Introduction: Adolescents increasingly rely on digital platforms for emotional, academic, and social support. However, little is known about how middle school students in Türkiye seek help online, which platforms they use, and how they articulate their needs digitally.
Purpose: This study explored online help-seeking behaviors among middle school students in Türkiye, focusing on internet access, device usage, platform preferences, and communication patterns.
Method: A cross-sectional survey was conducted with 69 students aged 10-14 (56.5% girls, 43.5% boys) from 6th-8th grades. Students were presented with everyday problem scenarios (e.g., exam stress, peer conflict) and asked how they would search for help online. Quantitative data were analyzed using descriptive statistics, while open-text responses underwent content analysis.
Results: Most students reported constant internet access (73.9%) and primarily used smartphones (72%) and computers (59%). The most frequently used applications were Instagram, YouTube, WhatsApp, and TikTok, indicating high daily engagement with social media and video platforms. When asked about trusted information sources for help-seeking (0-3 scale), school counseling sites and mobile applications were rated highest, followed by YouTube videos, forums/blogs, and news sites. Linguistically, 46.4% formulated full questions (e.g., "How can I reduce exam stress?"), 4.3% combined questions with short statements (e.g., "I feel lonely, what should I do?"), while 2.9% left the question blank or wrote irrelevant phrases (e.g., "I read books"). More than half (58%) had not previously applied to the school counseling service, suggesting a preference for online sources over in-person help.
Conclusions: Findings highlight the need for schools to integrate mental health awareness into digital education, improve students' digital literacy skills, and ensure equal access to reliable online support resources. Developing age-appropriate online guidance programs could help students distinguish credible information from unreliable sources, reduce stigma around help-seeking, and create safer digital spaces for adolescents' well-being and learning.