In a groundbreaking study conducted by the University of Surrey, researchers have unveiled the intricate psychological and social dynamics that girls aged nine to fifteen endure within the contemporary influencer culture. This digital ecosystem demands that young girls constantly negotiate a paradoxical space: to be authentic individuals while simultaneously conforming to impossibly high aesthetic and social expectations. The study reveals that influencer culture is not merely about consumption but involves active engagement where young girls critically assess, question, and internalize the content they encounter online.
The research, published in the esteemed journal New Media & Society, delves into how girls in this formative age bracket are far from passive consumers of social media. These youths exhibit a nuanced understanding of the artificiality prevalent in influencer content, recognizing exaggerations and performances tailored to online audiences. This consciousness, however, exacerbates their internal conflicts as they grapple with the responsibility to resist undue influence juxtaposed against a pervasive absorption of restrictive norms concerning beauty standards, popularity metrics, and definitions of success.
One of the study’s pivotal insights is that influencer culture propagates through everyday social interactions rather than isolated viral phenomena. The mechanisms fueling this culture—likes, comments, follower tallies—serve as potent social cues that reinforce certain, highly curated ideals. These digital signals transcend online platforms, permeating offline environments such as classrooms, playgrounds, and peer groups, where young girls engage in reciprocal judgment and self-assessment against the continually reinforced standards originated from influencer content.
Dr. Robyn Muir, co-author and Lecturer in Media and Communication at the University of Surrey, highlights the emotional ramifications of this digital milieu. She notes, “Girls described an emotional toll stemming from being incessantly compared and evaluated, even in moments where they believed they were engaging with content autonomously.” The younger participants were candid in their admission of emulating influencers’ behaviors and aesthetics, suggesting early internalization of these norms, while older girls framed their participation as a volitional or enjoyable act, albeit one shadowed by implicit pressures to conform through makeup, diet culture, and meticulous self-presentation.
The study underscores a nuanced paradox: despite a widespread understanding among girls that influencer imagery is frequently unrealistic or heavily curated, the magnetic pull towards these ideals persists. Dr. Emily Setty, Associate Professor in Criminology and co-author, asserts that the cognitive dissonance experienced by these girls—between knowing the falsity of the images and striving to embody them—exerts a relentless mental and emotional strain. This dynamic demands substantial self-regulation from young girls while leaving unchallenged the structural framework that monetizes and perpetuates perfectionism.
Methodologically, the research team adopted an innovative, qualitative approach by facilitating school-based workshops across primary and secondary schools in southeast England. Over three progressive sessions, girls shared social media screenshots and engaged in open discussions about their feelings toward influencer culture. This approach enabled the researchers to capture the evolving attitudes shaped through dialogue, peer influence, and reflective thinking, thus surpassing the limitations inherent in traditional survey-based studies by situating influence within the flux of social interaction.
A core conclusion from the research is that influencer culture is sustained and normalized by collective social behavior. Participants acknowledged that engagement metrics—followers, likes, and shares—function as active agents in perpetuating narrow social norms. Intriguingly, girls expressed appreciation for creator transparency, especially when influencers disclosed the use of digital filters, editing software, and sponsorship arrangements. Such openness appeared to mitigate the internalized sense of personal failure when unattainable ideals were confronted, signaling the importance of authenticity disclosure in digital spaces.
Dr. Muir advocates for a fundamental shift in educational policy and parental guidance beyond conventional media literacy frameworks. She suggests the necessity of a “post-digital literacy” approach—one that equips young individuals with the critical tools to understand the complex circuits of influence that operate across digital platforms, interpersonal relationships, and everyday social environments. Creating these new literacies involves fostering social contexts where authentic self-expression is genuinely valued rather than superficially promoted.
The research illuminates the multi-layered challenges young girls face in navigating a post-digital world where online and offline pressures are deeply intertwined. It reveals that influencer culture is not a monolithic force but a dynamic, socially reproduced phenomenon sustained through normalized peer behaviors and incentivization structures embedded in digital technologies. These insights compel stakeholders—educators, policymakers, parents, and social media platforms—to rethink intervention strategies that target systemic issues rather than attributing responsibility solely to individual resilience.
Moreover, the study contributes to the broader discourse concerning digital adolescence by highlighting the emotional labor demanded of youth engaging with curated online identities. The findings explore the complex intersection of identity formation, peer dynamics, and mediated social expectations, emphasizing how these forces converge to generate ongoing tensions that can impact mental well-being. This research invites continued exploration into how digital cultures shape developmental trajectories and social realities of younger demographics.
In an age where influencer-driven content remains pervasive, this study invites urgent reflection about the systems that sustain narrow beauty ideals and social validation norms. The embeddedness of such cultures within everyday life challenges simplistic narratives of individual choice and media agency. It foregrounds the necessity of systemic reform aimed at deconstructing commercial incentives that profit from insecurity, shifting the cultural focus towards inclusivity, transparency, and diverse representations of identity.
Ultimately, the University of Surrey’s study provides vital evidence that young girls’ experiences of influencer culture are far more complex and emotionally charged than previously understood. By illuminating these lived realities, the research offers pathways for cultivating healthier digital environments that prioritize psychological safety and authentic self-expression. It stands as a seminal contribution to the understanding of contemporary youth culture and digital influence in the 21st century.
Subject of Research: People
Article Title: ‘Influence’ in the (post-)digital age: Girls’ experiences of online influencer culture
News Publication Date: 29-Nov-2025
Web References: https://journals.sagepub.com/doi/epub/10.1177/14614448251392918
References:
Muir, R., & Setty, E. (2025). ‘Influence’ in the (post-)digital age: Girls’ experiences of online influencer culture. New Media & Society. https://doi.org/10.1177/14614448251392918
Keywords: Education, Learning, Education administration, Educational levels, Students, Social sciences, Young people, Society, Social media
