Dangerous viral challenges in high school students

Abstract

The aim of this article was to analyze the phenomenon of dangerous viral challenges disseminated through various platforms and social networks. The research relies on grounded theory as an analytical tool and interviews with high school students from three state public high schools who participated in different challenges. The main findings are: challenges that: a) are characterized by a specific intent to harm the identity of the participants, b) include a narrative with different types of violence: physical, verbal, symbolic, and psychological, either in the form of self-harm by the participants or harm towards other individuals or groups, and c) motivations range widely from attempts to combat boredom, consolidate social relationships, and exercise power over those who do not dare to complete the challenge or have been challenged. The interviewees do not perceive their actions as dangerous, nor do they believe that performing and spreading these challenges promotes a violent message; it is a growing phenomenon among youth that resembles addictive behaviors with severe repercussions on emotional health. In the case of Mexican schools, there are no training spaces for teachers on these issues, and the information provided to students is sporadic, making it necessary to reflect on including topics in the curriculum that promote digital safety and good practices in the use of platforms and social networks.