Social Media Use and Adolescent Mental Health: Evaluating a School-Based Digital Behavioral Intervention in Urban Settings

Abstract

This study explores the relationship between social media use and mental health outcomes among urban adolescents, while evaluating the efficacy of a school-based digital behavioral intervention ("Mindful Media") designed to promote healthy social media habits and emotional regulation. Using a mixed-methods approach, we analyzed survey data from 1,020 adolescents (ages 12–17) across five urban school districts in California and conducted 48 semi-structured interviews with students, teachers, and parents. Quantitative results indicated that daily social media use exceeding 3 hours was associated with higher anxiety scores (β=0.29, p<0.001) and lower self-esteem (β=-0.24, p<0.01). The intervention group showed a 28% reduction in problematic social media use (p<0.001) and significant improvements in depression (PHQ-9-A: M=11.3 to M=7.6, p<0.001) and anxiety (GAD-7-A: M=9.8 to M=6.1, p<0.001) compared to the control group. Qualitative findings highlighted key facilitators (peer support, culturally tailored content) and barriers (time constraints, family digital literacy gaps) to intervention adoption. Guided by social cognitive theory and ecological systems theory, this study demonstrates that school-integrated digital interventions can mitigate negative mental health impacts of social media use among urban youth. These findings inform evidence-based practices for schools and policymakers to support adolescent behavioral health in digital environments.

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