Boyhood, Online Harms, and Strength-based Educative Approaches in an Era of Digital Restrictions

Partly in response to growing public moral concern about young people’s social media consumption and how this affects their wellbeing, the Australian government has enacted legislation to limit social media access for young people under 16 years of age. While these measures are framed around improving student focus, wellbeing, and safety, public discussion has also intersected with broader anxieties about online masculinity-related content and its powerful influence on boys and young men (BYM). Within an education context, school psychologists and counsellors are increasingly called upon to respond to concerns from teachers and parents regarding the diverse range of risks that digital spaces can pose to BYM, including issues related to internet addiction, online gambling, body image, sexting, extremism, among others. While we have seen some investments in e-safety oriented educational interventions to address these issues, we have also seen notable critiques suggesting they are insufficiently informed by young people’s perspectives and priorities. Drawing from 20 interviews with Australian BYM, this article captures how a diverse cohort of BYM navigate online spaces and their perspectives on its influence in terms of their identity formation, relationships, and wellbeing. We identify four key themes present in the data: (1) negotiating addiction and self-regulation; (2) social connection, belonging, and fear of missing out (FOMO); (3) engaging in comparisons with subsequent emotional consequences; and (4) reflecting on the importance of safeguarding. The research highlights the complexity of BYM’s online experiences and challenges risk-focussed narratives by revealing their perceived agency and the context-specific strategies they use to navigate digital spaces. As educators and school-based mental health professionals consider next steps for developing effective e-safety education, we foreground the importance of adopting a strength-based approach where the experiences of young people are carefully considered.