WEBVTT 00:00:10.830 --> 00:00:13.570 Welcome to Students Incorporated. I'm your host, 00:00:13.589 --> 00:00:16.329 Mr. Jason. Join me weekly as my students and 00:00:16.329 --> 00:00:18.850 I bring you content that's informative, positive, 00:00:19.030 --> 00:00:21.809 fun and uplifting. This podcast is created and 00:00:21.809 --> 00:00:23.949 produced with the help of students from the International 00:00:23.949 --> 00:00:28.730 Community School of Bangkok. In today's episode, 00:00:28.870 --> 00:00:31.210 we'll be discussing the topic of social media 00:00:31.210 --> 00:00:34.659 and how it can relate to student identity. I'm 00:00:34.659 --> 00:00:37.859 joined by co -host Josiah and Proud. And we've 00:00:37.859 --> 00:00:40.460 invited special guests, Mrs. Amber and Mr. Luke, 00:00:40.600 --> 00:00:43.399 to help us break down this topic and hear their 00:00:43.399 --> 00:00:46.579 perspective as educators. But before we get into 00:00:46.579 --> 00:00:49.179 our first segment with Mrs. Amber, let's hear 00:00:49.179 --> 00:00:50.960 our quote of the day and get some headline news. 00:00:51.619 --> 00:00:54.399 Hey everyone, Josiah here. Our quote of the day 00:00:54.399 --> 00:00:57.560 comes from Brene Brown. She said, social media 00:00:57.560 --> 00:00:59.880 has given us this idea that we should all have 00:00:59.880 --> 00:01:02.659 a posse of friends. when in reality, if we have 00:01:02.659 --> 00:01:04.980 one or two really good friends, we are lucky. 00:01:05.180 --> 00:01:07.799 Her comment reflects how social media creates 00:01:07.799 --> 00:01:10.359 a misleading perception of friendship. Social 00:01:10.359 --> 00:01:13.180 media typically exposes us to content that includes 00:01:13.180 --> 00:01:16.260 a posse or a big group of friends together, and 00:01:16.260 --> 00:01:18.219 it gives the illusion that we should all have 00:01:18.219 --> 00:01:20.560 a big group of friends. In reality, the quote 00:01:20.560 --> 00:01:23.159 argues that a few good friends are far more valuable 00:01:23.159 --> 00:01:25.939 than having a large group. This perfectly showcases 00:01:25.939 --> 00:01:28.400 the difference between quality and quantity when 00:01:28.400 --> 00:01:30.459 it comes to friendship and how social media affects 00:01:30.459 --> 00:01:32.939 that. And that's our quote of the day. Now on 00:01:32.939 --> 00:01:36.260 to some headline news. Thank you for our quote 00:01:36.260 --> 00:01:38.840 of the day. So for our headline news segment 00:01:38.840 --> 00:01:41.900 on social media and identity, we found three 00:01:41.900 --> 00:01:44.000 recent studies that showed us how complicated 00:01:44.000 --> 00:01:47.500 this topic is. Our first headline explores the 00:01:47.500 --> 00:01:50.239 positive side. According to a new report from 00:01:50.239 --> 00:01:53.060 the Mayo Clinic, when used correctly, social 00:01:53.060 --> 00:01:55.379 media can be a powerful and positive tool for 00:01:55.379 --> 00:01:58.530 building identity. The researchers point out 00:01:58.530 --> 00:02:01.430 that for many teens, especially those from marginalized 00:02:01.430 --> 00:02:04.549 communities or with niche interests, it can be 00:02:04.549 --> 00:02:06.689 hard to find like -minded peers in their immediate 00:02:06.689 --> 00:02:09.830 physical world. These online platforms can provide 00:02:09.830 --> 00:02:12.789 a crucial safe space to connect with others who 00:02:12.789 --> 00:02:15.849 truly share their experiences. This fosters a 00:02:15.849 --> 00:02:18.409 powerful sense of belonging, helps validate their 00:02:18.409 --> 00:02:20.770 identity, and can lead to strong, supportive 00:02:20.770 --> 00:02:23.270 friendships that might never have existed otherwise. 00:02:24.300 --> 00:02:26.900 But of course, there's a darker side to the digital 00:02:26.900 --> 00:02:30.280 world. Our next headline comes from a study published 00:02:30.280 --> 00:02:32.819 in the World Journal of Advanced Research and 00:02:32.819 --> 00:02:35.199 Reviews, and it points to the significant harm 00:02:35.199 --> 00:02:37.580 social media can inflict on a person's identity. 00:02:38.039 --> 00:02:40.759 The research focuses on the highly curated and 00:02:40.759 --> 00:02:43.379 often unrealistic versions of life we constantly 00:02:43.379 --> 00:02:45.969 see in our feeds. This creates what the study 00:02:45.969 --> 00:02:48.689 calls a culture of comparison. We're no longer 00:02:48.689 --> 00:02:51.229 just keeping up with the Joneses. We're keeping 00:02:51.229 --> 00:02:53.330 up with thousands of them, all posting their 00:02:53.330 --> 00:02:56.189 most perfect filtered moments. The study suggests 00:02:56.189 --> 00:02:58.969 that this endless comparison can lead to a serious 00:02:58.969 --> 00:03:02.069 decline in self -worth, a rise in anxiety, and 00:03:02.069 --> 00:03:04.930 for some profound identity confusion as the gap 00:03:04.930 --> 00:03:07.030 between their real life and the perfect online 00:03:07.030 --> 00:03:10.610 life widens. So, if it can be good and it can 00:03:10.610 --> 00:03:13.909 be bad, what's the deciding factor? That brings 00:03:13.909 --> 00:03:16.509 us to our final headline, which comes from a 00:03:16.509 --> 00:03:19.629 comprehensive review by the NCBI, the National 00:03:19.629 --> 00:03:23.129 Center for Biotechnology Information. Their research 00:03:23.129 --> 00:03:25.729 suggests the impact of social media isn't about 00:03:25.729 --> 00:03:28.169 the platform itself, but how we engage with it. 00:03:28.310 --> 00:03:30.849 The key difference is between being an active 00:03:30.849 --> 00:03:34.159 participant versus a passive consumer. The review 00:03:34.159 --> 00:03:36.479 found that actively participating, meaning creating 00:03:36.479 --> 00:03:39.180 posts, commenting, messaging, and joining supportive 00:03:39.180 --> 00:03:42.560 online communities can be hugely beneficial for 00:03:42.560 --> 00:03:45.020 helping to create a positive sense of self. In 00:03:45.020 --> 00:03:47.400 contrast, passively scrolling for hours and constantly 00:03:47.400 --> 00:03:50.180 comparing yourself to others without even interacting 00:03:50.180 --> 00:03:52.520 is far more likely to lead to those negative 00:03:52.520 --> 00:03:55.599 outcomes we just talked about. So the big takeaway 00:03:55.599 --> 00:03:58.080 here seems to be that the power for better or 00:03:58.080 --> 00:04:05.379 for worse is really in our thumbs. The final 00:04:05.379 --> 00:04:07.740 headline from the news segment is the perfect 00:04:07.740 --> 00:04:10.719 launch pad for our main discussion today. It 00:04:10.719 --> 00:04:12.979 shows that the power, for better or worse, is 00:04:12.979 --> 00:04:16.660 in our hands, or in our thumbs. It makes me think 00:04:16.660 --> 00:04:19.079 about how much has changed. When I was in high 00:04:19.079 --> 00:04:21.699 school, much of my school identity was shaped 00:04:21.699 --> 00:04:24.819 in the hallways, at the lunch table, and on the 00:04:24.819 --> 00:04:27.259 basketball court. When the bell rang, I went 00:04:27.259 --> 00:04:29.759 home, and for the most part, my social life was 00:04:29.759 --> 00:04:32.639 put on pause until the next day. But for teens 00:04:32.639 --> 00:04:35.040 today, the school hallways are digital, the lunch 00:04:35.040 --> 00:04:37.439 table is a group chat, and identity is being 00:04:37.439 --> 00:04:40.879 shaped 24 -7 on a screen with a rule book that's 00:04:40.879 --> 00:04:43.920 being written and rewritten in real time. This 00:04:43.920 --> 00:04:46.860 isn't just a small generational shift. It's a 00:04:46.860 --> 00:04:49.800 massive global one. According to the latest digital 00:04:49.800 --> 00:04:54.100 2025 report from Data Reportal, there are now 00:04:54.100 --> 00:04:57.939 over 5 .2 billion social media users worldwide. 00:04:58.910 --> 00:05:01.189 So the core question we're exploring is this. 00:05:01.209 --> 00:05:03.930 What happens when that digital identity starts 00:05:03.930 --> 00:05:06.889 to feel more important or even more real than 00:05:06.889 --> 00:05:09.910 our physical one? That's the core question we're 00:05:09.910 --> 00:05:12.410 exploring today. And to help us understand it, 00:05:12.470 --> 00:05:14.490 we'll be hearing from two leaders in education. 00:05:15.029 --> 00:05:17.949 First, we're pleased to welcome high school principal, 00:05:18.149 --> 00:05:20.730 Mrs. Amber. Later in the show, we'll be joined 00:05:20.730 --> 00:05:23.329 by the school headmaster, Mr. Luke. Leading this 00:05:23.329 --> 00:05:25.550 first conversation will be our student co -host, 00:05:25.670 --> 00:05:28.649 Josiah and Proud. Josiah, why don't you get us 00:05:28.649 --> 00:05:30.670 started? All right. Welcome to the show, Ms. 00:05:30.790 --> 00:05:32.610 Amber. We're so grateful that you could join 00:05:32.610 --> 00:05:35.310 us. To start, could you tell our listeners a 00:05:35.310 --> 00:05:37.509 little bit about yourself and what the role of 00:05:37.509 --> 00:05:39.470 a high school principal looks like in the big 00:05:39.470 --> 00:05:43.910 year of 2025? Sure. My name is Amber Quick, and 00:05:43.910 --> 00:05:46.110 I'm the high school principal here at ICS Bangkok. 00:05:46.329 --> 00:05:49.100 This is year eight for me. at ICS and I love 00:05:49.100 --> 00:05:51.699 being here. My husband is a mental health counselor 00:05:51.699 --> 00:05:54.139 and we have four boys. Our oldest graduated from 00:05:54.139 --> 00:05:56.660 university and is a fourth grade teacher here 00:05:56.660 --> 00:05:59.319 this year. Our second son is in university and 00:05:59.319 --> 00:06:01.459 our littles, who are not very little anymore, 00:06:01.620 --> 00:06:04.480 are now in grades nine and seven. Also, I would 00:06:04.480 --> 00:06:06.120 like you to know I'm a Students Incorporated 00:06:06.120 --> 00:06:08.360 super fan and I'm still waiting for a t -shirt 00:06:08.360 --> 00:06:10.839 that displays this. Automatic A in the class 00:06:10.839 --> 00:06:12.399 if you can get this action this year, Josiah. 00:06:12.639 --> 00:06:16.379 I'm counting on you. I am sure that one day we 00:06:16.379 --> 00:06:19.240 will get A shirt? I am hoping that I also get 00:06:19.240 --> 00:06:21.319 a shirt. I don't know if we will get a shirt, 00:06:21.399 --> 00:06:23.620 but we will work on that for you, Miss Amber. 00:06:23.660 --> 00:06:26.399 No problem. So I've been working in international 00:06:26.399 --> 00:06:29.860 schools in Hong Kong and Thailand now for almost 00:06:29.860 --> 00:06:32.379 17 years and then eight years in the U .S. before 00:06:32.379 --> 00:06:35.680 that. And one thing that I love is I've had the 00:06:35.680 --> 00:06:38.399 privilege of knowing many of my students since 00:06:38.399 --> 00:06:40.060 they were in middle school and then getting to 00:06:40.060 --> 00:06:41.740 watch them graduate. So that was the case in 00:06:41.740 --> 00:06:43.939 the U .S., in Hong Kong, and here in Thailand. 00:06:44.540 --> 00:06:47.720 So that long journey with students, to me is 00:06:47.720 --> 00:06:49.180 one of the best parts of being a teacher and 00:06:49.180 --> 00:06:52.560 a principal because it lets me not just see academic 00:06:52.560 --> 00:06:55.000 growth, but also discover like who they are, 00:06:55.040 --> 00:06:57.079 what they care about, the people that they become. 00:06:57.379 --> 00:06:59.300 And what I love about this role is the chance 00:06:59.300 --> 00:07:01.819 to walk alongside teens during such a formative 00:07:01.819 --> 00:07:04.839 season of life, helping them grow not only academically, 00:07:04.839 --> 00:07:07.319 but also in character, resilience, identity. 00:07:07.839 --> 00:07:10.199 So just like growing up has changed, being a 00:07:10.199 --> 00:07:13.040 principal in 2025 is quite different than even 00:07:13.040 --> 00:07:17.129 10 years ago. You know, we're not just overseeing 00:07:17.129 --> 00:07:19.949 classes and exams, but we're thinking a lot about 00:07:19.949 --> 00:07:24.050 these topics of student well -being, mental health, 00:07:24.250 --> 00:07:26.829 how technology and social media are shaping this 00:07:26.829 --> 00:07:29.509 generation. And much of my role, I would say, 00:07:29.509 --> 00:07:31.829 is helping students, parents and teachers navigate 00:07:31.829 --> 00:07:34.449 these changes together so that students can thrive 00:07:34.449 --> 00:07:38.810 online, but also in real life. So in 2025, I 00:07:38.810 --> 00:07:41.339 would say. that the role of a principal is really 00:07:41.339 --> 00:07:44.360 about holding the big picture together. Of course, 00:07:44.399 --> 00:07:46.819 academics, university prep, that's all super 00:07:46.819 --> 00:07:48.899 important, right? But just as important are questions 00:07:48.899 --> 00:07:50.939 along the lines of social media and technology 00:07:50.939 --> 00:07:53.560 use, like how do we keep our students healthy 00:07:53.560 --> 00:07:56.480 in all aspects of life, as well as in the digital 00:07:56.480 --> 00:07:59.540 era? What is our role with technology and social 00:07:59.540 --> 00:08:01.779 media at school? How do we help students balance 00:08:01.779 --> 00:08:04.300 social media with real friendships? How do we 00:08:04.300 --> 00:08:06.519 create a school culture where students feel safe, 00:08:06.639 --> 00:08:09.600 confident, supported? Those are some of the challenges 00:08:09.600 --> 00:08:11.839 that I spend much of my day thinking about, and 00:08:11.839 --> 00:08:14.139 it's why conversations like this one today I 00:08:14.139 --> 00:08:16.579 think are so important. I don't believe that 00:08:16.579 --> 00:08:18.600 there's any perfect answer out there. I don't 00:08:18.600 --> 00:08:20.639 think that there's one right answer, but I do 00:08:20.639 --> 00:08:22.339 think that there's people that are courageous 00:08:22.339 --> 00:08:25.139 enough to try some things in hopes of really 00:08:25.139 --> 00:08:27.519 a healthier future for your generation, as kind 00:08:27.519 --> 00:08:30.079 of cringy as that sounds. For me, the heart of 00:08:30.079 --> 00:08:32.519 the job is helping students become grounded, 00:08:32.639 --> 00:08:36.220 resilient young people in a world that is constantly 00:08:36.220 --> 00:08:40.350 changing. Thank you. It's clear that as the world 00:08:40.350 --> 00:08:42.889 has evolved, your job as a principal has evolved 00:08:42.889 --> 00:08:45.570 as well. And it evolves alongside each other 00:08:45.570 --> 00:08:49.370 with all the social media and new technologies. 00:08:49.649 --> 00:08:53.330 On our topic of social media and identity, we'd 00:08:53.330 --> 00:08:56.070 love your perspective. From where you stand as 00:08:56.070 --> 00:08:58.830 a principal, what are some of the best practices 00:08:58.830 --> 00:09:01.070 for how a school should approach social media, 00:09:01.190 --> 00:09:05.190 especially during the school day? So when I think 00:09:05.190 --> 00:09:07.549 about my job as principal, it's not just managing 00:09:07.549 --> 00:09:10.370 classes, but it's walking with teens to figure 00:09:10.370 --> 00:09:12.370 out who they are, like I mentioned before. And 00:09:12.370 --> 00:09:15.049 honestly, social media has become one of the 00:09:15.049 --> 00:09:16.929 biggest influences in that process. Sometimes 00:09:16.929 --> 00:09:20.049 it's positive, but quite often I would say it's. 00:09:20.320 --> 00:09:24.139 challenging. As a principal, I've seen how phones 00:09:24.139 --> 00:09:26.620 and social media can disrupt learning and relationships. 00:09:27.080 --> 00:09:29.899 And I will reference work being done by Jonathan 00:09:29.899 --> 00:09:31.820 Haidt several times throughout this interview. 00:09:32.000 --> 00:09:33.539 He wrote a book called The Anxious Generation, 00:09:33.759 --> 00:09:35.759 and it's fantastic, and I would recommend it 00:09:35.759 --> 00:09:37.799 to anyone. So if you hear me say anything that 00:09:37.799 --> 00:09:39.779 sounds smart, it's probably because he said it 00:09:39.779 --> 00:09:42.399 first. And one thing he points out is that childhood 00:09:42.399 --> 00:09:45.500 has shifted in just one decade, like from play 00:09:45.500 --> 00:09:47.919 -based and in -person to what he calls a phone 00:09:47.919 --> 00:09:51.450 -based childhood. This is a crazy fast shift 00:09:51.450 --> 00:09:54.970 and it's a dramatic one. It also happens that 00:09:54.970 --> 00:09:57.129 this shift has tracked really closely with spikes 00:09:57.129 --> 00:10:00.070 in teen anxiety, depression, especially after 00:10:00.070 --> 00:10:03.190 2012, which happened to be when social media 00:10:03.190 --> 00:10:05.309 and smartphones really came on the scene for 00:10:05.309 --> 00:10:08.929 most people. So at school, I think the best practice 00:10:08.929 --> 00:10:10.909 is creating clear and consistent boundaries. 00:10:11.049 --> 00:10:13.769 This was kind of my viewpoint when I was a teacher. 00:10:13.889 --> 00:10:17.360 It's my viewpoint now. I think it... I think 00:10:17.360 --> 00:10:19.820 it's accurate for everything, certainly including 00:10:19.820 --> 00:10:22.980 technology use. And it's really important to 00:10:22.980 --> 00:10:24.740 me. And I hope it's felt with students. I never 00:10:24.740 --> 00:10:27.059 want a student to feel caught off guard. I hope 00:10:27.059 --> 00:10:29.000 that by communicating clearly and consistently, 00:10:29.179 --> 00:10:32.340 it... Yeah, it's more it's more easy to accept 00:10:32.340 --> 00:10:34.759 and understand. For example, we stipulate that 00:10:34.759 --> 00:10:37.100 ninth graders use only school owned devices during 00:10:37.100 --> 00:10:39.899 the day rather than personal devices. We don't 00:10:39.899 --> 00:10:41.799 allow devices outside of the classroom during 00:10:41.799 --> 00:10:43.980 the school day without teacher permission. These 00:10:43.980 --> 00:10:46.320 these aren't as much as they feel like restrictions. 00:10:46.399 --> 00:10:48.580 They aren't intended to just be restrictions, 00:10:48.799 --> 00:10:51.080 but there's reasons behind them. For instance, 00:10:51.320 --> 00:10:54.259 it reduces distractions, but it also gives students 00:10:54.259 --> 00:10:56.399 back the space to talk face to face and solve 00:10:56.399 --> 00:10:58.240 problems and build friendships without this. 00:10:58.649 --> 00:11:01.710 constant pool of notifications. Does it solve 00:11:01.710 --> 00:11:04.230 all problems? No, absolutely not. However, the 00:11:04.230 --> 00:11:06.769 results have been hugely positive. We've saw 00:11:06.769 --> 00:11:08.730 decreased numbers across the high school for 00:11:08.730 --> 00:11:10.990 phone use during the day. Parents and teachers 00:11:10.990 --> 00:11:14.289 are more on board. One of my greatest joys is 00:11:14.289 --> 00:11:16.730 seeing students out at lunch playing volleyball 00:11:16.730 --> 00:11:19.110 or seeing kids play a card game together or seeing 00:11:19.110 --> 00:11:21.889 students just talk face to face. It's so good. 00:11:22.710 --> 00:11:25.970 So the key to frame these policies is to frame 00:11:25.970 --> 00:11:27.570 them not as punishment I hope they don't come 00:11:27.570 --> 00:11:30.870 across that way but as protection I want students 00:11:30.870 --> 00:11:33.009 to understand we're trying to help you focus 00:11:33.009 --> 00:11:35.429 and helping you connect with real people in the 00:11:35.429 --> 00:11:37.970 real world in ways that really matter so I think 00:11:37.970 --> 00:11:40.149 when schools communicate that clearly parents 00:11:40.149 --> 00:11:43.740 and students are more open to it So thank you, 00:11:43.740 --> 00:11:46.000 Miss Amber. I mean, I totally agree with that 00:11:46.000 --> 00:11:48.120 because I feel like I have a really strong bonds 00:11:48.120 --> 00:11:50.200 with all of my friends because we get to interact 00:11:50.200 --> 00:11:53.440 with each other during breaks and no phone policy 00:11:53.440 --> 00:11:56.639 definitely helps a lot. So I have a follow up 00:11:56.639 --> 00:11:59.419 questions that's a bit broader. So from what 00:11:59.419 --> 00:12:01.600 you see with students, has social media ultimately 00:12:01.600 --> 00:12:04.320 made it harder or easier for them to figure out 00:12:04.320 --> 00:12:07.440 who they are? That's a good question. I would 00:12:07.440 --> 00:12:11.440 say overall, it's made it harder. I think adolescence 00:12:11.440 --> 00:12:15.000 is a time when identity forms through trial and 00:12:15.000 --> 00:12:18.059 error in real life. This is the time of your 00:12:18.059 --> 00:12:20.440 life when you try out roles, you test limits, 00:12:20.659 --> 00:12:22.860 you learn through face -to -face feedback. This 00:12:22.860 --> 00:12:25.639 is all very normal. This is how people grow up. 00:12:25.720 --> 00:12:28.139 And social media tends to short -circuit this 00:12:28.139 --> 00:12:32.149 process. I cannot... I cannot imagine if social 00:12:32.149 --> 00:12:34.129 media had been around when I was a teenager. 00:12:34.549 --> 00:12:36.809 It would have been a disaster. I'm horrified 00:12:36.809 --> 00:12:39.230 to think what I would have posted, what would 00:12:39.230 --> 00:12:41.970 have been seen. You know, just like everything. 00:12:43.070 --> 00:12:45.929 I don't know. I think all of us that grew up 00:12:45.929 --> 00:12:48.110 without it are hugely grateful that no one was 00:12:48.110 --> 00:12:51.250 there to document that time of our lives on film, 00:12:51.330 --> 00:12:55.000 to have it. be shared widely. I mean, this is 00:12:55.000 --> 00:12:57.080 a terrible time in life to judge someone, honestly. 00:12:57.299 --> 00:12:59.539 These are years for making mistakes, for taking 00:12:59.539 --> 00:13:02.980 risks, for failing, for learning. But those things 00:13:02.980 --> 00:13:06.820 don't come without a mess. And that's okay. That's 00:13:06.820 --> 00:13:09.440 normal. But I do feel like teens today don't 00:13:09.440 --> 00:13:11.899 have the freedom to mess up without fear of it 00:13:11.899 --> 00:13:16.159 being known, criticized, posted, shared. And 00:13:16.159 --> 00:13:19.740 that's a heavy burden to carry. So students and 00:13:19.740 --> 00:13:22.059 adults, honestly, we often present this curated 00:13:22.059 --> 00:13:25.100 version of ourselves online, right? We maybe 00:13:25.100 --> 00:13:27.919 are seeking likes or validation or comments, 00:13:28.000 --> 00:13:29.879 whatever, rather than wrestling with who we really 00:13:29.879 --> 00:13:32.899 are. And algorithms that are built into social 00:13:32.899 --> 00:13:35.740 media can push people more quickly into very 00:13:35.740 --> 00:13:38.879 narrow interests or these kind of extreme viewpoints 00:13:38.879 --> 00:13:42.139 before people have had a chance to explore more 00:13:42.139 --> 00:13:44.440 broadly and find out who they actually are as 00:13:44.440 --> 00:13:47.860 a person and what they actually believe. It's 00:13:47.860 --> 00:13:50.639 such an unfair fight that you guys face. Millions 00:13:50.639 --> 00:13:52.879 of dollars at the disposal of tech and app companies 00:13:52.879 --> 00:13:55.059 that are intentionally made to create distractions 00:13:55.059 --> 00:13:58.120 are designed to be addictive by producing constant 00:13:58.120 --> 00:14:00.519 bursts of dopamine to your developing brains. 00:14:00.860 --> 00:14:04.820 And it actually makes me super angry. I hate 00:14:04.820 --> 00:14:07.679 that for you. That said, I've seen the positives 00:14:07.679 --> 00:14:10.059 too. Some students find communities online that 00:14:10.059 --> 00:14:12.019 affirm a talent or an interest that they don't 00:14:12.019 --> 00:14:14.519 find locally. Maybe something in robotics or 00:14:14.519 --> 00:14:18.169 coding or a music genre. But I would say, in 00:14:18.169 --> 00:14:20.210 my opinion, those cases are fewer. The majority 00:14:20.210 --> 00:14:22.850 struggle more with identity formation because 00:14:22.850 --> 00:14:25.350 the online world asks people to perform and not 00:14:25.350 --> 00:14:28.389 to grow. That is a great point. Many students 00:14:28.389 --> 00:14:31.269 do feel that constant pressure to perform or 00:14:31.269 --> 00:14:33.610 compare themselves to people who they think are 00:14:33.610 --> 00:14:37.190 better than them online. In your view, how does 00:14:37.190 --> 00:14:40.730 this culture of comparison impact a teenager's 00:14:40.730 --> 00:14:43.730 identity while it's still forming? So I would 00:14:43.730 --> 00:14:45.350 say that this is probably one of the biggest 00:14:45.350 --> 00:14:49.330 challenges. Social media intensifies what's called 00:14:49.330 --> 00:14:52.190 upward social comparison, especially for girls. 00:14:53.169 --> 00:14:55.309 They're constantly seeing other people's highlight 00:14:55.309 --> 00:14:57.970 reels, which makes them feel less than in appearance, 00:14:58.049 --> 00:15:01.049 maybe popularity, lifestyle. And that's directly 00:15:01.049 --> 00:15:03.450 tied to rising rates of depression and body image 00:15:03.450 --> 00:15:06.649 struggles. Again, I can't imagine how I would 00:15:06.649 --> 00:15:09.570 have navigated this as a teen. I assure you it 00:15:09.570 --> 00:15:11.970 would not have been pretty. For boys, I think 00:15:11.970 --> 00:15:14.029 the comparison may look different. It might be 00:15:14.029 --> 00:15:16.450 more about status in gaming or online communities, 00:15:16.629 --> 00:15:19.769 or porn, to be honest, but the effect is similar. 00:15:20.269 --> 00:15:22.549 Identity is shaped by external measurement and 00:15:22.549 --> 00:15:24.809 comparison rather than internal values and worth. 00:15:25.169 --> 00:15:28.269 I've seen some really hurtful and cruel online 00:15:28.269 --> 00:15:31.250 conversations and choices made online, and I'm 00:15:31.250 --> 00:15:33.590 sure that's only a fraction of what's out there, 00:15:33.629 --> 00:15:36.529 and it really is heartbreaking. Those words and 00:15:36.529 --> 00:15:39.850 images... are shared and they're weaponized and 00:15:39.850 --> 00:15:41.730 they can act like they're a measure for someone's 00:15:41.730 --> 00:15:44.929 worth. And there's a pretty steep price to pay 00:15:44.929 --> 00:15:47.210 for mistakes made online, honestly. When that 00:15:47.210 --> 00:15:49.950 kind of thinking and decision -making start to 00:15:49.950 --> 00:15:52.370 seep into everyday life, it can undermine the 00:15:52.370 --> 00:15:54.509 ability to explore identity in healthy ways that 00:15:54.509 --> 00:15:58.080 teenagers need. So that's really true. I feel 00:15:58.080 --> 00:16:01.139 like all of us compared with each other, even 00:16:01.139 --> 00:16:03.500 though we think we are not, but like deep down 00:16:03.500 --> 00:16:07.159 we know we are. So building on that, what specific 00:16:07.159 --> 00:16:09.399 concerns do you have as a principal when it comes 00:16:09.399 --> 00:16:11.840 to how social media affects students' mental 00:16:11.840 --> 00:16:14.460 health, their friendships, or like their self 00:16:14.460 --> 00:16:17.860 -image? Yeah, so I think one of my biggest concerns 00:16:17.860 --> 00:16:20.960 would be the overall rise in anxiety. Data shows 00:16:20.960 --> 00:16:23.360 that rates of depression, self -harm, loneliness, 00:16:23.779 --> 00:16:25.820 they spiked around the time when smartphones 00:16:25.820 --> 00:16:28.059 and social media, especially social media, became 00:16:28.059 --> 00:16:30.919 universal from about 2012 and after. All of the 00:16:30.919 --> 00:16:34.120 data shows this. And I do see that play out in 00:16:34.120 --> 00:16:37.720 school. I do feel like students today are more 00:16:37.720 --> 00:16:40.700 anxious. They're more fragile. They're less resilient 00:16:40.700 --> 00:16:44.059 than even maybe 10 years ago. And this is a worldwide 00:16:44.059 --> 00:16:46.679 trend, right? It's not just specific to ICS or 00:16:46.679 --> 00:16:48.379 Thailand. Like this is happening everywhere. 00:16:48.500 --> 00:16:50.440 And I think, too, another thing that can become 00:16:50.440 --> 00:16:53.080 really fragile is friendships. So a conflict 00:16:53.080 --> 00:16:55.019 maybe that starts in a group chat or an Instagram 00:16:55.019 --> 00:16:58.259 doesn't stay online forever. Eventually it may 00:16:58.259 --> 00:17:00.379 come into school the next day. It can take over. 00:17:01.159 --> 00:17:04.240 And I think before we put some of the tech policies 00:17:04.240 --> 00:17:07.099 into place, we saw fewer students hanging out 00:17:07.099 --> 00:17:09.180 in person during breaks or lunch because they 00:17:09.180 --> 00:17:11.400 were on their phones. And that loss of in -person 00:17:11.400 --> 00:17:13.700 interaction really does matter for identity and 00:17:13.700 --> 00:17:15.799 well -being. So we decided it was something that 00:17:15.799 --> 00:17:18.480 was important enough to prioritize. And then 00:17:18.480 --> 00:17:21.500 maybe my last concern would be self -image, that 00:17:21.500 --> 00:17:24.799 social media encourages constant self -presentation. 00:17:25.960 --> 00:17:29.559 Students... worry about how they look in photos, 00:17:29.640 --> 00:17:32.559 how they sound in videos. And I think for a teenager 00:17:32.559 --> 00:17:35.119 who's still forming a sense of self, that pressure 00:17:35.119 --> 00:17:37.440 can be really overwhelming. These are definitely 00:17:37.440 --> 00:17:41.019 some serious concerns about how you can get forced 00:17:41.019 --> 00:17:43.900 into having to create an image of yourself when 00:17:43.900 --> 00:17:47.140 you're still figuring out that image. So let's 00:17:47.140 --> 00:17:49.180 flip it a little bit. What are some positive 00:17:49.180 --> 00:17:51.759 ways that you see students using social media 00:17:51.759 --> 00:17:54.039 to actually build their identity and find their 00:17:54.039 --> 00:17:57.359 voice and grow their confidence instead of losing 00:17:57.359 --> 00:18:00.480 it in the process yeah for sure there are positives 00:18:00.480 --> 00:18:02.299 and I do want to be clear about that I'm not 00:18:02.299 --> 00:18:06.440 like anti -phones or anti -social media I know 00:18:06.440 --> 00:18:08.940 at school we have to take kind of one one stand 00:18:08.940 --> 00:18:11.980 right but I do think there's a difference between 00:18:11.980 --> 00:18:15.920 maybe passive scrolling and active creating so 00:18:15.920 --> 00:18:19.140 passive scrolling tends to harm well -being but 00:18:19.140 --> 00:18:22.190 when students are creating They can grow. So 00:18:22.190 --> 00:18:24.210 I've seen students use Instagram or TikTok to 00:18:24.210 --> 00:18:26.549 showcase their art or music or clubs. That's 00:18:26.549 --> 00:18:29.089 awesome. Others have launched small businesses 00:18:29.089 --> 00:18:31.829 or these awareness campaigns. For example, we 00:18:31.829 --> 00:18:33.569 had a group of students that use social media 00:18:33.569 --> 00:18:36.230 to promote an environmental project, and it gave 00:18:36.230 --> 00:18:38.130 them a real sense of agency. It was awesome. 00:18:38.170 --> 00:18:41.230 It was incredible. Your class uses your Instagram 00:18:41.230 --> 00:18:43.410 page for fun promotion ideas, and I love that, 00:18:43.410 --> 00:18:45.650 right? You have a whole team on it. So social 00:18:45.650 --> 00:18:49.250 media can also provide safe spaces for some students, 00:18:49.289 --> 00:18:51.680 especially if... It's a team that's in a marginalized 00:18:51.680 --> 00:18:54.039 group. Finding a supportive online community 00:18:54.039 --> 00:18:56.019 can be life -changing and powerful. These are 00:18:56.019 --> 00:18:58.940 really positive ways that it can be used. So 00:18:58.940 --> 00:19:02.299 the challenge isn't to say all social media is 00:19:02.299 --> 00:19:04.920 bad, right, but help students learn to use it 00:19:04.920 --> 00:19:07.640 intentionally, creating, advocating, connecting 00:19:07.640 --> 00:19:10.660 meaningfully instead of simply consuming. And 00:19:10.660 --> 00:19:12.480 that's a wonderful place to end this part of 00:19:12.480 --> 00:19:15.000 our conversation, on a note of hope and positive 00:19:15.000 --> 00:19:17.359 action. The idea that students are using these 00:19:17.359 --> 00:19:19.720 tools for community and inspiration is good. 00:19:20.220 --> 00:19:22.319 Thank you so much for your time and insight, 00:19:22.420 --> 00:19:24.779 Mrs. Amber. We're going to take a short break. 00:19:24.839 --> 00:19:27.240 When we come back, we'll continue our discussion 00:19:27.240 --> 00:19:30.000 with Mr. Luke. You're listening to the Students 00:19:30.000 --> 00:19:37.579 Incorporated podcast. Social media in 2025 is 00:19:37.579 --> 00:19:40.740 evolving fast. Short form video continues to 00:19:40.740 --> 00:19:44.059 dominate while AI is shaping how content is created 00:19:44.059 --> 00:19:47.119 and personalized. Shopping is moving directly 00:19:47.119 --> 00:19:50.359 into apps through social commerce. and authentic 00:19:50.359 --> 00:19:53.180 communities built on user -generated content 00:19:53.180 --> 00:19:56.319 are more valuable than ever. Social platforms 00:19:56.319 --> 00:19:59.559 are also doubling as search engines, making social 00:19:59.559 --> 00:20:03.400 SEO an essential skill. Success this year for 00:20:03.400 --> 00:20:06.259 both brands and creators comes from authenticity, 00:20:06.680 --> 00:20:10.220 niche communities, and strong partnerships. But 00:20:10.220 --> 00:20:12.880 social media isn't just about entertainment anymore. 00:20:13.039 --> 00:20:15.859 It's also shaping education and student identity. 00:20:16.619 --> 00:20:19.240 Many students now learn through quick explainer 00:20:19.240 --> 00:20:22.599 clips and tutorials, and AI -driven feeds often 00:20:22.599 --> 00:20:25.819 mirror what you study or care about. How you 00:20:25.819 --> 00:20:28.140 present yourself online matters more than ever. 00:20:28.420 --> 00:20:31.279 By building authentic communities, sharing your 00:20:31.279 --> 00:20:34.779 own content, and engaging in positive online 00:20:34.779 --> 00:20:37.559 communities, you can use social media not just 00:20:37.559 --> 00:20:39.700 to connect, but to grow, learn, and strengthen 00:20:39.700 --> 00:20:43.049 your digital presence as a student. Identity 00:20:43.049 --> 00:20:46.170 matters and so does authenticity and transparency. 00:20:46.690 --> 00:20:50.309 So stay real to yourself, both offline and online, 00:20:50.490 --> 00:20:54.650 and grow in the process. And we are back with 00:20:54.650 --> 00:20:57.210 our second part. Thanks for sticking with us. 00:20:57.230 --> 00:20:59.829 In the first half, Mrs. Amber gave us some insight 00:20:59.829 --> 00:21:02.410 from her perspective as a high school principal 00:21:02.410 --> 00:21:05.809 of the day -to -day impact of social media. Now 00:21:05.809 --> 00:21:07.910 for this second segment, we'll get to hear from 00:21:07.910 --> 00:21:10.609 Mr. Luke, the headmaster of the school. We are 00:21:10.609 --> 00:21:13.130 still on the topic of social media and identity. 00:21:13.730 --> 00:21:15.549 Proud, go ahead and get us started with this 00:21:15.549 --> 00:21:18.730 segment. Mr. Luke, thank you for being here. 00:21:18.829 --> 00:21:20.849 To start, could you share a bit about your role 00:21:20.849 --> 00:21:22.990 and how you approach the topic of social media 00:21:22.990 --> 00:21:25.250 and student identity throughout the semesters 00:21:25.250 --> 00:21:28.730 while the students are under your care? Thanks, 00:21:29.009 --> 00:21:31.990 Proud. It's good to be here. I'm excited, as 00:21:31.990 --> 00:21:34.589 always, to be on the Students Incorporated podcast. 00:21:35.490 --> 00:21:38.329 I am one of your subscribers, and I listen to 00:21:38.329 --> 00:21:42.039 every episode. Excited for a new season. When 00:21:42.039 --> 00:21:44.140 it comes to my role, I guess I don't specifically 00:21:44.140 --> 00:21:48.160 think much about my role and how it directly 00:21:48.160 --> 00:21:51.940 relates to social media. But a big part of my 00:21:51.940 --> 00:21:54.460 role is caring not just about academics, but 00:21:54.460 --> 00:21:59.519 also students as a whole person. We care about 00:21:59.519 --> 00:22:03.039 students and who students are becoming. That's 00:22:03.039 --> 00:22:05.140 something that's on all the posters in every 00:22:05.140 --> 00:22:09.180 room across the campus. The reality is that social 00:22:09.180 --> 00:22:13.500 media is a huge part of how students shape their 00:22:13.500 --> 00:22:17.700 identity now. We cannot deny that fact, and we 00:22:17.700 --> 00:22:20.220 can't deny the fact that people are being influenced 00:22:20.220 --> 00:22:23.779 for better or worse by social media. And that 00:22:23.779 --> 00:22:26.359 wasn't the case when I was in school. That wasn't 00:22:26.359 --> 00:22:30.819 the case even 12, 15 years ago. So from a whole 00:22:30.819 --> 00:22:32.920 school approach, I would say that I try to approach 00:22:32.920 --> 00:22:36.759 it with curiosity rather than fear. Instead of 00:22:36.759 --> 00:22:40.000 just saying be careful or don't do that or just 00:22:40.000 --> 00:22:42.819 no, I would tell students, I would tell you guys 00:22:42.819 --> 00:22:45.859 to ask yourself, how is this shaping who you 00:22:45.859 --> 00:22:49.619 are? Here at ICS, we talk about identity being 00:22:49.619 --> 00:22:53.019 rooted not in likes or followers, but in deeper 00:22:53.019 --> 00:22:56.500 truths like character, values, and for many of 00:22:56.500 --> 00:22:59.759 us, our faith. My hope is that we give students 00:22:59.759 --> 00:23:03.490 a safe... space to think, to question and reflect 00:23:03.490 --> 00:23:08.289 and not just follow rules. Thank you. With so 00:23:08.289 --> 00:23:11.029 many different cultures represented in our student 00:23:11.029 --> 00:23:13.150 body, what are some ways that the school can 00:23:13.150 --> 00:23:16.210 create a shared understanding about digital citizenship? 00:23:17.049 --> 00:23:20.269 That's a great question. I think that's really 00:23:20.269 --> 00:23:21.990 one of the beautiful things about ICS. We've 00:23:21.990 --> 00:23:25.069 got this amazing kind of mosaic of cultures, 00:23:25.170 --> 00:23:27.789 backgrounds and perspectives that really make 00:23:27.789 --> 00:23:30.940 us a unique community. But I think that no matter 00:23:30.940 --> 00:23:34.539 where you're from, respect and kindness are traits 00:23:34.539 --> 00:23:36.619 and values that everyone likes and appreciates. 00:23:37.099 --> 00:23:40.279 I think creating a shared understanding by focusing 00:23:40.279 --> 00:23:42.299 on things that we can all agree on, like the 00:23:42.299 --> 00:23:47.519 importance and value of honesty, integrity, empathy, 00:23:47.680 --> 00:23:50.700 and accountability, while also listening to different 00:23:50.700 --> 00:23:53.960 perspectives that students bring. For example, 00:23:54.140 --> 00:23:57.779 I think about what students consider private. 00:23:58.490 --> 00:24:01.190 Or things that are what is respectful can vary 00:24:01.190 --> 00:24:03.349 from culture to culture. So having those conversations 00:24:03.349 --> 00:24:06.470 together helps us build a common language when 00:24:06.470 --> 00:24:08.990 it comes to things like digital citizenship. 00:24:09.710 --> 00:24:12.150 I totally agree with that part since like our 00:24:12.150 --> 00:24:14.329 school is so internationally and there's so many 00:24:14.329 --> 00:24:16.630 kids from different countries. It's like that's 00:24:16.630 --> 00:24:19.829 a really great point about shared value. So what 00:24:19.829 --> 00:24:22.009 are some ways our diverse parent community can 00:24:22.009 --> 00:24:24.130 best partner with the school to support their 00:24:24.130 --> 00:24:26.430 children in this area? Yeah, I like that you 00:24:26.430 --> 00:24:30.460 guys. use the word partner in your question that's 00:24:30.460 --> 00:24:33.000 really great because I think partnership is key 00:24:33.000 --> 00:24:35.900 that's something that's on posters all around 00:24:35.900 --> 00:24:37.940 the school we have that there as well right the 00:24:37.940 --> 00:24:41.319 partnership with parents and I think it is important 00:24:41.319 --> 00:24:44.079 because when when parents and the school are 00:24:44.079 --> 00:24:47.059 saying the same things I think students hear 00:24:47.059 --> 00:24:49.019 it more consistently they hear it more clearly 00:24:49.019 --> 00:24:52.539 I would encourage parents to be attentive listeners 00:24:52.539 --> 00:24:54.920 and ask their kids about what's happening online 00:24:55.660 --> 00:24:58.039 Not just monitoring what's happening online, 00:24:58.180 --> 00:25:01.519 but trying to understand their kid's world. I 00:25:01.519 --> 00:25:03.200 would say that parents need to ask their kids 00:25:03.200 --> 00:25:05.980 real questions about what media they're consuming 00:25:05.980 --> 00:25:09.599 and ask them what they like and why they like 00:25:09.599 --> 00:25:13.519 it. And obviously, and this is a hard one for 00:25:13.519 --> 00:25:15.460 me as a parent as well, but I would say that 00:25:15.460 --> 00:25:19.380 when parents model healthy habits, like putting 00:25:19.380 --> 00:25:22.430 our phones down at the dinner table, Or when 00:25:22.430 --> 00:25:24.750 we're trying to talk to our kids or just showing 00:25:24.750 --> 00:25:27.829 balance in our digital lives in general. I think 00:25:27.829 --> 00:25:32.809 that speaks volumes to our kids and others as 00:25:32.809 --> 00:25:34.549 well. And it's hard to tell your kid to put down 00:25:34.549 --> 00:25:36.650 a phone while you're holding a phone in your 00:25:36.650 --> 00:25:40.049 hand at the time. Looking ahead, we're going 00:25:40.049 --> 00:25:42.650 to start seeing new partners with new technologies 00:25:42.650 --> 00:25:46.049 like AI and others. What are some ways our school 00:25:46.049 --> 00:25:48.890 can prepare students to be responsible digital 00:25:48.890 --> 00:25:52.740 citizens locally and globally? That's a great 00:25:52.740 --> 00:25:55.539 question, Josiah. I think AI is definitely changing 00:25:55.539 --> 00:26:00.319 things rapidly. The challenge isn't just teaching 00:26:00.319 --> 00:26:03.119 students how to use the tools. You guys are figuring 00:26:03.119 --> 00:26:05.960 that out on your own at a speed that is way faster 00:26:05.960 --> 00:26:09.339 than what us old people are capable of. So that's 00:26:09.339 --> 00:26:11.720 great. I do think the challenge for us as a school 00:26:11.720 --> 00:26:15.279 is to help you guys to figure out how to use 00:26:15.279 --> 00:26:18.460 these tools wisely. That means getting students 00:26:18.460 --> 00:26:21.069 to be able to ask questions like, Am I thinking 00:26:21.069 --> 00:26:23.650 critically about what's real and what's not? 00:26:23.849 --> 00:26:27.130 Or am I using this tool to genuinely learn and 00:26:27.130 --> 00:26:30.910 grow or just to take a shortcut? Or am I using 00:26:30.910 --> 00:26:34.329 this tool to enhance my own thinking and creativity 00:26:34.329 --> 00:26:38.109 or am I letting it replace them? I think our 00:26:38.109 --> 00:26:40.869 role as a school is to help students build those 00:26:40.869 --> 00:26:44.769 habits of integrity, character, wisdom, and discernment 00:26:44.769 --> 00:26:48.259 in order to use the available tools. to boost 00:26:48.259 --> 00:26:52.940 our creativity and productivity because the reality 00:26:52.940 --> 00:26:55.279 is that those character traits will matter more 00:26:55.279 --> 00:26:58.079 and be around longer than any app or social media 00:26:58.079 --> 00:27:01.460 platform when you're old like me the apps and 00:27:01.460 --> 00:27:03.839 everything will change but you will have integrity 00:27:03.839 --> 00:27:07.430 character wisdom and discernment I really agree 00:27:07.430 --> 00:27:10.250 with that because that preparation is so vital. 00:27:10.430 --> 00:27:13.170 So a huge part of that has to be students' well 00:27:13.170 --> 00:27:15.990 -being. So our next question is, from your perspective, 00:27:16.150 --> 00:27:18.470 what are some positive and negative effects you've 00:27:18.470 --> 00:27:21.109 observed regarding social media and students' 00:27:21.289 --> 00:27:25.250 health? Yeah, I know. When you get old people 00:27:25.250 --> 00:27:27.289 like me talking about social media, oftentimes 00:27:27.289 --> 00:27:30.089 it's just bash, bash, bash, and it's all negative 00:27:30.089 --> 00:27:33.630 stuff. I do think there are some positive things. 00:27:33.730 --> 00:27:36.490 And I think the easy answer is always going to 00:27:36.490 --> 00:27:38.710 be that, oh, social media helps us stay connected. 00:27:40.049 --> 00:27:41.890 That's what many of you would say, at least. 00:27:41.950 --> 00:27:44.670 And I do know that's a real thing, but I've also 00:27:44.670 --> 00:27:48.349 felt like it's a pseudo version of connectedness. 00:27:48.430 --> 00:27:50.250 And I think most students would actually agree 00:27:50.250 --> 00:27:53.630 if you really stop and think about it. But I 00:27:53.630 --> 00:27:56.490 do think it's a way to share creativity, to share 00:27:56.490 --> 00:27:58.829 things that you've created, artwork or music 00:27:58.829 --> 00:28:03.509 or... It's a great way to be inspired or to inspire 00:28:03.509 --> 00:28:06.930 others. I think it's a great way to raise awareness 00:28:06.930 --> 00:28:11.069 about causes that you care about or for you to 00:28:11.069 --> 00:28:13.230 personally raise your awareness about other causes, 00:28:13.349 --> 00:28:16.329 right? Social media can give people a voice that 00:28:16.329 --> 00:28:18.289 they wouldn't otherwise have, right? So you guys 00:28:18.289 --> 00:28:20.509 can reach an audience of people that you would 00:28:20.509 --> 00:28:23.690 have never had before. Those are some of the 00:28:23.690 --> 00:28:26.250 good things. On the flip side, I think, honestly, 00:28:26.490 --> 00:28:30.529 I think the... Kind of the comparison trap is 00:28:30.529 --> 00:28:34.049 100 % real and 100 % damaging. I mean, I think 00:28:34.049 --> 00:28:36.750 we see students and just people in general measuring 00:28:36.750 --> 00:28:41.269 themselves against perfectly curated images or 00:28:41.269 --> 00:28:46.309 videos of others. And I think when you guys or 00:28:46.309 --> 00:28:48.509 when anyone really stops and thinks about it, 00:28:48.549 --> 00:28:51.049 we know that it's not real, but it still has 00:28:51.049 --> 00:28:53.920 an impact on us, right? And I think with all 00:28:53.920 --> 00:28:56.420 this kind of new research coming out and showing 00:28:56.420 --> 00:29:02.059 us that this comparison with unreal things can 00:29:02.059 --> 00:29:05.839 feed anxiety, loneliness, depression, lead to 00:29:05.839 --> 00:29:12.039 a sense of inadequacy. I think the key is knowing 00:29:12.039 --> 00:29:15.319 that social media is a highlight reel, not the 00:29:15.319 --> 00:29:18.019 whole story. And that your worth isn't determined 00:29:18.019 --> 00:29:20.920 by it. And honestly, your worth shouldn't even 00:29:20.920 --> 00:29:24.430 be impacted by it. I think the students know 00:29:24.430 --> 00:29:27.650 this deep down again, but it doesn't prevent 00:29:27.650 --> 00:29:30.230 us from getting caught in this comparison game. 00:29:30.910 --> 00:29:37.750 There are entire groups of marketing strategists 00:29:37.750 --> 00:29:40.549 sitting around designing things like this to 00:29:40.549 --> 00:29:43.049 make you compare yourself to others, to make 00:29:43.049 --> 00:29:45.190 you want to be more like someone you're seeing 00:29:45.190 --> 00:29:48.470 online. We know that, and it's 100 % true. And 00:29:48.470 --> 00:29:50.630 we just have to remember this when we see things 00:29:50.630 --> 00:29:53.809 online. So thank you so much for that insight, 00:29:53.950 --> 00:29:56.609 Mr. Luke. I can say that everyone can agree on 00:29:56.609 --> 00:29:59.630 that part, that it's both impactful in both ways 00:29:59.630 --> 00:30:03.109 of negativity and positivity. So we really have 00:30:03.109 --> 00:30:05.750 to use it in a good way. And as we wrap up this 00:30:05.750 --> 00:30:08.809 segment, we'd like to ask you for advice. So 00:30:08.809 --> 00:30:11.089 what is some advice that you could give students 00:30:11.089 --> 00:30:13.170 and parents who are also learning to navigate 00:30:13.170 --> 00:30:15.769 the complexities of school, social media and 00:30:15.769 --> 00:30:19.059 their online and offline identities? Yeah, great 00:30:19.059 --> 00:30:20.920 question, Proud. I don't think this is something 00:30:20.920 --> 00:30:25.339 that is easy to do, so I don't take it lightly, 00:30:25.440 --> 00:30:28.660 but I guess my advice would be to be intentional. 00:30:30.140 --> 00:30:33.140 I really think for students it means asking yourself, 00:30:33.259 --> 00:30:36.339 does this online version of me match who I really 00:30:36.339 --> 00:30:39.640 want to be? I think we have to understand that 00:30:39.640 --> 00:30:42.660 we are being influenced by what we consume and 00:30:42.660 --> 00:30:46.480 make choices with that in mind. For parents, 00:30:46.539 --> 00:30:49.480 I think it's about creating rhythms of conversation 00:30:49.480 --> 00:30:53.539 and trust so the kids feel safe to talk about 00:30:53.539 --> 00:30:56.119 what they're experiencing, both on or offline. 00:30:57.079 --> 00:30:59.680 And I think just for people in general, both 00:30:59.680 --> 00:31:02.140 our students and parents, we cannot underestimate 00:31:02.140 --> 00:31:06.240 the importance of real human -to -human relationships, 00:31:06.500 --> 00:31:09.839 interactions, and community. The friendships, 00:31:10.119 --> 00:31:13.000 skills, values, and character you build in real 00:31:13.000 --> 00:31:15.599 life are what are going to give you the grit 00:31:15.599 --> 00:31:17.980 to navigate the world well, whether online or 00:31:17.980 --> 00:31:21.039 in person. I don't think many people would say 00:31:21.039 --> 00:31:24.619 the same thing about your online life. At the 00:31:24.619 --> 00:31:27.420 end of the day, social media is a tool, and it 00:31:27.420 --> 00:31:30.019 can either shape you or you can choose to shape 00:31:30.019 --> 00:31:32.660 how you use it. That would be the advice that 00:31:32.660 --> 00:31:35.700 I would give. Mr. Luke, thank you for that simple 00:31:35.700 --> 00:31:37.700 and clear advice about how to look at social 00:31:37.700 --> 00:31:40.450 media. We know you're busy and have a full schedule 00:31:40.450 --> 00:31:42.829 each day, so thanks again for stopping by the 00:31:42.829 --> 00:31:55.049 studio today. And that brings us to the end of 00:31:55.049 --> 00:31:58.369 our episode on social media and identity. What 00:31:58.369 --> 00:32:00.750 a fascinating and important conversation. We 00:32:00.750 --> 00:32:03.289 learned that the impact of these platforms isn't 00:32:03.289 --> 00:32:06.369 just good or bad. It truly depends on how we 00:32:06.369 --> 00:32:08.960 engage with them. The key is to be an active, 00:32:09.000 --> 00:32:11.460 thoughtful participant rather than a passive 00:32:11.460 --> 00:32:14.460 consumer. Mrs. Amber gave us a powerful look 00:32:14.460 --> 00:32:17.119 at the day -to -day reality students face while 00:32:17.119 --> 00:32:19.440 headmaster Mr. Luke provided a vision for how 00:32:19.440 --> 00:32:21.579 the whole community can work together to build 00:32:21.579 --> 00:32:24.720 a healthy digital culture. A huge thank you to 00:32:24.720 --> 00:32:27.039 both Mrs. Amber and Mr. Luke for sharing their 00:32:27.039 --> 00:32:29.819 time and expertise with us. And a special thank 00:32:29.819 --> 00:32:32.400 you for our student co -host Josiah and Proud 00:32:32.400 --> 00:32:35.769 for leading insightful interviews. This has been 00:32:35.769 --> 00:32:37.970 the Students Incorporated podcast. We'll see 00:32:37.970 --> 00:32:41.089 you next time. And as always, this podcast would 00:32:41.089 --> 00:32:43.609 not be possible without the hard work and support 00:32:43.609 --> 00:32:46.109 of our international student production team. 00:32:46.309 --> 00:32:49.049 All music and sound effects are courtesy of Pixabay 00:32:49.049 --> 00:32:51.849 .com, a vibrant community of creatives sharing 00:32:51.849 --> 00:32:55.230 copyright -free images, videos, and music. And 00:32:55.230 --> 00:32:57.690 we're signing off until next time. We are Students 00:32:57.690 --> 00:33:06.089 Incorporated, because your voice matters. Ooh.