Combatting gendered, sexual risks and harms online during Covid-19: Developing resources for young people, parents and schools.
Lead Research Organisation:
University of Leicester
Department Name: Media and Communication
Abstract
This study seeks to assess the impact of COVID-19 and social isolation on young people's experiences of online sexual risks and gendered harms during a period of increased reliance on screens. Through surveys and focus group interviews with up to 2k young people (ages 13-21) and 100 parents/carers, the study will address gaps in knowledge by exploring young people's differing experiences of online sexual harassment during Covid-19, in relation to gender (girls, boys, gender non-conforming), sexuality (LGBTQI+) and other intersecting identities.
The study's central aim is to develop a set of interactive digital resources that provide accessible and tailored advice and information for young people, teachers, and parents, on how to stay safe online during the pandemic and beyond. These digital resources will be piloted and tested in 5 UK schools, before being launched online and delivered by our partners, the award-winning sex education organization School of Sexuality Education (SSE), and the Association of College and School Leaders (ASCL) with combined access to over 20k schools across the UK. All resources will be freely available through SSE's website and be promoted by our project partners. Finally, working closely with key stakeholders [such as the Child Exploitation and Online Protection (CEOP)], we will also produce a final report with advice and guidance for schools, parents, and tech companies on what is needed to better protect young people, including ways to report online sexual harassment and how to seek help.
The study's central aim is to develop a set of interactive digital resources that provide accessible and tailored advice and information for young people, teachers, and parents, on how to stay safe online during the pandemic and beyond. These digital resources will be piloted and tested in 5 UK schools, before being launched online and delivered by our partners, the award-winning sex education organization School of Sexuality Education (SSE), and the Association of College and School Leaders (ASCL) with combined access to over 20k schools across the UK. All resources will be freely available through SSE's website and be promoted by our project partners. Finally, working closely with key stakeholders [such as the Child Exploitation and Online Protection (CEOP)], we will also produce a final report with advice and guidance for schools, parents, and tech companies on what is needed to better protect young people, including ways to report online sexual harassment and how to seek help.
Publications
Mendes, Kaitlynn
(2022)
Special Issue on Sexual Violence and Education
in Journal of Gender and Education
| Description | • Overall, young people's screen time increased during the Covid-19 pandemic and ensuing lockdowns, sometimes as much as over 50% (e.g. WhatsApp, Snapchat, TikTok, YouTube - we have stats for each one). As a result, their exposure to online gendered and sexualized risks and harms also increased. These harms and risks are not evenly spread, but are context specific and impact some people because of their gender or sexuality. This includes things like image based sexual abuse (e.g. the non consensual taking or sharing of intimate images); homophobic abuse or being 'outed' online. • We have lots of interesting data about how Covid impacted young people's mental states, their experiences of coming back into school settings (and its many challenges, such as behaviour management issues around masculinity and more physical fights between boys - which were often filmed and circulated). • We have lots of data about young people's experiences of online harassment and abuse which we could speak to. This includes stats on being 'outed', experiencing image based sexual abuse (aka 'revenge porn'), homophonbic abuse, being catfished, bodyshamed, etc. • Young people desperately want opportunities to discuss issues such as sexual violence, healthy relationships, and consent. These must be inclusive for people of all genders and sexualities and should be rights based and include positive modelling. • Schools are struggling to teach these issues. Teachers do not get trained to deliver Relationship and Sex Education (RSE) and most schools invest few resources to either upscale teachers' skills, or investing in bringing in external experts to discuss these issues. • RSE should be delivered in smaller class settings, but someone with training and confidence on these topics. Whole school assemblies which take a punitive approach to issues (e.g. don't send a naked picture of yourself or you will go to jail) don't work and continue to disproportionately blame girls, while ignoring the broader social pressures and conditions under which for example intimate images are sent (sometimes in consensual relationships, sometimes after coercion and pressure - we can't treat these as the same). - Parents, particularly those who have daughters, are very worried about their children's exposure to online harms and risks. Many are aware that certain platforms or apps open their children up to risks and harms, but they aren't familiar enough with the platforms to really understand what these risks and harms entail. We also know that although many parents use technology to limit their children's screen time or restrict use of certain sites, most children know how to bypass these barriers. As a result there is a mismatch where parents think they are keeping their children safe through using these barriers, and are not speaking to their children enough about what they do/see/experience online. When parents have conversations with their children about uncomfortable topics (such as nude image sharing), they gravely overestimate how late these practices occur. Few parents discussed these issues with their 13 year olds, when around 1 in 4 13 year olds had seen or pressured to sending nudes. So, the conversations are happening too late. - Although young people are experiencing significant risks and harms, few will report these to anyone - to their parents, teachers, friends, siblings, or the platforms themselves. Sometimes they do not report because of the 'normalisation' of these practices (e.g. 'you just have to get chill with the dick pick') which means they don't see them as problematic; sometimes they worry that they will be 'told off' or have their devices taken away. As we continue to analyse the data, we have also begun to develop a series of arguments, stemming from our data: First, we argue the need to move beyond a binaristic understanding of digital technologies as inherently 'good' or 'bad', or 'harmful' or 'helpful', and instead recognize the nuanced and complicated role it plays in young people's lives, and how it changes over time and depending on important factors such as identity characteristics, social supports, and digital literacy. Conceptually, we need to foreground the concept of the postdigital - in which it is unproductive to continue talking about on and offline worlds as if they are inherently separate or distinct. Second, we argue that young people face high rates of technology facilitated gender-based sexual violence, harassment, and abuse. This is a serious issue - an issue that to date is both understudied and undertheorized, particularly for adolescents. Our data sheds insights into which harms young people are currently experiencing, and how this differs based on identity characteristics such as gender, age, and sexuality. Third, we argue that schools and parents are struggling to support young people in this postdigital context. Existing education curriculum and policies, and parental interventions or discussions are inadequate in equipping young people to navigate postdigital environments and relationships. We join others in arguing for a move away from the dominant abstinence and punitive approaches being deployed, towards a rights-based approach, focusing on consent, healthy relationships, and digital literacy. This approach is not based on punishing, monitoring, or controlling young people's interactions, but empowering them with critical skills, literacies, and sex education. |
| Exploitation Route | We envisage our research findings to be taken up by schools, teachers, and parents who can 1) better understand not just the online harms and risks, but how they are sexualized and gendered and impact different groups based on identity characteristics. We also have developed (and in fact, are continuing to develop) a range of resources for students, parents, teachers and schools which we hope are helping them address these issues in an inclusive, comprehensive, and rights-based approach. We do not recommend greater policing for example of young people's online activities, but also require tech companies to take greater responsibility over creating safe(r) spaces; for schools to play a bigger role in providing comprehensive RSE which tackles issues that young people face (the curriculum currently doesn't acknowledge the wide range of experiences they encounter); and parents to feel confident and comfortable having these conversations with their children as well to foster healthy, consensual relationships and practices with their peers. |
| Sectors | Digital/Communication/Information Technologies (including Software),Education,Government, Democracy and Justice |
| Description | Our research took place during the 'shadow pandemic' of sexual violence that emerged alongside Covid-19 lockdowns. This study also took place in the context of a wider public discussion of sexual violence in UK schools. While not a new problem, the issue of sexual violence in UK schools and universities came to fresh public attention during the lockdowns. In March 2021, following public grief and outrage over the kidnapping and murder of 33-year-old Sarah Everard by police officer Wayne Couzens, the Instagram page and website, 'Everyone's Invited' was inundated with testimonies from female students, both current and former, about their experiences of sexual harassment and abuse in school contexts. To date, there are over 50,000 accounts of sexual violence and over 3000 schools and universities listed on the site. Shortly after the mass mainstream media coverage of Everyone's Invited and the public outcry over the '97 percent' statistic, the Department for Education and the educational regulatory body Ofsted released a 'rapid response review' detailing a 'shocking' normalisation of sexual harassment and abuse in state and independent schools and colleges (Ofsted 2021). While much violence was happening in physical spaces, we also saw a proliferation of technology facilitated violence and abuse. This includes practices such as cyberflashing, doxxing, catfishing, and image based sexual abuse. As such, sexual violence isn't just something that happens in offline spaces, but is increasingly mediated. This is the climate in which our study took place. It is also a time in which teachers, students and parents were looking for information about what it was like to be a teen today in a time when on and offline worlds are increasingly blurred. The blurring of online and offline and the digital mediation of reality is particularly acute for adolescents who are some of the highest users of technology in our society. It follows that although technology facilitated harm affects people of all ages, young people are particularly prone to various forms of tech facilitated violence and abuse (TFSV) because of their high technology use. This research fills an important gap on what young people, parents, or teachers know about TFSV, what they do when it occurs, and where these groups go for help when things go wrong. Insights from this research have already been used to develop policy briefs. In 2022 for example, we met with civil servants to discuss the UK's Online Safety Bill - sharing our recommendations for what the government should do to tackle online abuse and violence. Our insights have also shaped the development of 2 workshops that we co-designed with the charity School of Sexuality Education. These workshops have to date been delivered to over 2,500 students and 1250 teachers - mostly in England, but also in Ireland and Canada. This engagement has been significant and meaningful. We have pre and post-workshop surveys that show the extent to which our workshops filled important gaps in Relationship and Sex Education curriculum; how workshops enabled them to problematize behaviours that they had otherwise accepted as 'normal' (e.g. being bombarded with unwanted sexual images, links or content). We also provided young people with information on how they can be agents for change - with many students telling us the various ways they will act or behave differently. From teachers, we also found our workshops which gave them strategies for tackling these thorny issues to be very helpful. Indeed, there are increased reports of anti-feminist backlash and misogyny - inspired by social media influencers such as Andrew Tate. Our workshops - and our ensuing Q&As have given teachers strategies for tackling problematic behaviours in classrooms and around the school. Working with the Association of School and College Leaders, we have been able to no only draw in teachers, but senior leaders into our sessions, showing them why comprehensive RSE is vital in creating an environment in which sexual violence is not tolerated. We know that our workshops are being used, and there is increased demand for support for teachers on how to deliver this important content (our last workshop had over 250 participants from the UK, Ireland, Canada, Australia and the US). There has been significant public interest in our work, and we have given many media appearances about our work - speaking about the social isolation young people experience, mental health issues that emerged from new norms of online communication, and a range of 'drama' that takes place online - much of which is underpinned by homophobia, racism, misogyny, transphobia, fatphobia, and xenophobia. There is still more to be done and we are considering applying for a follow on funding to better track the uptake of our resources now that the grant is over. We have also forged new partnerships with Life Lessons, who are taking our resources and making them more accessible as bite-size lessons to better suit varying school schedules. We are also discussing developing more formal and accredited teacher training programs to roll out our teacher education on these issues, which are not taught as part of PGCE programs. |
| First Year Of Impact | 2021 |
| Sector | Education |
| Impact Types | Societal |
| Description | Combatting Technology-Facilitated Sexual Violence: Supporting Young People in Schools, Social Relationships and on Social Media |
| Amount | $400,000 (CAD) |
| Funding ID | 1154711 |
| Organisation | Government of Canada |
| Department | SSHRC - Social Sciences and Humanities Research Council |
| Sector | Public |
| Country | Canada |
| Start | 04/2022 |
| End | 04/2027 |
| Description | Tackling gender-based technology-facilitated violence and abuse: Reimagining a gender-equitable world |
| Amount | $331,977 (CAD) |
| Organisation | Government of Canada |
| Department | SSHRC - Social Sciences and Humanities Research Council |
| Sector | Public |
| Country | Canada |
| Start | 04/2022 |
| End | 04/2025 |
| Description | Technology-Facilitated Gender-Based Violence among Young People: Synthesizing the Research to Support Digital Safety for Young Canadians |
| Amount | $30,000 (CAD) |
| Organisation | Government of Canada |
| Department | SSHRC - Social Sciences and Humanities Research Council |
| Sector | Public |
| Country | Canada |
| Start | 01/2023 |
| End | 09/2023 |
| Description | Tier 2 Canada Research Chair |
| Amount | $600,000 (CAD) |
| Funding ID | CRC-2021-00143 |
| Organisation | Government of Canada |
| Department | SSHRC - Social Sciences and Humanities Research Council |
| Sector | Public |
| Country | Canada |
| Start | 01/2022 |
| End | 12/2027 |
| Description | Appeared on 640 Toronto Radio to talk about young people and their social isolation after Covid-19 lockdowns. |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Appeared on 640 Toronto Radio to talk about young people and their social isolation after Covid-19 lockdowns. There has been a rise in youth crime, and my research sheds light on this. |
| Year(s) Of Engagement Activity | 2023 |
| URL | https://pdst.fm/e/chtbl.com/track/745E89/traffic.megaphone.fm/CORU8907607752.mp3?updated=1673629860 |
| Description | Appeared on CH news to talk about teens and rising crime post-pandemic. |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Appeared on CH news to talk about teens and rising crime post-pandemic. |
| Year(s) Of Engagement Activity | 2023 |
| URL | https://www.chch.com/heres-why-sociologists-believe-crime-is-rising-among-gtha-teens/ |
| Description | Combatting the Andrew Tate Effect in Schools |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | Along with the charity Life Lessons and the Victim Response Unit in South Yorkshire, we delivered a session to 284 people on how to combat the 'Andrew Tate' effect in schools in which misogyny and anti-feminist rhetoric is on the rise. This contributes to rape culture and sexual violence in schools. |
| Year(s) Of Engagement Activity | 2023 |
| Description | Everyone's Invited: Why we're not surprised about the #MeToo movement in UK schools |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | Ringrose, Horeck and Mendes along with our RA and collaborators at the School of Sexuality Education wrote an article about the mass testimonies of sexual violence in British schools that emerged in early 2021 |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://blogs.ucl.ac.uk/ioe/2021/04/27/everyones-invited-why-were-not-surprised-about-the-metoo-move... |
| Description | Featured in BBC's Bringing Up Britain podcast series to discuss young people and nude sharing practices |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Featured in BBC's Bringing Up Britain podcast series to discuss young people and nude sharing practices |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://www.bbc.co.uk/programmes/m00108bx |
| Description | Interviewed for 640 Toronto radio about young people struggling with social isolation after Covid |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Interviewed for 640 Toronto radio about young people struggling with social isolation after Covid |
| Year(s) Of Engagement Activity | 2023 |
| URL | https://dcs.megaphone.fm/CORU8907607752.mp3?key=ffb72e3e37859f039de8f87b8a8273df&request_event_id=2b... |
| Description | Interviewed on 630 CHED about the sextortion of teens online. |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Interviewed on 630 CHED about the sextortion of teens online. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://omny.fm/shows/ched-mid-morning/teens-need-to-be-careful-online |
| Description | Interviewed on 630 CHED about the trial of a Dutch man accused of cyberbullying B.C. teen Amanda Todd |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Interviewed on 630 CHED about the trial of a Dutch man accused of cyberbullying B.C. teen Amanda Todd. This was a really big media event and links to findings from our research about child exploitation, grooming and image based sexual abuse that we also found in our research. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://omny.fm/shows/ched-mid-morning/dutch-man-accused-of-cyberbullying-b-c-teen-amanda |
| Description | Keynote in Bangladesh |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Postgraduate students |
| Results and Impact | Delivered keynote address to the Technology Facilitated Sexual Violence (TFSV) to the General Sir John Kotelawala Defence University, Sri Lanka, 22 Sept |
| Year(s) Of Engagement Activity | 2022 |
| Description | Parent Engagement |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | From Dec 2021 until April 2022, along with the School of Sexuality Education, we delivered a series of workshops for 375 parents, to share key findings from our research and helping parents to better support young people navigate digital environments. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Parent Engagement |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | As part of both Digital Defence and our Covid-19 grant, we have been aware of parent's need for more information on how to tackle the gendered and sexualized online risks and harms their children experience. Working with SSE, we have developed and piloted workshops for parents to advise them on how they can discuss these difficult issues with their children. We have to date reached 298 parents - but workshops are just beginning to be rolled out. |
| Year(s) Of Engagement Activity | 2021,2022 |
| Description | Quoted in a Canadian Press story |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Quoted in a Canadian Press story looking at how pandemic restrictions and social media may have contributed to an increase in violent crimes by teenagers in Toronto. The Globe and Mail, Global News, Toronto Star, CityNews Toronto and CTV Toronto. |
| Year(s) Of Engagement Activity | 2023 |
| URL | https://westernuniversity.cmail19.com/t/t-l-fjyhihl-jltjzhdg-j/ |
| Description | Research featured in the Irish Examiner on teens' experiences of unsolicited 'dick pics' |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | Research featured in the Irish Examiner on teens' experiences of unsolicited 'dick pics'. This was about a collaboration we did with Dr. Debbie Ging at UCD who replicated our Covid-19 study in Ireland. Jessica Ringrose is quoted here. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.irishexaminer.com/news/arid-40996064.html |
| Description | Schools urgently need to tackle rape culture by educating pupils about online world |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Horeck, Ringrose, and Mendes co-authored a piece for the conversation about the importance of comprehensive, inclusive, and rights-based RSE which tackles issues such as sexual violence and nude image sharing as a key piece of the recovery from the Covid-19 Pandemic |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://theconversation.com/schools-urgently-need-to-tackle-rape-culture-by-educating-pupils-about-o... |
| Description | Student Workshop Delivery |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | We have to date delivered/agreed to deliver two workshops we developed in collaboration with the School of Sexuality Education (SSE) with 16 schools around England and Wales. These workshops have/will reach approximately 2000 students. Workshop 1 is meant to educate students on the nature and scale of sexual violence. Workshop 2 teaches young people who they can be agents of change. We have also conducted 17 focus groups and rolling pre and post-surveys to evaluate these workshops with extremely positive responses, with students saying they are learning about the nature of sexual violence, who is likely to experience it (and how this is linked to intersectional identities). Students learnt new terms: "the people coming in taught us a lot more about the words and how that could affect a person, also how it's represented. So slut-shaming, we learnt that there are many different words for it and is more just the girls instead of the men, because we don't really have words for men about it." These workshops were developed as part of AHRC grant Digital Defence and Activism Lessons, but we were able to roll them out on a larger scale as part of our other Covid-19 grant as a thank you to schools for doing a survey and focus groups with young people about their experiences of online risks and harms during Covid. As such, we have integrated the two projects to maximize our reach. |
| Year(s) Of Engagement Activity | 2021,2022 |
| Description | Student Workshops |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | From October 2020 until June 2022, along with our charitable partner the School of Sexuality Education, we delivered 2 workshops that we co-created to 2,495 students across the UK and Ireland. These focused on identifying and combatting sexual and gender based violence in schools, giving students digital literacy skills on tech facilitated aspects of this violence or how they could use digital technologies as agents of change and activism. |
| Year(s) Of Engagement Activity | 2020,2021,2022 |
| Description | Teacher Training Workshops |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | Working with SSE, we co-developed workshops for schools as part of continued professional development which aims to to train teachers on how to deliver our student workshop. To date, we have rolled these out in 8 schools across the UK and Ireland, reaching over 100 teachers. We also now have plans to roll these workshops out across higher educational institutions and to schools in Canada. |
| Year(s) Of Engagement Activity | 2021,2022 |
| Description | Teacher Workshops |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | From Nov 2021 until June 2022 we delivered in school workshops to teachers as part of their continued professional development on how to deliver two workshops we co-created with the School of Sexuality Education. These were delivered to 233 teachers in Cornwall, Leeds, London, Sheffield, Dublin, Leicestershire, Luton and Norwich. |
| Year(s) Of Engagement Activity | 2021,2022 |
| Description | Webinar training for teachers |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Schools |
| Results and Impact | In addition to developing workshops for teachers in specific schools, working with SSE, we have developed and rolled out webinars for teachers and school leaders on how to deliver out two student workshops which address and challenge sexual violence. These have been remarkably well attended by participants across the UK, Canada, and Ireland. We have to date reached nearly 800 teachers/school leaders and other school staff through this means. We have one scheduled every month in 2022 (and all have been 'sold out'). Post-workshop survey has shown us that teachers have told us they will use the content to shape their delivery of RSE, share this information with colleagues, and change school policies on sexual violence as a result. Although the webinar content was developed as part of our Digital Defence and Activism grant, we have been able to attract more teachers to it through our Covid-19 grant. |
| Year(s) Of Engagement Activity | 2021,2022 |
| Description | Why Facebook and other social media companies need to be reined in |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | Mendes co-authored an article for The Conversation about why social media companies need to be regulated to prevent online risks and harms. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://theconversation.com/why-facebook-and-other-social-media-companies-need-to-be-reined-in-16952... |