Sexting

Open Access: Yes.

Abstract

BACKGROUND
Sexting is sending, receiving, or forwarding sexually explicit messages, images, or videos through electronic means. Research has examined sexting in high school and college students. This study seeks to add to the existing literature by exploring the nature of pressured or problematic sexting in middle school-aged subjects.

METHODS
We asked participants in public colleges in Massachusetts, Colorado, and Virginia, to recall their sexting-related experiences in middle and high school. We utilized an online survey tool for data collection. We performed bivariate quantitative statistical analyses to examine attitudinal and behavioral differences, as well as motivations and consequences of adolescent sexting.

RESULTS
The study revealed unique patterns of early-onset sexting compared to sexting in later adolescence. Early-onset adolescents typically start sexting before they become sexually active and are at a higher risk for poor outcomes associated with sexting, they are more likely to seek therapy. Early sexting is significantly more pressured than sexting in later adolescence.

CONCLUSIONS
The study is an important contribution to the existing research on pressured sexting. Exploring pressured sexting at very early ages finds that early sexting activity is more likely pressured, creates more stress than later in life, and hence, it needs attention from school mental health professionals and education programs. The authors suggest that comprehensive sex education, including sexting should begin earlier than middle school to prevent risky online sexual behavior and provide for learning coping mechanisms for adolescents.

Relevance

The data of this study showed that sexting is now normal in adolescence. Yet, more females engage in sexting than males, and non-binary adolescents were even more likely to do so. Most teenagers, independent of gender, started sexting at 16-17 years of age, although female sexters were more active as early as 15 years old.

Female and non-binary sexters often felt pressure to engage in sexting; male adolescents felt little pressure.

“Significantly more middle school than high school sexters…disagreed with the statement that one should like the person they sext with.”

This study revealed that early-onset sexters are at a higher risk of poor outcomes after sexting, compared to late adolescent sexters. The early-onset adolescents had more critical body views, were less likely to have been impacted by school-based education on sexting, showed a significantly higher level of sexual activity with non-dates, were more likely to feel pressured to sext, and were more bothered by the pressure. Furthermore, “middle school sexters started sexting because they felt highly pressured to do so.” Early-onset sexters “felt significantly more pressure to engage in sexting and have sex than later adolescent sexters; they were significantly more worried about being judged by peers as frigid or “slut,” or that peers will not like them if they do not engage in sexting.”

“Participants also revealed that school-based sexting education is more impactful for older adolescents. Therefore, middle school adolescents may need age-specific, and gender-responsive sexting education that recognizes the role of peer pressure as a significant factor in sexting during early adolescence, and the gendered differences in pressured sexting. We suggest incorporating lessons/modules about sexting as well as sexuality-related communications in sex ed. Finally, prevention and awareness-raising programs about sexting should tackle digital health, safety, and security to help youth navigate their personal, social, and sexual development in a technological world. Age-appropriate early-life prevention and intervention programs should incorporate the psychological consequences of non-consensual sexting.”

Citation

Parti, K., Sanders, C. E., & Englander, E. K. (2023). Sexting at an Early Age: Patterns and Poor Health-Related Consequences of Pressured Sexting in Middle and High School. The Journal of School Health, 93(1), 73–81. https://doi.org/10.1111/josh.13258