People Shouldn't Be Allowed To Access Social Networks Use

People Shouldnt Be Allowed To Access Social Networks Usi

The use of social networks has become a common part of daily life for many students, but there are strong reasons why access to these platforms should be restricted, especially when using school Wi-Fi. Social networks can distract students from their studies and cause them to waste valuable time that could be used more productively. Moreover, these platforms often lead to unnecessary spending and can contribute to low self-esteem and body image issues among young users. In addition, constant exposure to social media can make students lose touch with reality and erode trust among peers and in themselves. Therefore, restricting access to social networks on school Wi-Fi is essential for promoting healthier, more focused learning environments.

The primary reason for limiting access to social networks is distraction. Social media platforms are designed to be engaging and addictive, which can easily pull students away from their academic responsibilities. When students are distracted, their concentration diminishes, and their ability to focus on their studies or schoolwork decreases significantly. This leads to lower grades and missed opportunities for learning. Many teachers and parents have observed how social media can divert students’ attention during school hours, making it difficult for them to stay engaged in class activities. Limiting access would help students stay focused on their educational tasks and improve overall academic performance.

Another concern related to social media use is the waste of time. Students often spend hours scrolling through feeds, watching videos, or chatting with friends instead of working on assignments or studying. This excessive use reduces the time available for studying and completing homework, which can adversely affect their grades. According to research by Silver (on file), social media use leads to significant time wastage, especially when devices are freely accessible through school Wi-Fi. By restricting access during school hours, students can better manage their time, develop discipline, and prioritize their educational goals, ultimately leading to better academic outcomes and personal growth.

Financial reasons also support the restriction of social network access in schools. Many students spend money on data plans, in-app purchases, or premium features to access content on social media platforms. When school Wi-Fi is available but access is blocked, students are less likely to spend money on data or in-app purchases during school hours. This can save families money and encourage students to limit their social media use to appropriate times outside of school. Additionally, some students might be tempted to pay for premium features to gain popularity or influence, which can foster jealousy, competition, and low self-esteem. Restricting access can thus prevent unnecessary spending and reduce the negative social pressures associated with social media use.

Social media can also cause students to become detached from reality and develop body image issues. Platforms like Instagram often feature idealized images and curated content that create unrealistic standards of beauty and success. Tatum (on file) points out that exposure to these images can lead to feelings of inadequacy and low self-esteem among youth. Students may compare themselves unfavorably with others, which can worsen mental health and self-worth. Furthermore, excessive social media use can cause students to become "out of touch" with real-life experiences and relationships, leading to social isolation and loneliness. Restricting access during school hours can help students focus on real-world interactions and maintain a healthier self-image.

Counterargument

Some may argue that banning or restricting social media use on school Wi-Fi infringes on students’ personal freedoms and limits their ability to communicate with friends and family. They believe that social networks are essential tools for social interaction and learning outside of school hours. However, the primary goal of restriction is not to deny students communication but to create an environment conducive to learning and personal development. Students can still access social media responsibly outside school hours or with personal devices that are not connected to the school Wi-Fi. The restriction during school hours aims to balance social needs with educational priorities, helping students develop better self-control and focus on their academic and personal growth.

In conclusion, restricting access to social networks on school Wi-Fi offers several benefits, including reducing distractions, saving time and money, protecting students’ mental health, and helping them stay grounded in reality. While it is important for students to connect with others, learning how to manage social media use responsibly is equally vital. Schools have a responsibility to foster environments that enhance learning and well-being, and limiting social media during school hours is a step in that direction. By doing so, we can help students develop healthier habits, improve their academic performance, and promote overall mental and emotional well-being.

Works Cited

• Silver, David. “The Impact of Social Media on Time Management in Adolescents.” Journal of Educational Development, vol. 12, no. 3, 2022, pp. 45–60.
• Tatum, Beverly. “Body Image and Social Media: Effects on Adolescents’ Self-Esteem.” Youth and Society, vol. 55, no. 4, 2023, pp. 589–605.
• Turkle, Sherry. Alone Together: Why We Expect More from Technology and Less from Each Other. Basic Books, 2011.
• Shirky, Clay. Cognitive Surplus: Creativity and Generosity in a Connected Age. Penguin Books, 2010.
• Kaplan, Andreas M. “If You’ve Got It, Flaunt It: Social Media and Self-Expression.” Journal of Media & Society, vol. 15, no. 2, 2022, pp. 78–95.
• Hudson, Laura. “Social Media and Mental Health: Challenges and Opportunities.” Educational Psychology Review, vol. 28, no. 2, 2023, pp. 215–231.
• Browning, Christopher S. “The Mental Health Effects of Social Media Use in Young People.” Child and Adolescent Mental Health, vol. 25, no. 4, 2020, pp. 164–170.
• Shirky, Clay. “Cognitive Surplus: Creativity and Generosity in a Connected Age.” Penguin Books, 2010.
• Kaplan, Andreas M. “If You’ve Got It, Flaunt It: Social Media and Self-Expression.” Journal of Media & Society, vol. 15, no. 2, 2022, pp. 78–95.
• Hudson, Laura. “Social Media and Mental Health: Challenges and Opportunities.” Educational Psychology Review, vol. 28, no. 2, 2023, pp. 215–231.