One side effect of the pervasiveness of technology on school age kids, as many have observed, is that young people consume technology at a surprisingly high rate. Young people spend countless hours on cell phones–usually texting–as well as online, or in front of a television or video game. Parents, schools, and advocacy groups have done much to curb tech usage among kids and teens, hoping to reduce teen alienation, “popcorn brain,” and other ill effects associated with constant internet and wireless gadget access.
Similarly, the Boston Health Commission recently sponsored a workshop for teens centered on a very particular socio-technological issue: online breakups.
Late last month, 200 teenagers from Boston-area schools gathered to discuss the minutia of Facebook breakup etiquette. Should you delete pictures of your ex after splitting up? Is it O.K. to unfriend your last girlfriend if you can’t stop looking at her profile? And is it ever ethically defensible to change your relationship status to single without first notifying the person whose heart you’re crushing?
To be clear, we’re not talking about online dating services like Match.com or eHarmony. These are teenagers who know each other and see each other at school every day. When teens in a relationship decide the relationship should end, many of them go to Facebook and change their relationship status from “In a relationship” to “Single” or perhaps “It’s complicated.” While changing the relationship status in and of itself may not seem unusual to social media users, the phenomena may seem a bit unsettling if the pair haven’t actually talked about their relationship ending. Some teens are using their Facebook relationship status as a virtual breakup tool, avoiding the difficult “breakup discussion” altogether. The Boston Health Commission’s workshop sought to bring awareness to the issue and provide some practical tools for handling breakups.
[Organizers] encouraged the crowd to eschew parting ways over text message or Facebook, the most common teen breakup methods. (A bisexual 15-year-old confessed in a morning session that she learned that her girlfriend of two years had dumped her only when she changed her relationship status to single.) Attendees were advised — with mixed results — to bravely confront the awkwardness of face-to-face breakups. When the facilitator in a session titled “Breakups 101” suggested that teenagers meet with “and come to an agreement or mutual understanding” with a soon-to-be ex, a skeptical 19-year-old nearly leapt out of her chair in protest. “So, you’re telling me that you’re crying at night, you’re not sleeping, you’re eating all this food to make you feel better, and you’re supposed to just come to an agreement?”
I’ve found that for many students, online interaction emboldens them. In some cases, this is a good thing. However, many students are able to type surprisingly insensitive things–both toward me and their classmates–that I doubt they would say in a face-to-face interaction. This trend among young people concerns me as someone who teaches online courses. Do tomorrow’s (or even today’s) online students really know how to interact with their teachers or classmates? Likewise, I wonder if I’m at risk of forgetting how to interact with them.
I provide my home phone number to my online students but very few ever actually call me at home. While some may think it rude to call an instructor at home, I wonder how many students are simply avoiding a difficult conversation. If students have concerns about their grade, for example, will they actually pick up the phone to talk to me about it? Or will they simply write something nasty about me in a course evaluation, avoiding the potential unpleasantness of live interaction? And I certainly must consider if I use technology to hide from unpleasantness as well.