Beyond the harmful effects on concentration, learning, memory, motivation, and cognition in general—as demonstrated in numerous studies (topics I plan to cover in future articles more related to the educational field)—social media can serve as a gateway to digital environments where risks and misconduct abound. Social networks are constantly evolving, attracting millions of users, especially young people. While giants like Instagram, TikTok, and Snapchat continue to be widely used despite controversies, newer, more specialized, and far more dangerous platforms are emerging. It is crucial for parents to know these platforms, stay vigilant, discuss them with their children, protect them, and monitor their use of digital tools.

Discord: A Chat Platform

Initially created for gamers, Discord has evolved into a full-fledged chat platform where users can create or join servers dedicated to various interests. Teens often chat via text or voice channels, frequently without any supervision.

While this isn't new—it’s a modern take on IRC that those born after 1990 might recall—many parents may not fully grasp the stakes or potential issues with such group messaging systems. They might not associate a platform name with a particular concept or use, which is why I feel compelled to include it on this list.

Why Be Cautious: While Discord allows socialization around enriching topics, it can also be used for more problematic discussions in certain channels, including cyberbullying, inappropriate content sharing, or exposure to hate speech. Adolescents are naturally curious. Private servers, often inaccessible from the outside, can be tricky for parents to monitor.

BeReal: An Anti-Instagram

BeReal stands out by promoting a more authentic approach to social media. The app sends a daily notification inviting users to post a real-time photo without the option to retouch it. The idea is to counter the unrealistic beauty and life standards perpetuated on other platforms like Instagram or TikTok.

Why Be Cautious: Although BeReal promotes more ephemeral use of social networks, young people can still feel pressured by social conformity or the desire to present themselves in a particular way. This has consequences and leads to something far more insidious—the gamification of image relationships. While competition based on follower counts, tied to personal income, was already a significant factor, it wasn’t enough. Now, they've found another way: gamification. It’s everywhere, from learning to career guidance, from Duolingo to Impala. I’ll dive deeper into this subject in future articles.

Mastodon and Decentralized Alternatives

With growing concerns over privacy and moderation on major platforms, decentralized social networks like Mastodon have gained popularity. Unlike Twitter or Facebook, they consist of independent servers, managed by specific communities.

Why Be Cautious: While Mastodon gives users more control over their data, its decentralized nature makes moderation even more challenging. This setup can foster harmful behaviors under the illusion of safety and impunity, exposing young users to inappropriate content or unregulated interactions, making it even harder to report issues.

But There Are Worse…

There are other emerging platforms I won't mention by name, as I don’t want to openly promote them. However, similar to TikTok or YouTube, these platforms compensate content creators through physical merchandise sales, VIP digital content, or more personalized pictures or videos. This is where things can get particularly dangerous.

Easy money has always been enticing—and not just for teenagers, right?

The landscape of social networks is constantly evolving but, more importantly, becoming more complex in terms of usage. Extremes end up being normalized, a process we’ve already witnessed over 15 years in Hollywood screenwriting and dialogue evolution. While some platforms, like BeReal or Discord, offer social benefits and encourage positive interaction, such as sharing creative content in dedicated groups, others represent troubling trends that demand close monitoring. Parents must stay informed about these trends to guide their children through the ever-changing digital landscape. Engaging in open conversations, setting boundaries, and utilizing parental control tools are essential practices for navigating this new social world.

When it comes to pre-back-to-school stress, several strategies have proven effective in helping children manage this period. Some strategies can be easily implemented by parents, while others may require additional support.

Caroline Scola (2013) studied the effectiveness of relaxation methods, such as mindfulness and deep breathing, in reducing stress in children. These practices help children better manage their emotions and face stressful situations more calmly. While interesting, these methods may not be suited for all families and can sometimes be difficult to implement.

Gradual exposure is another effective strategy. Revol and Clément (2014) demonstrated that familiarizing children with their school environment before the start of the school year—such as visiting the school or meeting teachers—helps reduce uncertainty and, therefore, anticipatory anxiety. In fact, many schools organize visits for 5th-grade students to the middle school they will attend the following year.

Lastly, cognitive-behavioral interventions, such as those proposed by Pincus and Friedman (2004), help children transform negative thoughts and adopt more positive strategies to cope with stress. However, implementing these techniques at home can also be challenging for parents.

For simpler ways to support your child, Bouchard and Duval’s (2012) study, “Supporting the Preparation for School and Life of Children from Disadvantaged Backgrounds and Children with Difficulties,” offers effective educational recommendations and practices. While the title of the study might not seem directly relevant to your situation, the advice it provides is applicable across various contexts. The PDF is available on the excellent ResearchGate website.

As a parent, you can introduce these practices in the weeks leading up to the start of the school year or whenever you feel it’s necessary to help your child better navigate this transition. Without minimizing the issue, it’s important to de-dramatize, contextualize, and avoid clichés. I also encourage you to read my previous articles on the topic to gain a fuller understanding. If the situation seems too complex or overwhelming, don’t hesitate to seek the help of a professional, who can address the emotional burden and offer a tailored intervention with just a few sessions.

References:

• Scola, C. (2013). Relaxation and Mindfulness in Children: A Response to Back-to-School Stress. Journal of Child and Adolescent Psychology, 9, 45-52.
• Revol, O., & Clément, J.-M. (2014). School, a Source of Stress? How to Help Our Children Live School Life Better. Odile Jacob.
• Pincus, D. B., & Friedman, A. G. (2004). Improving Children’s Coping with Everyday Stress: Transporting Treatment Interventions to the School Setting. Clinical Child and Family Psychology Review, 7(4), 223-240.
• Bouchard, C., & Duval, S. (2012). Supporting the Preparation for School and Life of Children from Disadvantaged Backgrounds and Children with Difficulties. Available on ResearchGate.

Some children are more vulnerable than others when it comes to back-to-school stress. Their temperament, family environment, and the way they are "prepared," as discussed in the previous article, play a crucial role. Marie-France Le Heuzey (2006) explains that children with an inhibited or anxious temperament are at higher risk of developing anxious responses – which, of course, comes as no surprise. She specifically addresses the issue of children who experience significant anxiety leading up to the school year. This type of anxiety is often seen in so-called "inhibited" children, who tend to avoid new situations, social interactions, and show particular reluctance toward the unknown. The book explores the causes, manifestations, and strategies for supporting these children during this transitional period. The return to school, along with the natural worries that come with it, is then amplified.

The role of the family environment is crucial. Bouchard, C. (2007), in a French study on family support, highlighted that children benefiting from a stable and reassuring environment show reduced signs of anxiety. Conversely, a tense family climate, where parental expectations are perceived as excessive, can exacerbate a child’s stress. Once again, this seems predictable, but Bouchard delves deeper into the study, providing recommendations and discussing the most effective educational practices. To explore these insights further, I recommend checking the study co-written in 2012 with Duval, S.: "Supporting the Preparation for School and Life of Children from Disadvantaged Backgrounds and Children in Difficulty", available as a PDF on the highly recommended site ResearchGate.

Parents must be aware of the impact their own attitude has on their child’s stress. Creating a calm family environment with stable routines and encouraging open conversations can alleviate anxiety related to school. First and foremost, it’s important to avoid displaying or projecting one’s own stress—whether it’s about the start of a new year, transitioning to middle or high school, changing schools, or even during the purchase of school supplies, for instance. Statements like, "We have to buy them early because there won’t be anything left later," or making it a ceremonial event should be avoided. Why not foster the joy of getting new supplies while removing any pressure?

Additionally, when talking to children, it may be better to help them put their fears and feelings into context rather than downplay them entirely.

References:

• Le Heuzey, M.-F. (2006). Inhibited and Anxious Children: Understanding and Preventing Back-to-School Anxiety. L'Enfance en France, 12, 75-82.
• Bouchard, C. (2007). Family Support in School Adaptation: Influence on Stress in Primary School Children. Revue Française de Pédagogie, 158, 65-72.
• Bouchard, C., & Duval, S. (2012). Supporting the Preparation for School and Life of Children from Disadvantaged Backgrounds and Children in Difficulty. Available on ResearchGate.

All children experience some apprehension before each new school year, and this is perfectly natural. However, sometimes it can escalate into full-blown anxiety attacks. Science has extensively studied this phenomenon, and while stress or anxiety might be the label for deeper, more intense, or persistent feelings, it’s important to consider that these emotions may have various underlying causes that need to be explored.

In France, researchers like Florence Mariné and Claude Bouchard (2007) have shown that the back-to-school period represents a critical transition often filled with anxiety. Children have to adjust to new classes, teachers, and sometimes new classmates, creating a sense of uncertainty. The transactional model of stress and coping by Lazarus & Folkman (1984), later updated in the research by Compas et al. (2017), is also used in France to understand how children react to new school situations. According to this model, a child who perceives the start of the school year as a threat, rather than a challenge or something to look forward to, is more likely to experience anxiety.

A moderate level of stress is normal leading up to the school year, but when it becomes excessive, it can indicate an anxiety disorder. French literature, like the work of Stéphanie Maillochon and Olivier Revol (2015), shows that children may develop somatic symptoms such as stomach aches, insomnia, or even refusal to go to school. These manifestations reflect deeper stress that goes beyond simple anticipatory anxiety.

According to Hale, Raaijmakers, and Meeus (2009), prolonged high levels of anxiety before school starts can, in more severe cases, lead to school phobia or depressive disorders. French research confirms this trend as well. Revol (2015) emphasized the importance of early intervention to prevent these issues from becoming chronic. Furthermore, French studies have demonstrated the importance of preparing children in advance to reduce their stress (Mariné & Bouchard, 2007).

The role of parents is crucial on two levels. Without turning it into a formal family meeting, which could reinforce the anxiety they are trying to alleviate, parents should discuss their child’s expectations for the school year and allow them to express their fears or feelings (though “feelings” can be an overused term, it fits in this context). It might be helpful to emphasize that all their classmates are also feeling apprehensive about the new school year. In some cases, it can be useful to mention that different children experience different levels of worry, but without going into too much detail—so as not to plant new concerns in their heads. Some children might start to wonder why a classmate would be more anxious than they are and whether they should also be worried about something they haven't considered yet.

Depending on the signs, it’s essential to take the time to explore everything in a trusting, open, and caring family environment. This can help encourage the child to express themselves and ensure that their emotional state isn’t being influenced by specific social dynamics with classmates or other past events, including those we all fear.

To prevent chronic issues, parents must be attentive to persistent symptoms and, if necessary, consult a specialist. Early intervention, especially through school psychology, is critical in preventing the escalation of anxiety disorders that may extend beyond just the back-to-school period.

Références :

• Mariné, F., & Bouchard, C. (2007). L’anxiété de rentrée chez les enfants du primaire : Étude longitudinale des comportements adaptatifs. Revue Française de Pédagogie, 158, 45-58.
• Compas, B. E., Jaser, S. S., Dunbar, J. P., Watson, K. H., Bettis, A. H., Gruhn, M. A., & Williams, E. (2017). Coping and emotion regulation from childhood to early adulthood: Points of convergence and divergence. Australian Journal of Psychology, 69(2), 108-117.

• Maillochon, S., & Revol, O. (2015). Le stress scolaire : Facteurs de risque et stratégies de prévention chez les enfants en milieu éducatif. Neuropsychiatrie de l'Enfance et de l'Adolescence, 63(8), 509-516.
• Hale, W. W., Raaijmakers, Q. A. W., & Meeus, W. H. J. (2009). Anxiety and depression development in adolescents. Journal of Abnormal Child Psychology, 37(3), 381-389.

The emergence of new professions is always a great way to create some buzz and grab the reader’s attention. However, when faced with certain advertisements, it’s important to stay critical, question the long-term viability, verify the accuracy of what's being reported, put it into context, and most importantly, not bet everything on a pipe dream.

For the past 20 years, every year has brought its share of new jobs. It’s an unchanging process, and even more so for media outlets seeking content, who see this as a potential viral article. Here's an example: published in the evening edition of Ouest France on Monday, September 9, 2024, and available here: Ouest France article.

Today, it’s the turn of the job of Prompt Engineer.

"Paid 25,000 $ per month, this new profession will be one of the most sought-after in the next two years."

Tempting, isn't it?

After a few paragraphs, however, this appealing figure drops to 3,000 euros per month in France, and that's in the best-case scenario. You can also read that no training or knowledge is required—the job can be learned just by doing it! Even better for the lazy student.

Of course, we are dealing with a clickbait article, but it’s not as trivial as it seems.

Whether it's in the case of such an obvious example as this one or another, when you embark on the path of a new profession, you need to dig deeper than even a specialized journalist would, and most importantly, you must also think of a plan B that you pursue alongside.

If you think that a career fair is the ideal place to find inspiration, ease your doubts, and make the right choice for your future... think again! A career fair is, above all, a vast exhibition space where each school, university, or training center presents itself in the best possible light. The stands are carefully decorated, the brochures meticulously optimized, and the alumni have mastered the art of convincing you that their program is the best, the most innovative, and, of course, perfectly suited for you! Make no mistake: the financial stakes are enormous, and each institution is primarily focused on attracting as many students as possible to their programs. Your career path is not their concern, especially if they are struggling with low enrollment numbers.

So, before getting swept up in this well-rehearsed spectacle, it’s essential to avoid one crucial mistake: not knowing what career you want to pursue.

Here are a few key steps to prepare effectively and make the most out of your visit:

1. Define your objectives: Even before setting foot in the fair, it’s essential to know what you want to get out of it. Do you want to explore specific programs? Meet professionals from a particular industry? Discover alternative paths? By having clear goals, you can better target the exhibitors and make the best use of your time.

2. Do your research beforehand: Look up the list of exhibitors and the event schedule. Identify those that match your interests or criteria, and take note of any conferences, workshops, or presentations that seem interesting. Arriving with a plan in mind will maximize your chances of walking away with relevant information.

3. Prepare a list of questions: Once you’ve identified the booths you want to visit, prepare a list of questions to ask the representatives. Think of specific questions that will help you better understand the programs, job prospects, admission criteria, or any unique aspects of the training.

4. Bring something to take notes with: Whether it’s a notebook, a tablet, or your smartphone, make sure you have something to jot down important information and contacts. This will help you keep track of your conversations and compare the different options later on.

So, it's been a few months now that you have no idea what to do with your future. You don’t know what job you’d like, and even less which path to choose! The last resort you’re counting on, as if it were the place of revelations, is the upcoming student fair dedicated to schools and career guidance—the magical place where, you imagine, doubts will vanish and your path will become clear.

Unfortunately, an education fair is, above all, a big market where every school competes in creativity to win you over. Ah, all those people who want the best for you—it’s heartwarming, isn't it? Stands in bright colors, catchy slogans, brochures that sparkle under the lights: welcome to the kingdom of educational marketing! Here, they don't really help you "think" or "find your way" (that’s not their goal…), but rather to convince you that a particular program is the best fit for you…

The financial stakes are enormous, and everything is designed to make sure you leave convinced—or at least, with a tote bag full of freebies, stickers, and posters! So, before getting swept away by this whirlwind of dreams and promises, it's best to avoid a fundamental mistake: showing up empty-handed, without any idea of the kind of job you want to pursue.

Because in a world where anything is possible, if you let yourself be influenced, you might end up wasting a year or two.

A student fair is where you go when you have a clear job in mind, when you know which schools or training programs you want to inquire about, and you go prepared—this will be the subject of another article.

We often come across a rather simplistic approach in articles on this topic, especially in entrepreneurial circles or fields where the main focus is on career, suggesting that the key to happiness, in short, is success.

We could leave it at that, as most people are satisfied with this answer, but if we take a moment to delve deeper into the question, we find certain logical connections that are surprising and others that raise questions. Moreover, there is something insidious about this idea, as it relegates a significant part of the population to being unable to achieve happiness — at least, according to a certain elite that views success only in material terms and as something to be flaunted with outward signs of wealth. This might be acceptable, but the issue seems much broader and, above all, more individualized and internalized.

To explore these connections, we could imagine that it is necessary first to define the concepts of happiness and success, and also to include and associate the concepts of satisfaction and perception. However, a simple definition of these terms will not help us here, because it is the relationship between these concepts that we need to understand, not their basic dictionary definitions, of which everyone already has a vague idea.

We cannot separate the mindset, the perspective through which we view something, a fact, or an achievement, from the very nature of the representations we have of it. Your perception of the same thing can radically change if you are feeling sad or in a moment of joy. The same accomplishment or goal may be satisfying to one person and insignificant to another. The relationship between success and happiness is complex, especially for highly gifted individuals, who are often perpetually dissatisfied, or rather, who oscillate between satisfaction and dissatisfaction like a sine wave — sometimes even for the same achievement! While society often programs us to associate professional success with happiness, the reality is, of course, more complex.

And as an answer that is not really an answer, because it seems evident that there is no universal response and that it all relies on individual construction, a study conducted by Harvard University, which followed adults for over 75 years, reveals that happiness is closely linked to the feeling of progress toward personal goals. This idea resonates with the notion that happiness can be a consequence of perceived success, provided that this success is aligned with deep objectives and aspirations.

Doesn’t this remind you of coaching? I won’t go so far as to claim that coaching is a generator of happiness, but it is not entirely unreasonable to frame it as an open question. However, the relentless pursuit of new goals and perfection can also be a source of stress and dissatisfaction, suggesting that success, as we have defined its connections and implications, arises from a delicate balance, including an emotional one, which involves many other personal factors and is not always synonymous with happiness.