- "social media isn't as bad as bullying or having an unstable home"
to
- "social policy ought to focus on the home and school rather than social media"
But I don't think that follows at all. I don't think anyone disagrees that bullying is bad and stable homes are good. And I think that's always been a goal of child social policy. Social isolation caused by technology might have a weaker effect size, but it affects everyone, including adolescents in stable homes who aren't being bullied. It would be great if we had a lever to pull to get rid of bullying, but in the meantime if the goal is to increase child well-being we ought to act on social media.
Of course, it is complicated. Bullying arguably is a manifestation of deeper, psychological and social issues. Some forms of bullying are very difficult to find, much less prevent.
Unfortunately, many of these kid / young adult practices persist well into adulthood.
Personally, I sometimes find it quite difficult to draw lines between a lot of negative behavior. As kids are figuring out their emotions, they act on them in many unconstructive ways. It seems to me the core elements of the worst bullying tend to have to do with (1) it being persistent; (2) targeted on those with less status or power; (3) the victim feels isolated.
Again, this isn’t researched, but I did put some thought into it.
I'd pull the lever that unwound our budget-friendly, densely populated, age-segmented schools in favor of much, much smaller community (eg:walkable) schools where courses were based on students' academic ability (instead of age) and where student-student support was a focus.
I also don't even think it would work in principle. You're talking about combining the older age groups with the younger, that's a recipe for bullying.
- “Unwind” is very different than “burn down”. Metaphors matter.
- Why assume that diverse mixes of ages are worse for bullying?
Here is one output from ChatGPT 4 to consider:
> Bullying is a complex issue that affects individuals across various age groups and contexts, including schools. While there is no one-size-fits-all solution to address bullying, research provides some insights into the dynamics of bullying in different educational settings.
> In age-segregated schools, where students are grouped according to their age or grade, studies have shown that bullying is quite prevalent. Factors such as peer pressure, social hierarchies, and competition can contribute to the development of bullying behavior. Older or more dominant students may bully younger or less dominant students as a means of establishing social dominance.
> Age-grouped schools, also known as multi-age or mixed-age classrooms, involve grouping students of different ages together for learning. In this context, research has suggested that bullying may be less common, as the social dynamics are different from those in age-segregated settings. In age-grouped schools, students have more opportunities to interact with a diverse range of peers, fostering a sense of community and reducing the likelihood of bullying.
> However, it's important to note that no school setting is immune to bullying, and the effectiveness of any approach depends on multiple factors, such as the school's culture, values, and the implementation of anti-bullying policies and programs. Efforts to prevent and address bullying should be comprehensive and involve the entire school community, including students, teachers, and parents