Moral panics are a powerful tool to help students understand how society reacts to perceived threats, and how media and public perception can shape social reality. To make this concept interactive, teachers can use small group work focusing on contemporary moral panics in Britain.

How the Activity Works

Students work in groups of 3–5 and select or are assigned a moral panic to investigate. Options include:

• Youth and Knife Crime – How media portrayals of violent youth create fear and influence policing policies.
• TikTok and Teen Behaviour – Viral trends and social media challenges framed as dangerous or morally corrupting.
• Asylum Seekers and Immigration – Media coverage framing migrants as threats to social cohesion or economic stability.
• Drill Music – Young musicians blamed for violence, with online platforms amplifying concern.

Each group analyses their case by:

1. Identifying the folk devil
2. Examining media language and sensationalism
3. Assessing whether reactions are evidence-based
4. Summarising actions taken and wider consequences

Objective:
Students will explore contemporary moral panics in Britain, applying Cohen’s theory of folk devils, moral panics, and the deviancy amplification spiral. They will analyse media representation, assess evidence, and evaluate societal responses.

Learning Objectives

This activity helps students:

• Apply Cohen’s concepts to real-world examples
• Evaluate the difference between perception and reality
• Analyse the role of media in amplifying moral panic
• Consider the social, political, and structural consequences of moral panics

Suggested Classroom Approach

1. Introduce the concept of moral panic, folk devils, and the deviancy amplification spiral.
2. Assign groups their topic and provide access to news reports, social media posts, and statistics.
3. Allow time for group discussion and analysis, encouraging students to critically evaluate sources.
4. Groups present findings to the class, followed by a whole-class discussion on similarities, differences, and underlying societal anxieties.
5. Optionally, extend the activity by asking students to design interventions that could prevent exaggerated public panic in the future.

Activity Instructions

Step 1: Form Small Groups
Divide the class into small groups of 3–5 students. Each group will work on one contemporary moral panic. They can either be assigned a topic or choose from the following:

1. Youth and Knife Crime
2. TikTok and Teen Behaviour
3. Asylum Seekers and Immigration
4. Moral Panic Around Drill Music

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Step 2: Analyse the Moral Panic
Each group should investigate their assigned topic and complete the following tasks:

1. Identify the Folk Devil
   • Who or what is being blamed for social problems?
   • How are individuals or groups portrayed in the media?
2. Analyse Language in the Media
   • Examine news headlines, social media posts, or public statements.
   • Identify emotive or sensationalist language that amplifies concern.
3. Assess Whether the Reaction is Evidence-Based
   • Compare the scale of reported incidents to media claims.
   • Consider whether statistics, research, or real events justify public concern.
4. Summarise Actions and Consequences
   • Identify what policies, policing strategies, or social responses followed the creation of the panic.
   • Consider the short- and long-term effects on the targeted group and wider society.

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Step 3: Present Findings
Groups present a 3–5 minute summary to the class, covering:

• Who the folk devil is
• How media language contributed to a moral panic
• Whether reactions were evidence-based
• The social and political consequences of the panic

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Teacher Tips

• Encourage students to use real media examples for analysis, such as news headlines, social media posts, or government statements.
• Remind students that moral panics often involve disproportionate public concern, so it’s important to compare perception with reality.
• Highlight the role of structural factors, such as inequality, policy, or demographic changes, that might contribute to the panic.
• Use this activity to link theory with current events, reinforcing Cohen’s key concepts in a tangible way.

You can download the Case Studies from the link below: