What is STAND Week?

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STAND Week is a media safety program for youth ages 11-14. It is a peer-to-peer program for schools run by student leaders under the direction of adult mentors. It creates an atmosphere where youth feel empowered to stand firm in making healthy choices with their media use. It also contains a parent education component and encourages an open-dialogue on essential issues between students and their parents/guardians.

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The power of STAND Week lies in:

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• providing education for parents/guardians,

• facilitating communication between students and their parents/guardians, 

• influencing youth through constructive social proof, 

• encouraging a positive unified school atmosphere regarding healthy technology use,

• and of course, individually empowering youth to make healthy media choices.

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What is STAND Week NOT?

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STAND Week is NOT a school curriculum. It will not take time away from classroom learning, unless a teacher chooses to expand on the principles of media safety contained in the STAND Messages. STAND Week is also not a replacement of current media safety programs.

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Who created STAND Week?​

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STAND Week was created by the founders of the 501c3 nonprofit corporation, Project Stand. Project Stand is committed to preventing human trafficking, child abuse, and all forms of exploitation. Since much of the exploitation that occurs today is done through the misuse of technology, Project Stand accomplishes its mission by empowering children and youth to be safe online. STAND Week was created after Project Stand Team Members facilitated successful media safety programs in local elementary schools and saw the need for similar programs at a middle school level. To learn more about Project stand go to projectstand.org.

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Why do we need STAND Week?

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Because youth are growing up as digital natives, with digital immigrants for parents, there is a gap in their understanding of how to use technology in healthy ways. They lack education and protection from the harms of screen time, social media, cyberbullying, and adult content. This gap is connected to screen-related addictions1, peer pressure, sleep problems2, hyperconnectivity induced anxiety3, sextortion and other forms of sexual abuse4, human trafficking5, and even suicide6. STAND Week helps students, parents, and educators fill that gap.

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How does STAND Week work?

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Each day during STAND Week, student leaders make a morning announcement with a media safety message. At lunch, students are invited to participate in an activity that will help reinforce the media safety message of the day, called the STAND Message. At the end of the school day, teachers will provide students with a STAND Challenge to do at home with their parents/guardians. Incentives are given to encourage students to communicate with their parents/guardians. Teachers also have the option to facilitate a discussion on the day’s STAND Message. A simple step-by-step guide of the entire STAND Week program will be provided for student leaders to facilitate. The program is completely customizable for each individual school.

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How much does STAND Week cost?

STAND Week is a cost-effective program run by student leaders with operating costs coming out of the student council budget (if applicable). The cost for the program varies depending on the size of your school, and comes with a wealth of additional support through year-long subscriptions. Check out Plans & Pricing for more information. Many of the suggested prizes can be donated by local sponsors. STAND Week swag and supplements are available for additional purchase. If the cost is prohibitive for your school, reach out at STANDWeek.org/contact to learn about scholarship opportunities.

How does STAND Week support parents/guardians?

Parental figures are the most important protective factor for their kids, therefore a significant portion of STAND Week includes educating parents/guardians and encouraging communication between students and their parents/guardians. In advance of STAND Week, parents/guardians are provided an educational media safety video to watch and learn from. Students have the opportunity to accept a challenge to have conversations with their parents/guardians about the media safety topics every day.

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References

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Bonomi, A. E., Nemeth, J. M., Attenburger, L. E., Anderson, M., Snyder, A., & Dotto, I. (2014). Fiction or not? Fifty shades is associated with health risks in adolescent and young adult females. Journal of Women’s Health, 23, 720–728.

Gentile, D. A., Lynch P. J., Linder, J. R., & Walsh, D. A. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27. Retrieved from

https://drdouglas.org/drdpdfs/Gentile_Lynch_Linder_Walsh_2004.pdf

John, A., Glendenning, A. C., Marchant, A., Montgomery, P., Stewart, A., Wood, S., . . .Hawton, K. (2018). Self-harm, suicidal behaviours, and cyberbullying in children and young people: Systematic review. Journal of Medical Internet Research, 20. Retrieved from

https://www.jmir.org/2018/4/e129/

O’Keeffe, G.S., & Clarke-Pearson, K. (2011). The impact of social media on children, adolescents, and families. Pediatrics, Official Journal of the American Academy of Pediatrics, 127(4), 800-804. doi: 10.1542/peds.2011-0054

Peters, R., Lederer. L., & Kelly, S. (2012). The slave and the porn star: Sexual trafficking and pornography. The Protection Project Journal of Human Rights & Civil Society, 81-98.

Twenge, J. M., Hisler, G. C., & Krizan, Z. (2019). Associations between screen time and sleep duration are primarily driven by portable electronic devices: Evidence from a population based study of U.S. children ages 0–17. Sleep Medicine, 56, 211-218.

doi:http://dx.doi.org.ezproxy1.lib.asu.edu/10.1016/j.sleep.2018.11.009

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