Exploring the Double-Edged Nature of Social Media During Student-Athlete Injury Recovery and the Need for Digital Wellness

Injuries are almost inevitable for student-athletes, about 90% will experience one during their sports career (Sullivan et al., 2022). For adolescents, these setbacks can be especially difficult since sports often make up a major part of their identity (Jakum, 2023). When that identity feels disrupted, it can lead to feelings of loss, anxiety, or even depression (Rogers et al., 2024). During recovery, social media often plays a central role in shaping how athletes cope and its influence can be both positive and/or negative.

The Double-Edged Nature of Social Media

On the positive side, social media allows athletes to stay connected with teammates, learn from others recovering from similar injuries, and access motivational stories and resources. Studies show that quality social support, whether from coaches, peers, or online communities, reduces distress and builds resilience (Claytor, 2019; Sullivan et al., 2022). At the same time, there are many risks to consider as well. Constant comparisons to healthy teammates, pressure to present a “perfect” image, or exposure to negative comments can worsen feelings of exclusion and identity loss (Putukian, 2016; Sullivan et al., 2022). For young athletes, these digital stressors can intensify the already difficult process of injury recovery.

Building Digital Wellness

Digital wellness refers to using technology intentionally to support mental, emotional, and physical well-being (Balcombe & De Leo, 2020). For student-athletes, this could include setting limits around screen time, seeking out supportive online spaces, and practicing mindful social media use. The World Health Organization (2025) emphasizes that digital literacy is essential for helping adolescents navigate these challenges. Simple strategies like digital journaling or limiting social media use before competition can help protect mental health while still allowing athletes to benefit from support and connection online.

Mindfulness and Resilience

Mindfulness practices such as breathwork, journaling, and guided imagery have been shown to help injured athletes regulate emotions, process frustration, and build resilience (Brenner, 2024; Haraldsdottir & Watson, 2021). When coaches and educators model these practices and normalize conversations about mental health, athletes are more likely to engage with them. Rather than being seen as weakness, mindfulness and self-regulation are strength-building tools that support both recovery and performance.

Creating a Supportive Culture

Parents, coaches, and educators play a vital role in reducing stigma around mental health. Research shows stigma remains a major barrier to athletes seeking support (Cassilo & Sanderson, 2024; Putukian, 2016). Encouraging open conversations, promoting supportive team cultures, and showing athletes that it’s okay to ask for help are critical steps. By combining digital wellness strategies with a culture that values mental health, we can empower student-athletes to recover with resilience in both body and mind.

5 Take Aways For Parents

Acknowledge the Emotional Side of Injury

  • An injury impacts more than the body; it disrupts identity and belonging. Validate your child’s feelings of loss, frustration, or sadness (Jakum, 2023; Rogers et al., 2024).

Guide Healthy Social Media Use

  • Encourage intentional online engagement—connecting with supportive peers or recovery communities—while limiting harmful comparison scrolling (Sullivan et al., 2022).

    Promote Digital Wellness at Home

  • Model balanced technology use. Suggest digital journaling, set screen time boundaries, and talk about using social media as a tool, not a measure of self-worth (Balcombe & De Leo, 2020; WHO, 2025).

    Introduce Mindfulness Practices

  • Support simple strategies like breathwork, guided imagery, or journaling to help regulate emotions and foster resilience during recovery (Brenner, 2024; Haraldsdottir & Watson, 2021).

    Reduce Stigma Around Mental Health

  • Remind your child that seeking help is a sign of strength, not weakness. Create a safe space for open conversations about mental health (Putukian, 2016; Cassilo & Sanderson, 2024).

References & Additional Readings

Balcombe, L., & De Leo, D. (2020). Psychological screening and tracking of athletes and digital mental health solutions in a hybrid model of care: A mini review. JMIR Formative Research, 4(12), e22755. https://doi.org/10.2196/22755 

Brenner, J. S. (2024). Mindfulness for young athletes. Sports Health, 16(2), 300-302. https://doi.org/10.1177/19417381231209219 

Cassilo, D., & Sanderson, J. (2024). Examining the framing of mental health in Division I college athlete handbooks. Journal of Intercollegiate Sport, 17(1), 1-26. https://doi.org/10.17161/jis.v17i1.18608 

Claytor, A. W. (2019). Isolation, athletic identity, and social support: An exploration among injured collegiate student-athletes [Master’s thesis, Georgia Southern University]. Georgia Southern Commons. https://digitalcommons.georgiasouthern.edu/etd/1995  

Haraldsdottir, K., & Watson, A. M. (2021). Psychosocial impacts of sports-related injuries in adolescent athletes. Current Sports Medicine Reports, 20(2), 104–108. https://doi.org/10.1249/JSR.0000000000000809 

Jakum, J. A. (2023, March 9). Mental health concerns in student athletes after injury. Contemporary Pediatrics, 40(2). https://www.contemporarypediatrics.com/view/mental-health-concerns-in-student-athletes-after-injury 

Putukian, M. (2016). The psychological response to injury in student athletes: A narrative review with a focus on mental health. British Journal of Sports Medicine, 50(3), 145-148. https://doi.org/10.1136/bjsports-2015-095586 

Rogers, D. L., Tanaka, M. J., Cosgarea, A. J., Ginsburg, R. D., & Dreher, G. M. (2024). How mental health affects injury risk and outcomes in athletes. Sports Health: A Multidisciplinary Approach, 16(1), 19–26. https://doi.org/10.1177/19417381231179678 

Sullivan, L., Ding, K., Tattersall, H., Brown, S., & Yang, J. (2022). Social support and post-injury depressive and anxiety symptoms among college-student-athletes. International Journal of Environmental Research and Public Health, 19(11), 6458. https://doi.org/10.3390/ijerph19116458 

World Health Organization. (2025, September 01). Teens, screens and mental health. World Health Organization. https://www.who.int/europe/news/item/25-09-2024-teens--screens-and-mental-health 

Sam