A School Counselor’s Perspective

     [The following are profiles of people who have unique perspectives on the issue of social media addiction. These individuals are fictional, but their accounts are based on a collage of factual information.]

    My name is Chihiro Takeda, and I work as a school counselor at a public high school in Kanagawa Prefecture. Every day, I meet with students who are facing not only academic challenges but also emotional and mental health issues. In the past few years, I have noticed a clear increase in the number of students struggling with sleep problems and chronic fatigue. When I ask them about their daily routines, one common answer stands out: they stay up late using their smartphones, especially for social media.

Most of them use apps like TikTok, Instagram, and YouTube. They tell me things like, “I just wanted to watch one video,” or “I meant to check just one message.” But in the end, they spend one or two hours, sometimes even more, scrolling. Some students say they can’t fall asleep unless they use their phone first. Others feel stressed if they don’t check their messages before bed. While social media gives students a way to connect with friends and escape daily stress, it also interferes with healthy habits, especially sleep.

Recent research from Japan supports what I see in my work. A study published in the Japanese Journal of School Health found that internet addiction in junior and senior high school students is linked to many negative psychological and social outcomes. For example, students with higher internet addiction scores had more difficulty controlling their emotions, were less likely to feel they could talk openly with their parents or friends, and had more trouble expressing their feelings. They were also more likely to feel lonely, have stronger aggressive impulses, and show weaker respect for social rules. You can read about it yourself in the following article: Tobe, H., Takeuchi, K., & Hotta, M. (2010). "The relationship between the tendency toward internet dependence and mental health and the psycho-social problems of students." Japanese Journal of School Health, 52(2), 125–135.

Interestingly, the same study showed that internet use time alone was not directly related to mental health problems. In other words, the problem is not simply “using the internet too long.” The real issue is the level of dependence, or addiction, to online activities. This means that even short use can be harmful if it’s driven by emotional needs or escape.

As a counselor, this research is very meaningful to me. It shows that we cannot solve this problem just by telling students to “use their phones less.” Instead, we need to support them in understanding their emotional needs, their habits, and the reasons why they go online. I often include simple social-emotional learning (SEL) activities in my sessions—like emotion naming, mindfulness, and making small behavior goals. These help students become more aware of their feelings and choices. You can read more about effective SEL activities in the following article: Minero, E. (2017, February 14). "13 powerful SEL activities: Build social and emotional skills into any class." Edutopia.

I believe that compassionate, respectful guidance is the most effective approach. By working together, we can help students create healthier relationships with technology, protect their sleep, and improve their well-being—not through fear or punishment, but through understanding and education.