Background: Against the background of a rising demand for informal care in European societies, this study sets out to provide descriptive information by gender on (i) prevalence rates of (intensive) informal caregiving, (ii) characteristics of (intensive) informal caregivers and (iii) consequences of (intensive) informal caregiving in terms of mental well-being. Methods: Data from the European Social Survey, Round 7 were analysed with multilevel (logistic) regression techniques (n = 28 406 respondents in n = 20 countries). Results: On average, 34.3% of the population in 20 European countries were informal caregivers and 7.6% were intensive caregivers (providing care for minimum 11 h a week). Countries with high numbers of caregivers had low numbers of intensive caregivers. Caregiving was most prevalent among women, 50–59 year olds, non-employed—especially those doing housework—and religious persons. Determinants of providing care hardly differed by gender. Caregivers, especially female and intensive caregivers, reported lower mental well-being than non-caregivers. Conclusions: Our results suggest support for both crowding-in and crowding-out effects of the welfare state. Middle-aged women may become increasingly time squeezed as they are likely to be the first to respond to higher demands for informal care, while they are also the major target groups in employment policies aiming for increased labour market participation. Caregivers, and especially female and intensive caregivers, report lower levels of mental well-being. Supportive policies such as respite care or training and counselling may therefore be needed in order to sustain informal care as an important resource of our health care systems.

Background: Connectedness to family and peers is a key determinant of adolescent mental health. Existing research examining associations between social media use and social connectedness has been largely quantitative and has focused primarily on loneliness, or on specific aspects of peer relationships. In this qualitative study we use the displacement hypothesis and the stimulation hypothesis as competing theoretical lenses through which we examine the complex relationship between social media use and feelings of connectedness to family and peers. Methods: In-depth paired and individual interviews were conducted with twenty-four 13–14-year-olds in two inner-city English secondary schools. Interviews were transcribed verbatim, coded and thematically analysed. Results: Analysis identified four themes: (i) ‘Displacement of face-to-face socialising’ (ii) ‘Social obligations’ (iii) ‘(Mis)Trust’ and (iv) ‘Personal and group identity’. Results indicated stronger support for the stimulation hypothesis than the displacement hypothesis. We found evidence of a complex set of reciprocal and circular relationships between social media use and connectedness consistent with a ‘rich-get-richer’ and a ‘poor-get-poorer’ effect for family and peer connectedness – and a ‘poor-get-richer’ effect in peer connectedness for those who find face-to-face interactions difficult. Conclusion: Our findings suggest that parents should take a measured approach to social media use, providing clear guidance, promoting trust and responsible time management, and acknowledging the role of social media in making connections. Understanding and sharing in online experiences is likely to promote social connectedness. Supporting young people to negotiate breathing space in online interactions and prioritising trust over availability in peer relationships may optimise the role of social media in promoting peer connectedness.

Evidence on how different types of social media use contribute to digital stress in early adolescence is lacking. In-depth interviews were conducted with 24 13–14-year-olds. Interviews were transcribed verbatim, coded and thematically analysed. Themes were generated based on digital stressors specific to passive social media use (time-wasting and digital guilt, and exposure to harmful content); private social media communication (expectations of availability and unsolicited contact by strangers); and social media broadcasting (expectations of perfection and sexualisation, fear of negative evaluation and risks to privacy). Several digital stressors appeared pervasive in everyday social media use. Bolstering social and emotional resources offline and encouraging effective implementation of privacy settings may improve resilience against several sources of digital stress.

Suicide rates have risen in young people in several high-income countries over the last decade. Reasons for the increases are unclear. We analysed trends in suicide rates in 15-24 year olds over the period 2000-2017 in high-income countries with populations >20 million using Joinpoint analysis. We investigated differences in the following population-level exposures between countries that are and are not experiencing suicide rates rises: 1) 2008 economic recession as indexed by changes in GDP; 2) Gini income inequality; 3) daily social media use. Four of the 11 countries studied are experiencing youth suicide rate rises: Australia, Canada, the UK, the USA. The year the increase began ranged from 2003 (95% confidence interval: 2002, 2007) in the UK to 2009 (95% CI: 2007, 2012) in Australia. There was little evidence of an association between social media use and youth suicide trends, and inconsistent evidence regarding the impact of the 2008 economic recession. Suicide rate rises were seen in countries with higher GDP per capita (Wilcoxon rank sum (WRS) z=-2.27; p=0.02) and income inequality (WRS z=-2.45; p=0.01) in 2008. Suicide data were only available until 2016/2017. Social media and income inequality data were not available for all study years. The effect of other important factors were not investigated due to a lack of comparable data. Our analyses indicate that the most populous high-income countries experiencing a rise in youth suicide rates are predominantly English-speaking, with higher levels of income inequality and GDP. These findings provide preliminary evidence regarding possible contributory factors to guide further research.

The COVID-19 ‘lockdown’ and multiple school closures disrupted the daily lives and routines of the entire UK population. However, adolescents were likely particularly impacted by such measures due to this time being key for social and educational development. This qualitative study explored young people’s experiences of lockdowns and school closures. Fifteen secondary schools within south-west England were initially contacted and three schools participated in recruitment efforts. From December 2020 to March 2021, 25 students aged 14–15 participated in a combination of individual interviews (n = 5) and focus groups (n = 3). Findings revealed diverse experiences of the pandemic and highlighted the complexity of experiences according to individual student contexts. Three main themes were identified: (1) Learning environments; (2) Connection to peers; (3) Transition, adaptation and coping. These findings highlight the value young people place on face-to-face social contact with close friends, and the sense of structure provided by school, with implications for future home-based learning. Further in-depth qualitative research is needed to continue to understand the varied experiences during the course of the pandemic, particularly longer-term impacts on mental health and learning.