Adolescence is a crucial stage in identity development. It is a dynamic and continuous process “a lifelong process” deeply influenced by the social, cultural, and relational context in which each person grows up. Identity is built through experiences, beliefs, values, and meaningful relationships (Pérez, 2024).

In this sense, the digital environment has become a new space for socialization that directly influences the construction of young people’s self-concept. Today, social media is fully integrated into everyday life to the point that, in many cases, it becomes challenging to separate “online” life from “offline” life. However, the social norms governing these digital spaces evolve rapidly, alongside technological development (Tutelar & Unicef, 2025).

It is not only about respecting privacy or protecting personal data. It also involves developing awareness of the impact of our digital actions: what we share, comment on, or disseminate has real consequences. Various studies in social psychology indicate that adolescents’ self-concept development is influenced by processes of social comparison (Festinger, 1954). On social media, this comparison intensifies, as identity may become defined by the audience , whether real or perceived, and by the validation obtained through digital interactions (Pérez, 2024).

This can generate an identity system highly conditioned by external approval, where “likes,” followers, or views influence perceptions of self-worth. Social comparison is a natural mechanism in human development, but it becomes an even greater challenge during youth: we seek to evaluate our abilities, belong, and grow. However, in the digital environment, these comparisons are amplified and may be based on idealized or distorted representations of reality (Pérez, 2024).

Recent research suggests that intensive use of social media may be associated with increased emotional vulnerability, social anxiety, and exposure to digital violence (Twenge, 2019) (Odgers & Jensen, 2020). This does not mean that social media is inherently harmful, but rather that the design of its dynamics can intensify certain risks.

According to recent reports from UNICEF and digital protection organizations (Tutelar & Unicef, 2025), young people may face multiple forms of online violence, including:

• Cyberbullying

• Online sexual harassment

• Grooming

• Non-consensual sharing of intimate images

• Hate speech

• Digital scams and phishing

• Exposure to online gambling

• Violent content or content related to drug use and eating disorders

• Fake news and misinformation

Constant exposure to these risks requires not only regulation but also preventive education. In response to these challenges (Tutelar & Unicef, 2025), there are concrete actions that can strengthen digital safety:

• Think before posting: the digital footprint is persistent.

• Properly configure account privacy settings.

• Use strong passwords and two-factor authentication.

• Be cautious of fake profiles or suspicious requests.

• Do not respond to aggression with more aggression.

• Block and report offensive content.

• Save evidence in cases of threat and seek support from trusted adults or authorities when necessary.

Evidence shows that education in socio-emotional and digital skills significantly reduces the likelihood of revictimization and participation in online violence dynamics (Livingstone & Smith, 2014). In 2026, more than 62% of the world’s population, approximately 5 billion people, actively use social media  (DataReportal, 2026). Platforms such as X, Facebook, Instagram, and TikTok have become spaces where political, social, and cultural debates unfold on a global scale (Concordia Política, 2026).

These platforms operate within structural dynamics in which algorithmic systems prioritize content based on behavioural patterns and engagement metrics. Studies on “echo chambers” and “algorithmic polarization” suggest that these systems may reinforce biases, amplify intense emotions, and reduce exposure to diverse perspectives (Pariser, 2011). This may present a challenge for young people and for peaceful coexistence across the different environments in which they interact.

Such dynamics can lead to intellectual isolation and emotional virality, where visibility is prioritized over accuracy. Despite these risks, it would be simplistic to claim that social media is “dividing” youth (Concordia Política, 2026). These platforms are also spaces for:

• Positive social mobilization

• Youth activism

• Intercultural exchange

• Community building

• Collaborative learning

The central question is not whether social media is good or bad, but how it is used and what competencies we develop to navigate it. From “Youth for Coexistence,” we aim to strengthen communication and dialogue tools within these environments.

From a youth coexistence perspective, the challenge lies in:

• Fostering critical thinking

• Promoting respectful dialogue

• Developing digital empathy

• Identifying misinformation

• Building bridges rather than reinforcing polarization

Social media is not necessarily dividing young people; it is transforming the space where we learn to coexist. Coexistence no longer takes place solely in physical environments but also within interconnected digital spaces.

The current challenge is not to eliminate disagreement, but to teach how to manage it constructively. Through digital education, guidance, and ethical commitment, platforms can become tools for integration rather than fragmentation.

Responsibility is shared: technological, institutional, and above all, educational.

Bibliography

• Concordia Política. (5 de January de 2026). Concordia Política. Recuperado el February de 2026, de Redes sociales y convivencia: diálogo y polarización digital: https://concordiapolitica.com/redes-sociales-convivencia/?utm_source
• DataReportal. (2026). Digital 2026 Global Overview Report.
• Festinger, L. (2 de 7 de 1954). A theory of social comparison processes. 117-140.
• Livingstone, S., & Smith, P. (2014). Annual research review: Harms experienced by child users of online and mobile technologies. Journal of Child Psychology and Psychiatry. 635-654.
• Odgers, C. L., & Jensen, M. R. (3 de 2020). Annual Research Review: Adolescent mental health in the digital age. Journal of Child Psychology and Psychiatry. 336-348.
• Pariser, E. (2011). The Filter Bubble: What the Internet Is Hiding from You. Penguin Press.
• Pérez, V. (2024). Social media: a digital social mirror for identity development during adolescence. Madrid: Juan Carlos University.
• Tutelar, M. P., & Unicef, p. (2025). Convivencia Digital en la Adolescencia. Buenos Aires.
• Twenge, J. (2019). iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy—and Completely Unprepared for Adulthood. Atria Books.