Abstract

This study aims to explore the existence and extent of social media visions, policies and guidelines in high schools in Flanders (Belgium, Europe) and how these policies are embedded in the schools. The research findings are based on qualitative data collected in 47 high schools. Next to an in-depth document analysis of all available school regulations, semi-structured interviews were carried out with school staff appointed to social media affairs. Results show a wide variety of guidelines amongst schools. In addition, schools often experience struggles in determining their position within the social media debate. Defining the school’s role in when and how to intervene against the use of and problems with social media appears to be difficult. In conclusion, this study provides input for the design of more coherent school policy decisions facilitative to social media’ use and consequently, contributing to the wellbeing of both students and teachers in high schools.