Children and Youth

Can laws make social media safer for young people?

Mary Cunningham — Mon, 24 Aug 2026 13:33:58 +0000

Can laws make social media safer for young people? Mary Cunningham Mon, 08/24/2026 - 09:33

In This Story

Melissa L. Villodas, PhD, LMSW, LCSW-A

Key Takeaways

A 911��-led study identified three main approaches U.S. states are using to protect youth online: limiting access, reducing harmful exposure, and teaching media literacy.
Most enacted laws focused on age verification and parental consent, though evidence supporting those approaches remains limited.
Media literacy appeared in just one state law, despite evidence suggesting it may be one of the more promising strategies for supporting youth mental health.

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College of Public Health

From TikTok bans and age verification requirements to media literacy lessons in schools, U.S. states are exploring a wide range of strategies to protect young people online.

The flurry of legislation reflects growing concern about social media's role in youth mental health, as rates of depression and anxiety have increased in recent years. But policy approaches have varied considerably, and the scientific evidence backing their effectiveness is mixed.

Melissa Villodas, assistant professor of Social Work. Photo provided.

To better understand how states are responding, a research team led by social work researcher Melissa Villodas of 911��’s College of Public Health analyzed 16 enacted laws across 10 states. The study, published in The Journal of Policy Practice and Research, offers one of the first frameworks for organizing and assessing the growing patchwork of state social media laws.

Researchers found the policies generally fell into three broad categories:

1) Limiting access through measures like parental consent requirements, age verification, internet restrictions in school, and, in one case in Montana, an attempted ban on TikTok. This was by far the most common approach, despite relatively limited evidence that many of these measures improve mental health for young people.

2) Reducing harmful exposure by restricting targeted advertising to minors, limiting potentially addictive platform features, and expanding parental controls. Existing research offers somewhat stronger, though still mixed, support for these approaches.

3) Building media literacy by teaching students about topics such as misinformation, cyberbullying, online safety, and social media's effects on mental health. This was the least common approach, even though existing evidence suggests it may be a promising strategy, particularly when it addresses both the risks and benefits of social media use.

Why does this matter?

"Most research on this topic has focused directly on how social media affects young people's mental health," said Villodas, associate professor in the Department of Social Work and the study's lead author. "We wanted to understand what state governments are actually doing in response, whether those approaches are supported by existing evidence, and where additional research is needed.” She also emphasized the study’s “person-in-environment” perspective, a fundamental approach in social work that considers how broader forces, including public policy, can influence a young person’s experiences and mental health.

The study uncovered one glaring disconnect: the policy approach used most often, limiting young people's access, had the least supporting evidence of its effectiveness. Meanwhile, media literacy training, included in just one enacted law in Florida, appeared to have some of the strongest evidence behind it.

"Many states have focused on measures like parental consent and age verification, but the evidence for those strategies is still limited," Villodas said. "Media literacy has received much less attention, even though it may be one of the more promising approaches when it teaches young people about both the risks and the benefits of social media."

The study captures the policy landscape through November 2024, but Villodas said its findings are designed to help policymakers evaluate future proposals as the evidence continues to evolve.

In addition to Villodas, the study was coauthored by Michael Wheeler and Natalia Acevedo, both recent graduates of 911��’s Master of Social Work program; Fadi Hamati of Columbia Cornell Child and Adolescent Psychiatry at New York-Presbyterian; and Ishita Kapur of the University of Tennessee, Knoxville.

The real bosses came to campus for Take Your Junior Patriot to Work Day

lclarkg — Wed, 07 May 2025 13:43:53 +0000

The real bosses came to campus for Take Your Junior Patriot to Work Day lclarkg Wed, 05/07/2025 - 09:43

911�� welcomed 229 “Junior Patriots” to its campuses on April 24 for the annual Take Your Junior Patriot to Work event. Faculty and staff had the chance to bring the children in their lives to campus and experience life at 911�� for a day.

Photo by Ron Aira/Office of University Branding

With more than 40 activities hosted across the Fairfax Campus, Science and Technology Campus, and Mason Square, attendees learned about 911�� and explored different parts of campus life.

At Fairfax, the event kicked off with musical entertainment from the Green Machine and a visit from the Patriot on Merten Lawn.

Photo provided

Other highlights at Fairfax included a soccer clinic, emergency preparedness training, Junior Patriot Pitch, tent-building and s’mores, video game design, a “Touch-a-Truck” experience with emergency vehicles, a stuffed animal wellness clinic, and ice cream and games at the Corner Pocket.

Photo by Ron Aira/Office of University Branding

Mason Square activities included lawn games and story time on the plaza, a drone demonstration by the 911�� Police, and more.

Storytime on the Mason Square Plaza. Photo provided

The SciTech Campus offered a behind-the-scenes tour of the Hylton Performing Arts Center, swimming at the Freedom Center, a library tour, and picnic.

SciTech Campus participants at the Mercer Library. Photo provided

A wide range of activities hosted by campus partners allowed participants to choose their own adventure based on each child’s age and interests. The City of Fairfax Fire Department also joined the touch-a-truck event.

The 911�� men's soccer team hosted a youth soccer clinic. Photo by 911�� Athletics

“Human Resources extends a heartfelt ‘thank you’ to each campus partner who hosted an activity or provided an on-campus discount to engage our 911�� faculty and staff during the event,” said Stacey Ellis, faculty and staff engagement program manager in Human Resources.

911�� Police and the City of Fairfax Fire Department brought vehicles for the touch-a-truck event. Photo by Ron Aira/Office of University Branding

Visit the Take Your Junior Patriot to Work webpage for full descriptions of the activities.

Take Your Junior Patriot to Work will return on April 23, 2026. Interested in hosting an activity next year? Contact engageHR@gmu.edu.

Photo by Ron Aira/Office of University Branding

Photo provided

More faculty and staff news

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Faculty and Staff News

Human Resources

Children and Youth

Take Your Junior Patriot to Work Day offered a chance to learn about work—and play

lclarkg — Thu, 11 May 2023 14:53:27 +0000

Take Your Junior Patriot to Work Day offered a chance to learn about work—and play lclarkg Thu, 05/11/2023 - 10:53

911�� faculty and staff were invited to bring the children in their lives to campus for Take Your Junior Patriot to Work Day on April 27.

Take Your Junior Patriot to Work Day. Photo by Carl Julin/Creative Services

In this collaborative event organized by Human Resources and campus partners, the “Junior Patriots” got to experience life on a university campus and find out what it’s like to work at Mason for a day.

Photo by Kristine Gussow

Attendees chose from a variety of activities to fill their day, with options at the Fairfax and SciTech campuses, as well as Mason Square.

Activities included a visit to the library, a meet-up with student athletes, a campus tour, playing games at Corner Pocket, learning about different careers with University Career Services, decorating the 911�� statue, and more.

Checking out the construction site of Fuse at Mason Square. Photo by Buzz McClain

A view of the construction site for Fuse at Mason Square gave kids and parents an opportunity to get a closer look at construction in action.

Lunch at Southside dining hall. Photo by Jennifer Sawyer

Making a zine at Fenwick Library. Photo by Jacelyn Tyson

The variety of events gave the children a chance to picture themselves in lots of different career paths. Read more about Take Your Junior Patriot to Work Day and the faculty and staff who made it happen.

Participants check out The MIX. Photo by Jamie Lee

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Faculty and Staff News

Picture This

Human Resources

Children and Youth

Take Your Junior Patriot to Work Day

Off the Clock: Caroline Masakayan makes a difference as a court-appointed special advocate (CASA) for children

lclarkg — Thu, 13 Apr 2023 13:15:12 +0000

Off the Clock: Caroline Masakayan makes a difference as a court-appointed special advocate (CASA) for children lclarkg Thu, 04/13/2023 - 09:15

Life is much more than time spent on the clock. In this series, we highlight the unique hobbies and volunteer activities of Mason's talented faculty and staff.

Caroline Masakayan, student enrichment coordinator in the College of Education and Human Development and court-appointed special advocate (CASA) for children. Photo provided

As the student enrichment coordinator in 911��’s College of Education and Human Development (CEHD), Caroline Masakayan helps organize a variety of student activities, including writers’ retreats, destress events, the CEHD Student Research Symposium, and the college’s Degree Celebration. She also supports student organizations and the college’s two learning communities. Before arriving at Mason in June 2022, Masakayan worked as a third-grade teacher.

Outside of work, Masakayan volunteers as a court-appointed special advocate (CASA), helping children experiencing tough living situations, abuse, and neglect. She has been volunteering since February 2022, helping kids in need and building strong relationships with them.

How did you first get started with this volunteer work? How long have you been doing it?

I learned about the Court Appointed Special Advocate (CASA) program years ago when I was in college. A mentor mentioned that she was a CASA and explained that CASAs work to advocate for the best interests of children who have experienced abuse or neglect. I remember thinking how difficult the work sounded, and honestly didn’t think about it again for years.

Then, in my first year as a third-grade teacher, I had a student who was living in a foster care placement. I was contacted by the student’s CASA to provide information about how the student was doing in school—socially, academically, and behaviorally. The CASA was able to add that information to her report and use it to shape her recommendation of next steps for the child and family. Again, I thought how hard that work must be, but something stuck with me this time.

When I started thinking about leaving the classroom in the early months of 2022, I knew I still wanted to be able to work with kids somehow, and being a CASA seemed like a perfect fit.

What is the time commitment? Does it vary at different times of year?

The time commitment varies depending on what is happening in the case. The work consists of home visits, writing up notes and reports, and continuing education. Generally, it only takes a few hours a month. That being said, report writing is a lengthy process, so the commitment is a bit more in months when your case goes to court.

What has been the most meaningful or memorable experience you’ve had in this role?

The most meaningful part of this work is the relationships with the kids. Once the relationships are established, it’s fun to see the kids light up when you walk in the door. Stability is often a challenge for these kids, as they can sometimes be moved multiple times throughout the duration of their case. Being a steady, friendly, familiar face can be a real source of comfort for the kids, and it’s special to be able to play that role.

eander6 — Fri, 13 May 2022 16:59:24 +0000

CNN (transcript): Dr. Martha Kubik is interviewed about possibly screening young children for anxiety eander6 Fri, 05/13/2022 - 12:59

In This Story

Martha (Marti) Y. Kubik, PhD, RN, FAAN

New Day Sunday: Transcript

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College of Health and Human Services School of Nursing

Children and Youth

Can laws make social media safer for young people?

In This Story

Key Takeaways

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Why does this matter?

The real bosses came to campus for Take Your Junior Patriot to Work Day

Read more like this

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Take Your Junior Patriot to Work Day offered a chance to learn about work—and play

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Off the Clock: Caroline Masakayan makes a difference as a court-appointed special advocate (CASA) for children

How did you first get started with this volunteer work? How long have you been doing it?

What is the time commitment? Does it vary at different times of year?

What has been the most meaningful or memorable experience you’ve had in this role?

What lessons have you learned through this experience?

What else do you enjoy doing in your spare time?

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MSN: Dr. Martha Kubik comments on the decision to begin screening young children for anxiety

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Everyday Health: Dr. Martha Kubik comments on the decision to begin screening young children for anxiety

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WHDH-TV7: Dr. Martha Kubik comments on the decision to begin screening young children for anxiety

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CNN: Dr. Martha Kubik comments on the decision to begin screening young children for anxiety

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The New York Times: Dr. Martha Kubik is quoted in an article on the health panel recommending to screen kids over eight for anxiety

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CNN (transcript): Dr. Martha Kubik is interviewed about possibly screening young children for anxiety

In This Story

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