This text is part of the special section Unionism
The screen occupies a disproportionate place in the lives of young people, according to the Centrale des syndicats du Québec (CSQ). The school often finds itself on the front line of managing the consequences, without having clear directives for action.
In 2023, according to the NETendances study on the digital family, no less than 45% of adolescents aged 13 to 17 spent more than 15 hours per week on average on the Internet. Nearly six in ten spent more than ten hours per week on it. Among the youngest (6 to 12 years), one in five surfed the web for more than 15 hours and a third indulged in it for more than 10 hours. This data has been increasing for several years.
“A large part of the interpersonal relationships of these young people now take place on social networks,” notes the president of the CSQ, Éric Gingras. However, these digital networks can give rise to harassment, violence, self-esteem problems, depression, etc. »
The NETendances study indicates that three-quarters of Quebecers aged 6 to 17 have a smartphone. They heavily use YouTube, TikTok and Instagram, their three favorite platforms. In 2022, the report Life Online, from the organization MediaSmarts, maintained that 86% of children aged 9 to 11 had an account on at least one platform that requires a minimum age of over 13 years.
Several studies have shown that frequenting social media promotes the appearance of symptoms of depression or eating disorders and weakens self-esteem. Young girls are particularly vulnerable to these harmful effects and are more often victims of cyberbullying than boys.
For better supervision
The consequences of this situation in schools are not virtual. “When conflicts break out on social networks, they often spill over into school,” emphasizes Éric Gingras. Young people who become depressed or sleep little because of social networks become more anxious and their academic performance suffers. We need to better regulate the use of these platforms. »
In the absence of a broader social consensus, schools struggle to offer forms of supervision that are unanimously supported. The example of the cell phone in class demonstrates this. Some establishments had begun to ban its use in class several years ago. However, some parents were opposed to it because they wanted to be able to contact their child at all times.
Since December 31, 2023, the Quebec government has banned cell phones in public elementary and secondary school classes, except for specific educational purposes. “Now, schools can remind parents or refractory students that a debate on the subject took place and that a clear directive was given,” explains Éric Gingras.
He calls on the government to organize a broader reflection on the supervision of the use of digital tools by young people and on screen time. Until recently, the Minister responsible for Social Services, Lionel Carmant, affirmed that the use of screens by young people could even be the subject of a law.
“We are not taking a position on the question of whether there should be a law or not, everything would depend on its content,” indicates Éric Gingras. However, it is becoming urgent to explain concretely what we want from public schools and how they should intervene in this matter. Is its role to control? To raise awareness? »
Violence on the rise
Éric Gingras places this issue under the broader umbrella of school violence. This has been increasing for several years. “It’s progressing between young people, but also on the part of young people towards school staff,” laments the president.
Injuries attributable to physical violence in the teaching workplace increased by 58% between 2019 and 2022, according to the Commission for Standards, Equity, Health and Safety at Work (CNESST). Violence that comes specifically from students has exploded by 136% over the same period. According to Éric Gingras, this is only the tip of the iceberg, since a large number of these events are not reported.
Physical violence (hits, kicks, volleys of blows, shoving, pinching, biting, etc.) is particularly present in primary schools, while psychological violence (threats, harassment) is more common in secondary schools.
“This situation also requires in-depth reflection,” believes the trade unionist. If we really want zero tolerance towards violence at school, we must ensure that it is applied everywhere. Many establishments have codes of conduct or policies against violence, but rarely apply them. »
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