During the last decade, the use of social media has dramatically changed the way we interact. The aim of this study is to see if, and if so how, there are differences in how social media has been used by teachers over a decade. Based on an umbrella review we provide an overview of how research has developed from 2013 to 2023. During this decade 854 reviews were conducted, of which 91 were thoroughly read and 63 remained for analysis. We found that the research focus on ‘academic performance’ and ‘use’ were the most common, reoccurring, and non-changing themes in the literatu rereviews over the years. This demonstrates that these questions are at the core of research on social media in schools. ‘Academic performance’ is admittedly difficult to measure, and we call for more rigorous methods in trying to assess social media’s role in the matter - such as e.g., statistical analyses on large student populations or controlled experiments. The research overviews on social media ‘use’ do not make the connection to academic performance and we suggest that this is a viable way forward for capturing ‘academic performance’. Finally, we suggest that future research should consider OpenAI, especially the ChatGPT's language-generation models, as social media.