An examination of profanity use among high school students: The case of the 'Swear-Free Zone' project

The main purpose of this study is to examine the social sources of profanity and slang use among high school students and to reveal the effects of these practices on young people's communication habits. In addition, the study aims to evaluate how the "Swear-Free Zone" training, developed within the scope of school social service models, transforms students' tendencies to use slang and profanity. Thus, it seeks to provide concrete findings that will contribute both to the field of social work and to educational policies. The research was conducted using a descriptive and comparative quantitative method. The study group consisted of students from different types of high schools, the majority of whom were from Health Vocational High Schools and middle-lower income families. The experimental group received the "Swear-Free Zone" training based on school social service practices, while the control group received no intervention. Data were collected through the Demographic Information Form and the Slang and Profanity Use Tendency Scale (AKKEÖ), and analyzed with t-test and ANOVA techniques using the SPSS package program. After confirming the validity and reliability of the scales, comparisons were made regarding students' communication skills, their individual and environmental use of slang/profanity, and their attitudes towards such language. The findings indicate that the frequency and intensity of social media use, as well as exposure to slang and profanity in these environments, significantly affect students' everyday language practices. Platforms such as Instagram and TikTok, characterized by visual content and anonymity, provide a space where profanity and slang become normalized and accepted as markers of group belonging. In terms of gender, male students were found to use slang and profanity more frequently, while in terms of socioeconomic status, students from high-income families showed significant differences in their use of such language. However, no statistically significant differences were observed regarding grade level and age. Following the intervention with the experimental group, students demonstrated a notable increase in communication skills, a decrease in both individual and environmental use of profanity, and a more positive attitude toward language use. The findings partially supported the hypotheses, with significant effects in some sub-dimensions but limited effects in others. In conclusion, the study reveals that school social service practices are effective in helping young people cope with negative language habits, raising their awareness, and fostering the development of healthy communication strategies. The results emphasize the importance of expanding school social service models, strengthening students' psychosocial adaptation, and creating a healthier school climate. Moreover, increasing social media literacy, raising awareness among families and teachers, and developing policies that encourage constructive language use at the societal level are considered essential. Future research is recommended to employ qualitative methods, conduct cross-cultural comparisons, and guide policymakers in developing targeted strategies in this field. The research was conducted with 253 students, 136 in the experimental class and 117 students in the control group.