Introduction 

Social media is a big part of youth culture, offering both opportunities and challenges. Imagine using social media not just to connect with friends, but to learn, grow, and express yourself creatively. This article explores how social media impacts youth and provides tips for navigating the digital world responsibly. 

Positive Effects of Social Media

Social media helps youth stay connected with friends and family. A Pew Research study found that 81 percent of teens feel more connected to their friends through social media. It offers educational resources, like online courses and study groups, and is a platform for creativity, where youth can share their talents and passions. 

Consider Emily, a high school student who uses Instagram to showcase her photography. Through social media, she connected with professional photographers who provided feedback and mentorship, helping her improve her skills. 

Negative Effects of Social Media 

However, social media can also have downsides. Cyber bullying and online harassment are significant issues. A study found that 34 percent of students experienced cyber bullying. Social media can exacerbate mental health issues like anxiety, depression, and FOMO (fear of missing out). The APA reports that more social media use correlates with higher rates of mental health issues. Excessive screen time can also lead to addiction, affecting physical health and school performance. 

Take Jake, who found himself constantly comparing his life to others on social media. This led to feelings of inadequacy and depression. By taking a break from social media and focusing on real-life connections, Jake was able to improve his mental health. 

Social Media and Identity Formation 

Social media plays a crucial role in identity formation. It can boost self-esteem through positive interactions but also negatively impact body image and self-worth due to unrealistic beauty standards. A study found that exposure to idealized images on social media can lead to body dissatisfaction. Developing digital literacy and critical thinking skills is essential for navigating these challenges. 

Sarah’s story is a good example. She struggled with body image issues due to the perfect images she saw on social media. By following body-positive accounts and learning about digital manipulation, Sarah developed a healthier self-image. 

Privacy and Safety 

Protecting personal information online is crucial. Only 40 percent of teens use privacy settings on social media. Understanding data usage and recognizing online predators are critical components of staying safe online. The FBI reported a rise in online exploitation cases involving minors, highlighting the need for awareness and caution. 

Consider Mia, who learned the importance of privacy settings after a stranger tried to contact her. She adjusted her settings to be more private and shared her experience with friends, promoting safer online practices. 

Balancing Online and Offline Life

Maintaining a healthy balance between online and offline life is crucial. The American Academy of Pediatrics recommends limiting screen time to less than two hours per day. Strategies for reducing screen time include setting limits and prioritizing offline activities. Encouraging physical activities, hobbies, and face-to-face interactions promotes well-being. 

Think about Alex, who realized he was spending too much time online. He set daily limits on his screen time and took up hiking. The physical activity and time spent in nature significantly improved his mood and overall well-being. 

Parental and Educational Roles 

Parents and educators play key roles in guiding responsible social media use. Studies show that teens who discuss online activities with parents make safer choices. Schools can implement digital citizenship programs, teaching students about the ethical and safe use of technology. 

For instance, Lucy’s school started a digital literacy program that taught students about online safety and responsible use. Lucy found the program helpful and shared what she learned with her younger siblings. 

Conclusion

Social media’s impact on youth is complex. By promoting mindful use and fostering digital literacy, youth can navigate the digital world effectively. Remember, you have the power to control your online experience. Use social media as a tool to enrich your life, and stay balanced by engaging in meaningful offline activities. With support from parents and educators, you can create a balanced and safe online environment that supports healthy development. Encouraging responsible use and open communication maximizes the benefits and minimizes the risks of social media. 

YTM

Source: Myawady Daily Newspaper

IN life, there are often things we believe we are quite skilled at or have mastered, but in reality, our perceptions and judgments can be mistaken. In this context, the Myanmar saying “the teacher doesn’t teach improperly, the student doesn’t learn properly” carries significant meaning, and we should be mindful of it. There is a vast difference in outcomes between those who follow the methods and systems taught by their teachers and those who work without proper guidance or in a haphazard manner. Here, I will share some personal experiences to illustrate just how important it is to learn and develop skills under the guidance of a good teacher and through proper methods.

This happened during my high school years in 10th grade, 1970. After failing the matriculation examination once, I had to return to school for another year in the same grade. Since it was a class full of repeat students, there wasn’t much discipline.

There were about forty students in the class, and during the times when the teacher wasn’t around, the boys would gather at the back of the classroom and chat. I was among them, too.

One day, four students from our class went missing. After investigating, we found out it was Tun Kyi, Tin Aung, Soe Naing, and Myat Tun. In reality, they hadn’t disappeared at all. They were representing our school as the selected athletes for the Badminton competition at the Pathein District Schools Sports Meet. That’s why they weren’t in class; they had gone to Pathein for the competition.

About three weeks later, Tun Kyi, Tin Aung, and Soe Naing returned, but Myat Tun didn’t come back. I asked Soe Naing, and he told me that Myat Tun had been selected as a district-level athlete and was continuing his training in Pathein. He said that if Myat Tun were selected as a permanent Badminton selection for the upcoming Ayeyawady Region Badminton Competition, he would compete, and if not, he would return. Myat Tun ended up missing school for about two months.

Eventually, he came back after being selected as a representative for Pathein District. He returned only after the competitions were over.

One day, during a time when the teacher couldn’t come to class as usual, the students gathered at the back of the room and started chatting. The conversation covered all sorts of topics, and Myat Tun, in his bold manner, began sharing his fresh experiences as a district-level badminton competitor. I was just sitting there, half-listening to his stories. My friends were listening too, but I had a feeling that, like me, they were secretly feeling a bit envious.

As Myat Tun kept boasting, he suddenly challenged us.

He said that anyone brave enough to play badminton against him could do so, and he would give us a 14-point advantage in a 15-point game. He even suggested that we place a wager on the match!

The wager was set at five kyats.

For those reading this today, it’s worth considering how much five kyats meant around the 1970s compared to today’s value. Back then, five kyats held significant value, and its worth in today’s terms would certainly be much higher.

So, dear readers, you can imagine how much that amount could buy at the time.

All of my friends fell silent, deep in thought. As for me, I began to realize that with a 14-point lead, I only needed to score one point to win. No matter how skilled Myat Tun was, even as a district-level athlete, I was confident I could manage at least that one point.

The thought, “I can win this!” filled my mind, and I boldly accepted his challenge, saying, “I’ll play!” Myat Tun, with a smile, said, “Alright, great! Tomorrow morning at 8 am, let’s meet at the court. Just the two of us. I’ll come pick you up from your house.” He set the match.

At that time, our town had an indoor court where youth and middle-aged badminton enthusiasts would gather. It was located at the back of the cinema, and they had converted it into a proper indoor badminton court. The club was known as the “Myoma Badminton Club.”

On the morning of the match, Myat Tun came to pick me up from my house. His appearance was striking — his skin was fair, and he was dressed entirely in white. He wore a white t-shirt, white shorts, white ankle socks, and white canvas shoes, and he even carried a brand-new white shuttlecock in his hand. On the other hand, he held a brand new Yonex racket.

He looked just like a young prince, and that image of him is still vivid in my mind to this day. Let me describe my situation a little as well. I wasn’t someone who knew how to play badminton properly; I just thought I could manage to score that one point.

Unlike Myat Tun, I didn’t have any fancy outfits. I simply wore an old sleeveless vest and a traditional longyi tied up at the waist. Since I didn’t have my own racket, I stopped by Tin Aung’s house on the way to the court and borrowed one from him.

When we arrived at the court, Myat Tun unlocked the door and turned on the lights. On each side of the court were three four-foot fluorescent lights, brightly illuminating the space.

Under the glow of the lights, Myat Tun, dressed all in white, looked every bit like a young prince. On the opposite side, there I stood, barefoot, in my old sleeveless vest and longyi, ready for the match.

You can imagine the contrast, dear readers!

Before the match started, Myat Tun made a request. He reminded me, “Since I’m giving you a 14-point lead, I’ll start with the serve.” I agreed without much thought. And so, the match began.

As soon as it started, Myat Tun scored one point after another, almost effortlessly. It felt like I was being chased around the court like a dog while he, without breaking a sweat, calmly accumulated points.

Meanwhile, I was running from the front to the back of the court, entirely out of breath, while he didn’t even seem to perspire.

By the time he reached 10 points, I was still at zero, and I was already exhausted. Myat Tun, however, appeared as composed as ever. I started wondering if scoring even a single point was going to be possible. Was he really this good? And could I even manage to win one point in this game?

Before long, the score reached 14-14. Up until this point, I hadn’t even returned a serve that landed on Myat Tun’s side of the court. In other words, I hadn’t managed to hit the shuttlecock onto his side to make it fall on the ground. At 14-all, it was clear that whoever continuously scored the following two points would win. Whether he scored two consecutive points or I somehow managed to do so, the victor would be decided in the next few moments.

By now, dear readers, you might already have an idea who was going to win. Yes, I lost. In a 15-point match, I couldn’t even score a single point. After the game was over, Myat Tun walked over to my side of the court, patted me on the shoulder, and smiled like a true victor. I, on the other hand, reluctantly pulled out the five kyat notes I had tucked in my waistband and handed it to him.

That night, I struggled to sleep well, replaying the events of the day in my mind. Myat Tun and I were the same age, physically similar in appearance, and even shared the same classroom. Yet, in this 15-point badminton match, I couldn’t even manage to score a single point against him. I found myself pondering the reasons behind my defeat.

We were both in the same situation: same age, similar bodies, and equal academic standings, as we were both in the tenth grade. So why was it that I failed to score even one point? I continued to question myself, trying to find answers to my thoughts. However, as the night deepened, I still hadn’t reached any conclusions.

The day’s events were etched in my heart, a reminder of the competition and the need to improve.

After a few months, I finally found the answer I had been seeking, and it came from Myat Tun himself.

Here’s how it went: during that summer break, Myat Tun’s family moved to another city. However, his father stayed behind in our town due to work responsibilities. Unfortunately, Myat Tun’s father got married again to a lady in his office, and now he was living with his new wife. Being the eldest in his family, Myat Tun would return to our town about every two months to visit his father for various family affairs. During these visits, he often stayed at my house for about three or four days.

One time, he asked me, “Aren’t you going to learn how to play badminton?” He mentioned that he could teach me. I listened intently as he spoke. He had been away from our class for about two months, participating in a selection process in Pathein District, where he had been training. One day, the Pathein District team travelled to Yangon for further training, coinciding with a time when the Aung San Stadium in Yangon was hosting a workshop with the Chinese Selection Team for national badminton selectors from Myanmar. During that training, they were fortunate enough to receive instruction in badminton techniques and Chinese methods from the national and Chinese coaches. At that moment, China was at the top of the badminton atmosphere across the world.

I have now clearly understood the answer. I have learned the lesson that there is a significant difference between someone who has been properly taught and trained by a good teacher in a systematic way and someone who knows nothing at all, like a complete novice. No matter how similar in age, appearance, or educational qualifications, I have realized that I can never match someone like Myat Tun, who good teachers have taught in a disciplined manner. That’s the answer I’ve come to understand. 

Source- The Global New Light of Myanmar

THE widespread use of mobile phones, particularly among students, has raised concerns about their impact on mental health and learning. In response, some U.S. states and countries like France, Finland, Sweden, Australia, and Russia have enacted laws banning mobile phone use in schools. These measures aim to reduce distractions and safeguard the well-being of students.

Initially designed for communication, mobile phones have evolved into powerful devices with advanced applications, making them essential in daily life. Youth, in particular, are drawn to these technologies. However, the increasing reliance on mobile phones, computers, and other digital devices among school-age children has created several issues. Excessive mobile phone use can lead to social problems, mental health challenges, and harmful behaviours such as cyberbullying and cybercrime. These issues often occur in schools, disrupting students’ learning, health, and well-being.

In Myanmar, although mobile technology is not as advanced as in other countries, there is still a need to address the potential threats posed by mobile phone misuse among students. Proactively educating students on the responsible use of mobile phones and limiting their access during school hours can help mitigate the negative impacts of these devices. If done correctly, the younger generation will be better equipped to use mobile phones efficiently in their daily lives without succumbing to harmful effects.

A 2023 report by the PEW Research Centre revealed that 95 per cent of teenagers aged 13 to 17 worldwide use smartphones. Surveys indicate that teenagers spend an average of 4.8 hours per day on social media platforms. Studies show that using mobile phones for more than three hours a day can lead to mental health issues. Despite these risks, the number of young people using smartphones continues to rise.

Given these trends, it is crucial to consider how mobile phones are used in schools carefully. Restricting phone use during school hours is essential to ensure that students can focus on their education and avoid the adverse effects associated with excessive screen time. By limiting mobile phone access, schools can create an environment that fosters learning, protects mental health, and prepares students for a balanced future.

Currently, countries around the world are striving to improve communication technologies to enable smoother and more efficient connections. Technological advancements benefit society by reducing the time needed to accomplish tasks and enhancing socioeconomic conditions. However, it is important to ensure that young people do not overuse smartphones, as excessive reliance on applications can lead to negative consequences.