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 of secondary school age, and the same 70 percent as in the previous argument are reached by the feed rule. 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 107,000, 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 2 million euro — forty working years at 50,000 — without discounting, as this site does everywhere; a tenth of a year is therefore worth about 16,000 euro to the pupil concerned, and the 10,700 pupil-years a year come to about 1.7 billion euro. 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 of secondary school age | 17 million students | ||
| × | Share whose platform knows their age the same reach as in the first argument: no age check is required, platforms act on the age they hold [6] [6] | 70 % | 11.9 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 % | 107,100 students |
| × | Learning lost by an impaired pupil Setting, range 5 to 25 percent: the source reports impairment, not grades | 10 % of a school year | 10,710 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, undiscounted as everywhere on this site | 8 % × 2 million euro | 1,714 million euro |
| ÷ | Normalised Impact scale of this evaluation | 200 million euro a point | 8.57 |
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. Two things are new since the first version: the share of pupils spared impairment now comes from the study's own three percentage points rather than a round one percent, and the loss per impaired pupil is a stated tenth of a year. The Plausibility is below the middle: the finding it starts from is identified and every step after it is assumed.
Counterfactual: American colleges without Facebook, same staggered rollout as pro-1 [4]. Design: quasi-experimental for the academic-impairment finding; everything after it is construction. Confounder: displaced time not going to study, unaddressed. Direction: no reverse causation in the underlying design. Ceiling: quasi-experimental 8.0 binds; a context transfer of 4.0 applies because the source measures self-reported impairment among college students and this argument prices learning among school pupils, valued with a return-to-schooling figure estimated on whole years. Band: chain closed but unevidenced — the chain is named and the displacement counter-mechanism is stated; only the measurement is missing.
Nothing measured argues against the claim; what is missing is any measurement of learning rather than of self-reported impairment. The counter-mechanism — that time off a feed does not become study time — is named and unresolved. Read back: about half the time, removing the feed improves a school year by roughly the amount assumed here.
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.