Understanding the Rise of Mewing Among University Students
In recent years, a distinctive social media phenomenon has made its way from TikTok feeds into the quiet intensity of university seminar rooms around the world. Students are increasingly observed maintaining a specific tongue posture or employing related gestures during discussions, a practice rooted in both aesthetic self-improvement trends and evolving classroom slang. This development raises important questions about student engagement, communication norms, and the intersection of digital culture with academic life.
Mewing originates from orthotropic principles promoted by British orthodontists Dr. John Mew and his son Dr. Mike Mew. It involves positioning the entire tongue flat against the roof of the mouth, with the tip just behind the upper front teeth, while breathing through the nose. Proponents suggest this posture can support better facial development over time, particularly when practiced consistently from a young age. While originally focused on health and appearance, the technique has spawned a parallel cultural usage in educational settings.
The Dual Nature of Mewing in Academic Contexts
Within higher education, mewing manifests in two primary ways. First, some students adopt the actual tongue posture as a habitual practice, aiming for long-term facial benefits during long lectures or study sessions. Second, and more noticeably disruptive according to many instructors, is the use of mewing as a non-verbal signal. This often involves a shushing motion followed by tracing the jawline, interpreted by peers and faculty as a way to indicate disinterest, avoid verbal participation, or signal that one is "too focused" on the posture to respond.
University seminars, which emphasize interactive dialogue, critical thinking, and collaborative exploration, provide fertile ground for this trend to appear. Unlike large lectures, smaller seminar groups rely heavily on student contributions. When participants default to silence through this method, it can alter the flow of conversation and challenge traditional expectations of active learning.
How Social Media Amplifies the Practice
Platforms like TikTok and Instagram have played a central role in popularizing both the technique and its classroom application. Short videos demonstrating proper tongue placement garner millions of views, while others highlight humorous or defiant uses of the gesture in school-like environments. Gen Z and Gen Alpha students bring these behaviors with them as they transition into higher education, where seminar formats encourage the very participation that the trend sometimes circumvents.
Global reach means the phenomenon appears in universities from North America and Europe to Asia and Australia. Cultural nuances influence expression, yet the core elements remain consistent due to shared digital spaces. Students report learning the technique from online communities focused on self-improvement, posture correction, or aesthetics, then adapting it to academic routines.
Impacts on Seminar Participation and Dynamics
Faculty members in higher education settings have noted shifts in classroom energy. Seminars designed for debate and idea exchange may experience longer pauses or reduced verbal input when multiple students engage in the posture or gesture. This can lead to uneven discussion, where a few voices dominate while others remain non-verbally present.
From a student perspective, some view the practice as harmless personal habit or a low-stakes way to manage social anxiety during high-pressure discussions. Others acknowledge its use as a subtle form of disengagement. The trend intersects with broader conversations about mental health, attention spans, and the pressures of performative participation in academic environments.
Research into student interaction during lectures highlights factors like boredom, lack of preparation, or discomfort with public speaking as common barriers. Mewing adds a contemporary layer to these longstanding challenges, blending physical posture with social signaling.
Photo by SMKN 1 Gantar on Unsplash
Expert Perspectives from Higher Education Professionals
Professors and seminar leaders describe a range of responses. Some address the behavior directly by clarifying expectations for verbal engagement, while others integrate awareness of digital trends into discussions about communication styles. The goal often centers on fostering inclusive environments where students feel comfortable contributing without relying on non-verbal shortcuts.
One approach involves reframing participation to include diverse modes, such as written reflections or small-group work, reducing reliance on immediate verbal responses. This acknowledges that not every student processes information at the same pace or feels equally at ease in spoken formats.
Scientific Context and Evidence on Mewing
The foundational claims of mewing rest on principles of craniofacial development. Advocates argue that consistent tongue pressure against the palate can influence maxillary positioning and airway function. However, mainstream orthodontic organizations emphasize that evidence remains limited, particularly for significant aesthetic or structural changes in adults. Proper oral posture may support nasal breathing and overall myofunctional health, but it is not presented as a substitute for professional orthodontic care.
Universities with strong health sciences or dentistry programs sometimes host related discussions, exploring myofunctional therapy alongside conventional approaches. Students interested in the technique are encouraged to consult qualified professionals rather than relying solely on online tutorials.
For those exploring the practice, resources from established dental associations provide balanced overviews of potential benefits and limitations.
Strategies for Educators in University Settings
Navigating this trend effectively requires a blend of awareness, clear communication, and adaptability. Many instructors begin by familiarizing themselves with current student slang and behaviors through informal conversations or professional development sessions focused on Gen Z and Gen Alpha learners.
Practical steps include:
- Setting explicit norms at the start of the term regarding participation expectations and respectful communication.
- Using varied engagement methods, such as think-pair-share activities or digital polling tools, to lower barriers to involvement.
- Addressing specific instances privately and constructively when the gesture appears to hinder group dynamics.
- Incorporating education on digital literacy and the evolution of online trends into course content where relevant.
These approaches help maintain seminar quality while respecting students' autonomy in personal habits that do not disrupt others.
Student Voices and Cultural Considerations
Interviews and campus discussions reveal diverse motivations. Some students practice the tongue posture for perceived long-term wellness benefits during extended study periods. Others adopt the gesture playfully among peers or as a coping mechanism in demanding academic environments. Cultural backgrounds influence how openly these behaviors are discussed or displayed.
International students may encounter the trend differently, blending it with their own communication styles. Universities promoting inclusive practices often benefit from recognizing these variations and creating spaces for open dialogue about evolving norms.
Broader Implications for Higher Education
The mewing trend exemplifies larger shifts in how digital culture intersects with traditional academic structures. As universities adapt to hybrid learning, mental health awareness, and changing student expectations, understanding phenomena like this becomes part of effective pedagogy.
Positive outcomes can emerge when institutions treat such trends as opportunities for conversation rather than solely as disruptions. Discussions around posture, breathing, focus, and respectful interaction can enrich seminar experiences and equip students with lifelong skills.
Future Outlook and Recommendations
As social media continues to evolve, new iterations of posture-related or signaling behaviors will likely appear. Higher education institutions that stay attuned to these developments through student feedback, faculty training, and interdisciplinary collaboration will be better positioned to support vibrant seminar cultures.
Encouraging evidence-based approaches to personal wellness, combined with strong emphasis on active participation, offers a constructive path forward. Resources on effective classroom management and student engagement remain valuable for faculty seeking to optimize seminar environments.
Ultimately, the goal remains creating spaces where learning thrives through genuine exchange, supported by awareness of the cultural currents students navigate daily.
