Introduction
Nowadays, information spreads rapidly, including potentially sensitive content. Sensitive media refers to information that can be potentially offensive or harmful to viewers. For example, it may be graphic depictions of violence, sexual content, or the human body. It can also contain discussions of sensitive topics, such as discrimination. The information presented in the media can have a significant impact on the educational environment.
Main Body
Sensitive media can be used for educational purposes in specific cases. For example, students can be taught about the human body and sensitive cultural and social aspects. Medical, law, criminology, social work, education, and other disciplines can be exposed to sensitive media as part of their studies. However, in order to be used for education, sensitive content should be related to specific topics and devoid of any bias. Students should receive sensitive media for education only in the form of facts without any opinion or critical assessment attached to them (Gleisner & Johnson, 2021).
Cebula et al. (2021) note that potentially sensitive content should be delivered in a supportive school environment and by an understanding teacher. Uncontrolled exposure to sensitive media can be an external threat, leading to a negative school environment. The purpose of sensitive content should be explained to students. Otherwise, they may create their own interpretations based on personal perceptions, which can be an example of destructive behavioral patterns. Teachers should articulate the purpose of sensitive content and its context in order to prevent students from perceiving violence, discrimination, and other behaviors as desirable.
Sensitive media can be related to unsafe school environments through excessive exposure of children and adolescents to it. Astor and Benbenishty (2018) underline that the school can be considered a center of nested context related to other spheres of life. The school environment is influenced by external factors, including the media, which are moderated and then integrated into the internal setting. Internal context then forms the perceptions, emotions, and behaviors of students.
Conclusion
Therefore, excessive and uncontrolled exposure of students to sensitive media can result in negative outcomes, such as school violence and bullying. Students can perceive behavior translated in sensitive media as normal, which is associated with forming negative patterns.
References
Astor, R. A., & Benbenishty, R. (2018). ‘Chapter 2: A heuristic model of school violence and bullying in evolving nested contexts.’ In R. A. Astor & R. Benbenishty, Bullying, school violence, and climate in evolving contexts: Culture, organization, and time (pp. 14-28). Oxford University Press.
Cebula, K., Macleod, G., Stone, K., & Chan, S. W. Y. (2021). Student experiences of learning about potentially emotionally sensitive topics: Trigger warnings are not the whole story. Journal of Further and Higher Education, 46(8), 1120-1134. Web.
Gleisner, J., & Johnson, E. (2021). Approaching distressing or sensitive topics in medical school. Medical Education, 55(11), 1221-1222. Web.