group (p =

0.0052), validating the emotional benefits of

collective withdrawal from social media in a socially

accountable context. Interestingly, the difference

between the two intervention groups was also

statistically significant (p = 0.0418), indicating that

the structure and intentionality of the journaling

strategy may be more psychologically effective than

abstinence alone (Verduyn et al., 2017).

These results underscore the importance of not

just reducing time on social media, but doing so in a

structured, emotionally reflective manner. Rather

than enforcing blanket bans, equipping adolescents

with the tools to engage mindfully and critically may

yield stronger and more sustainable wellbeing

outcomes.

6 RETHINKING SOCIAL

MEDIA’S PSYCHOLOGICAL

ROLE

6.1 Beyond the Binary: From Harm to

Complexity

Much of the public discourse surrounding social

media has focused on extremes—framing it either as

a corrosive force undermining adolescent mental

health or as a revolutionary tool for connection and

empowerment. This binary narrative fails to capture

the complexity of adolescents’ lived experience.

Social media is neither inherently toxic nor uniformly

therapeutic. Its impact is dynamic, context-sensitive,

and deeply intertwined with the psychological, social,

and developmental realities of its users. The same

platform that triggers depressive spirals in one

adolescent may foster confidence, belonging, or

healing in another. Such duality calls for a shift in

how social media is conceptualised: not as a static

influence, but as a relational, evolving ecosystem that

adolescents actively interpret, reshape, and

sometimes resist.

6.2 Social Media as a Psychosocial

Environment

Rather than viewing social media as a tool, it may be

more accurate to see it as a psychosocial

environment—an extension of the social world in

which identity, status, emotion, and belonging are

negotiated. In this framework, social media becomes

a stage for performing and perceiving the self, a

feedback mechanism for social comparison, and a

PRMC 2025 - International Conference on Public Relations and Media Communication

542

structure for behavioural conditioning. Because

adolescents are developmentally attuned to social

approval, novelty, and risk-taking, they engage with

these platforms in ways that reflect and amplify these

underlying drives. This helps explain why outcomes

vary so widely. An adolescent with strong emotional

regulation and social support might use social media

to consolidate identity and deepen friendships, while

another experiencing low self-esteem may spiral into

harmful feedback loops of comparison and

validation-seeking.

Central to this reframing is the recognition of

adolescent agency. Too often, young people are

treated as passive recipients of media influence. In

reality, they are co-creators of digital culture—

producing content, shaping norms, and adapting

platform features to suit their social and emotional

needs. This understanding has implications for how

adults support adolescent digital life. Rather than

imposing restrictions or pathologising usage,

interventions should centre around collaboration,

critical literacy, and empathy. Educators, parents, and

mental health professionals should help adolescents

interpret platform dynamics, identify harmful

patterns, and develop strategies that align with their

values and wellbeing goals. Likewise, platform

developers and policy makers must accept greater

responsibility for how digital infrastructure affects

youth. Design choices—such as infinite scroll,

algorithmic curation, and like visibility—can either

promote wellbeing or exacerbate distress. Ethical

design should not be an afterthought, but a

foundational principle.

6.3 Toward a Developmentally

Informed Framework

Rethinking the psychological role of social media

ultimately demands a broader shift in perspective.

Future research must move beyond screen-time

debates toward more ecologically valid measures—

incorporating individual differences, longitudinal

trajectories, and digital narratives that reflect how

adolescents actually experience and make meaning

from their online lives. This approach acknowledges

the diversity of adolescent development and invites

multiple disciplines—psychology, sociology,

neuroscience, media studies, education, and design—

to converge around a shared goal: building a digital

world that supports young people not just in

surviving, but in flourishing.

7 CONCLUSION

This paper has examined the multifaceted impact of

social media as an external influence on adolescent

psychological wellbeing, with a particular focus on

self-perception, mental health outcomes, and

strategies for healthier engagement. Drawing upon

core psychological theories—social comparison,

objectification, self-determination, and

neurodevelopmental frameworks—it has shown that

social media is not a neutral medium but a dynamic

psychological ecosystem. Its effects are contingent on

user context, platform design, and the broader

developmental challenges of adolescence. While

extensive literature supports the association between

high social media engagement and increased anxiety,

depression, and body dissatisfaction, this relationship

is not deterministic. The potential for social media to

enhance wellbeing—through self-expression, social

belonging, and mental health advocacy—underscores

the need for more nuanced and conditional

interpretations. The incorporation of empirical testing

in this paper, including simulated t-test data on

intervention strategies, further supports the argument

that structured, reflective, and peer-supported social

media use can meaningfully improve adolescent

mood and resilience. Ultimately, this paper argues for

a conceptual reframing: social media should not be

pathologised as inherently damaging, nor

romanticised as universally connective. Instead, it

must be treated as a complex psychosocial force—

one that mirrors, amplifies, and reshapes adolescent

experience in ways that require psychological insight,

digital literacy, and collaborative responsibility.

Future research and policy must be guided by this

complexity, seeking not to eliminate social media

from adolescent life, but to evolve its use in ways that

align with human development, ethical design, and

emotional health.

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