Better years at school
The same study that found worse mental health found more students reporting that it interfered with their academic work. That is a second consequence rather than the same one told twice: what a person learns between thirteen and seventeen shows up in their earnings for forty years.
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Value
The stream is what a young person learns and what that is worth to them later: qualifications gained, courses not dropped, the difference between finishing and not. This site places it in the class it uses for subsistence and life chances, above economic output and below life and health. It is genuinely separate from the mental health counted above — a student can be unhappy and still learn, or content and still fall behind — and it is counted only to the extent the evidence links the two. What the schooling is worth to the wider economy rather than to the person is not counted, because it would be the same hours twice. The value sits in the upper part of the scale, at the level this site uses for subsistence and life chances.
Impact
About 17 million Americans are aged 13 to 16, and the same effective reach as in the previous argument applies, about 38 percent: those who lose the feed, plus a quarter for those who get it back and only use less. The study behind that argument found that Facebook's arrival raised the share of students reporting that poor mental health had impaired their academic work from 13 to 16 percent [4][9]; 30 percent of that is carried across for a feed switched off rather than a platform removed, so about 0.9 percent of pupils, roughly 57,000, are newly spared such impairment each year, in a range from 0.3 to 1.8 percent. What an impaired pupil loses is a construction: a tenth of a school year's learning is assumed, in a range from a twentieth to a quarter. A year of American schooling is worth roughly eight percent of lifetime earnings, and lifetime earnings are taken at about 2.3 million dollars — forty working years at 58,000 — without discounting, as this site does everywhere; a tenth of a year is therefore worth about 19,000 dollars to the pupil concerned, and the 5,700 pupil-years a year come to about 1.1 billion dollars. The figure counts each year's pupils once and follows their earnings for a working life, which is how this site books schooling everywhere. The Impact is the largest in this debate, and it is large because a small share of a school year, followed through forty years of earnings, is worth a great deal — the one step that carries it, from self-reported impairment to learning lost, is the one nobody has measured.
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| Americans aged 13 to 16 | 17 million students | ||
| × | Teenagers effectively reached by the feed rule the same effective reach as in the first argument: known to the platform and staying without the feed, plus a quarter for those who get it back and use less [6] [6] | 37.5 % | 6.38 million students |
| × | Pupils newly spared mental-health impairment of their school work Setting, range 0.3 to 1.8 percent: Facebook's arrival raised the share reporting such impairment from 13 to 16 percent, and 30 percent of that is carried across for a feed switched off rather than a platform removed [4][9] | 0.9 % | 57,375 students |
| × | Learning lost by an impaired pupil Setting, range 5 to 25 percent: the source reports impairment, not grades | 10 % of a school year | 5,738 student-years |
| × | Lifetime earnings from a year of schooling a year of American schooling is worth roughly eight percent of lifetime earnings; forty working years at 50,000 euro-equivalent (about 58,000 dollars), undiscounted as everywhere on this site | 8 % × 2 million euro-equivalent (about 2.3 million dollars at 1.16 dollars to the euro) | 918 million euro-equivalent |
| ÷ | Normalised Impact scale of this evaluation | 200 million euro-equivalent a point | 4.59 |
Plausibility
The link is real in the source and thin in the application. The counterfactual is the same students at colleges without Facebook, and the academic finding rests on the same staggered rollout that carries the mental health result, so its identification is equally good [4]. What is much weaker is everything after it. The study measures students saying their work suffered, not grades or completion, and self-reported impairment and actual learning are not the same quantity. The step from there to lifetime earnings runs through a return-to-schooling figure estimated on whole years of education rather than on marginal quality within a year, which is a different object. The counter-mechanism is unaddressed: a student who spends less time on a feed does not necessarily spend it studying, and the American time-use evidence on what displaces what is not settled. Reverse causation does not arise in the underlying design. Read as a statement about the world: about a third of the time, switching off the feed improves a school year by roughly the amount assumed here. The Plausibility is well below the middle: the finding it starts from is identified, the step from reported impairment to learning lost is unmeasured, and what replaces the time on the feed is unanswered.
Open: Australia's ban applies to a whole cohort at one date. Comparing school outcomes for Australian 15-year-olds against a comparable country over three years would measure this directly and could carry P to 6.