Avoiding Drama: Student and Teacher Positioning within a School's Social Media Ecosystem

This paper presents findings from a study of high school student and teacher use of social media within the school context, focusing on the role that drama plays in their descriptions of personal and peer social media use. Findings suggest that most individuals feel social media drama has a constant presence in the high school context, but they also carefully position drama as an act that others engage in, rejecting the notion that they might be perpetrators of drama themselves.