Impact of the use of Facebook amongst students of high school age with Social, Emotional and Behavioural Difficulties (SEBD)

The paper presents innovative research findings on the use of Facebook made by students with Social Emotional and Behavioural Difficulties, of high school age. It examines the impact of this online platform on their peer relations and their adaptation within school. The working hypothesis of the stu...

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Bibliographic Details
Main Author: Fovet, F.
Format: Conference Proceeding
Language:English
Subjects:
Educational institutions
Facebook
Focusing
Government
Inclusion
Mental disorders
Monitoring
Pediatrics
SEBD
self-representation
Social network services
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Summary:The paper presents innovative research findings on the use of Facebook made by students with Social Emotional and Behavioural Difficulties, of high school age. It examines the impact of this online platform on their peer relations and their adaptation within school. The working hypothesis of the study was that this technological platform might enable students experiencing a variety of difficulties in the classroom to rectify and address these by technological means, particularly with regards to representation of self and relations with peers. A mixed methodology framework has been adopted for this study, involving both quantitative semi-directive questionnaires addressed to students themselves and a qualitative content analysis on the Facebook platform used by the students - more particularly the Wall application. Findings suggest that Facebook has become of extreme importance for students with SEBD in their adaptation to school and their management of peer relations. They show complex patterns of modification of self image, on the part of SEBD students, and dynamic involvement with peers occurring on the Facebook platform. The outcomes are numerous as (i) teachers must become aware of these complex and subtle mechanisms, (ii) impact on behaviour and learning may be substantial and must be monitored, (iii) this may offer rich lessons with regards to use of technology by children experiencing difficulties at school, or `Millenium learners' generally. This has important repercussions for SEBD students and their mode of inclusion, but also for students generally in the mainstream context.
ISSN:0190-5848
2377-634X
DOI:10.1109/FIE.2009.5350786