The internet is basically a giant talent show where the prizes are “likes,” “views,” and the occasional
sponsorship for energy drinks you can’t pronounce. Most viral trends are harmless (dance moves, recipe hacks,
pets wearing hats). But every so often, a “challenge” shows up that isn’t a joke, isn’t edgy-funny, and
isn’t something you can shrug off as “kids being kids.”
The so-called “Blackout Challenge” falls into the hard no category. Health experts,
pediatric organizations, and injury-prevention researchers have warned that intentionally depriving the brain of oxygen
can cause permanent injury and can be fatal. And the worst part? It can spread fast,
because it’s packaged in the most shareable format on Earth: a “trend.”
This article explains what the “Blackout Challenge” is, why it’s so dangerous, how it spreads, what warning signs
adults can watch for, and how to talk with kids in a way that actually works (spoiler: panicking doesn’t help,
but neither does pretending it’s “not a thing”).
What the “Blackout Challenge” isand what it isn’t
The “Blackout Challenge” is often described as a viral stunt where a person tries to make themselves pass out by
restricting oxygen to the brain. It has also been discussed under older names like the “choking game,” and it’s been
reported across social platforms, not just one app.
Let’s be extra clear about what it isn’t:
- Not a safe breath-holding contest.
- Not a prank that “only looks scary.”
- Not a harmless way to feel lightheaded.
- Not something that becomes safe because “everyone’s doing it.”
It’s a high-risk behavior that can cause sudden collapse, falls, and oxygen-related brain injury. Public health and
medical sources emphasize the same basic point: the brain does not negotiate with oxygen deprivation.
Why it’s so dangerous: your brain runs on oxygen (and it’s not flexible about it)
Your brain is an energy-hungry machine. It uses a large share of your body’s oxygen supply, and it expects that oxygen
delivery to be steady. When oxygen drops too lowespecially suddenlybrain cells can begin to fail. The longer the
brain goes without enough oxygen, the higher the risk of lasting damage.
Medical organizations describe this as hypoxia (low oxygen) or anoxia (no oxygen) in
brain tissue. Oxygen deprivation can contribute to confusion, loss of consciousness, seizures, and long-term cognitive
problems. In severe cases it can lead to permanent disability or death.
“Just a few minutes” is not a comfort phrase
One reason clinicians are so alarmed is that damage can begin quickly. Cleveland Clinic notes that brain damage can
start within minutes when the brain doesn’t get enough oxygenmeaning there’s no “safe window” to treat it like a
dare. And once someone loses consciousness, they can’t reliably protect themselves from further harm (falls, airway
problems, delayed rescue, and more).
It’s not only about the momentit’s about what follows
Even when a person survives an oxygen-deprivation event, recovery can be complicated. Some people may appear “fine”
at first, but later struggle with headaches, memory issues, concentration problems, mood changes, and school
performance. Others may experience more serious neurologic complications. Brain-injury organizations emphasize that
hypoxic/anoxic injuries can affect thinking, movement, emotions, and behaviorsometimes in ways that are subtle until
schoolwork or sports demands ramp up.
How it spreads: challenge culture, algorithms, and the “highlight reel” problem
A dangerous trend doesn’t need millions of participants to be a crisis. It only needs:
(1) a few viral clips,
(2) a recommendation system that loves engagement,
and (3) a teen brain wired to care deeply about what peers think.
In the U.S. Surgeon General’s Advisory on social media and youth mental health, officials note that social media use
is nearly universal among teens, and a sizable portion say they use it “almost constantly.” That level of exposure
creates a big “surface area” for harmful content to find its way into a feedeven if a child wasn’t searching for it.
Algorithms don’t understand “danger”they understand “interaction”
Many platforms use recommendation systems that learn from what people watch, rewatch, share, or comment on. Content
that triggers a big emotional responseshock, fear, laughter, outrageoften performs well. Unfortunately, dangerous
stunts can be “sticky” content.
In 2024, Reuters reported on a U.S. appeals court decision allowing a lawsuit to proceed in a case tied to a child’s
death allegedly connected to the “blackout challenge,” focusing in part on claims about algorithmic recommendations.
The legal details are complex, but the public takeaway is simple: how content is recommended matters, not just
what users upload.
Why kids click “watch again” even when they’re scared
This is the weird truth: fear can be engaging. Teens might replay a clip because it’s unbelievable, or because they
want to understand it, or because their friends are talking about it. The APA has discussed how social media can bring
both benefits and risks, and why science-backed guidance matters. The point isn’t to demonize phones; it’s to
recognize how design can amplify risky content.
Who is most at riskand why “good kids” still get pulled in
Parents often ask, “Why would a kid do something so obviously dangerous?” The honest answer is that adolescence is a
time when:
- Peer approval can feel as essential as oxygen (ironically).
- Risk can look like confidence.
- Group dynamics can override common sense.
- Curiosity can outrun cautionespecially online.
CDC reports and pediatric resources have long described similar oxygen-deprivation games among youth, with victims
often in early adolescence. That doesn’t mean “most kids do this.” It means the age group is especially vulnerable to
risky experimentation and social pressure.
Warning signs: what adults might notice (and what they might miss)
No single sign proves a child has tried a dangerous stunt. Many warning signs overlap with normal teen life (privacy,
mood swings, messy rooms, the sudden conviction that parents are “cringe”). Still, pediatric guidance emphasizes that
awareness matters, because early conversations can prevent harm.
Possible red flags that deserve a calm check-in
- Talking about “blackouts,” “passing out,” or “challenges” in a casual, joking way.
- Sudden interest in risky online stunts or “extreme” content.
- Secretive device use, especially around short-form video apps.
- Unexplained headaches, dizziness, confusion, or fainting-like episodes.
- Friends encouraging stunts, dares, or filming “for a trend.”
- A pattern of thrill-seeking that has escalated recently.
If a child ever loses consciousness or seems neurologically “off” afterward (confusion, persistent headache,
unusual sleepiness, behavior changes), that’s not a “wait and see” situation. Medical evaluation is important.
What to do if you think your child has seen itor tried it
1) Stay calm (seriously, calm is a safety tool)
If you come in hotconfiscating phones, yelling, demanding confessionsmany kids will do the one thing teens do best:
go underground. AAP resources on dangerous internet challenges encourage parents to focus on communication, safety,
and supervision rather than shame.
2) Ask open questions that don’t hand them a script to lie
Try:
“I heard about a dangerous challenge going around. Have you seen anything like that?”
“What are kids saying about it at school?”
“If someone dared a friend to do something risky, what would you want to happen next?”
These questions let a child talk about the social world firstwithout feeling accused.
3) If there was any loss of consciousness or concerning symptoms, get medical help
Oxygen deprivation can be life-threatening and can cause brain injury. If someone is unconscious, has trouble
breathing, or has alarming symptoms, call emergency services immediately. If symptoms are milder but concerning,
seek urgent medical evaluation. Don’t rely on “they seem fine now” as proof everything is okay.
4) Loop in your support team
If your child is in middle school or high school, involve the school counselor or nurse. If there are broader peer
dynamics at play, schools can help address it without singling your child out.
How to talk about the “Blackout Challenge” without accidentally marketing it
The goal is not to deliver a dramatic speech titled “The Internet Is Bad.” The goal is to help kids build a simple,
repeatable decision rule: If it messes with oxygen, consciousness, or the brain, it’s a hard no.
A conversation script that works better than a lecture
You: “I’m not bringing this up because I don’t trust you. I’m bringing it up because the internet can
put dangerous stuff in front of smart kids.”
You: “Some ‘challenges’ are basically dares with a camera. This one can cause brain damage or death.
I’m not okay with anything that risks your brainever.”
You: “If you ever see it, or someone mentions it, I want you to tell me. You won’t be in trouble for
telling the truth. My job is keeping you safe, not scoring parenting points.”
You: “If a friend is being pressured, what’s the easiest ‘exit line’ you could use?”
Then brainstorm a few:
“Nah, I’m not doing anything that can put me in the ER.”
“Nope. I’m not messing with breathing.”
“That’s not a challenge. That’s a risk.”
A practical digital safety playbook (that doesn’t require a PhD in Settings)
No parental control is perfect, because kids don’t live in a sealed bubblethey have friends, school devices, group
chats, and that one cousin who thinks rules are “optional suggestions.” But layered safety helps.
Use guardrails, not just rules
- Co-view short-form video sometimes. If you never see their online world, you can’t coach it.
- Set device routines (charging outside bedrooms at night, homework-first blocks, etc.).
- Turn on age-appropriate restrictions and review privacy settings together.
- Encourage reporting of harmful content. Kids should know they can flag dangerous videos.
- Teach “algorithm literacy”: “Your feed isn’t fate. It’s a machine guessing what you’ll watch.”
Common Sense Media’s guidance for parents emphasizes understanding how platforms work and setting boundaries that match
a child’s maturitynot just their age. The Surgeon General’s Advisory also encourages stronger safety measures and
stresses that independent safety evidence is still evolving, so families should act with caution.
What schools and communities can do (because this isn’t only a “home” issue)
One reason dangerous trends spread is that they’re social. That means schools and community groups can be part of the
solution, especially when they focus on prevention rather than sensational assemblies that accidentally make
the trend sound notorious.
Effective strategies schools often use
- Short, factual announcements that name the risk without describing “how it’s done.”
- Anonymous reporting channels for students who are worried about a friend.
- Peer leadership: older students modeling “we don’t do that here.”
- Clear protocols for responding to medical incidents and rumors.
- Parent communication that includes conversation starters and warning signs.
If a district already has digital citizenship lessons, this is a perfect real-world example: online popularity is not
the same thing as safety, and “viral” is not a credential.
The bigger picture: accountability, lawsuits, and what’s changing
Families, lawmakers, and health officials are increasingly asking whether platforms should do more than remove harmful
content after the fact. In recent years, states have filed lawsuits alleging some social media features are designed to
be addictive and harmful to youth. At the federal level, the Surgeon General has called attention to youth mental health
risks and urged stronger protections.
Court cases connected to alleged harms from viral challenges have also raised questions about the role of algorithmic
recommendations. These legal debates won’t solve everything overnight, but they do reflect a shift: more people are
scrutinizing not just what appears online, but why it appears in a child’s feed.
Bottom line: this is not a “trend” worth treating casually
The “Blackout Challenge” isn’t risky because adults “don’t get it.” It’s risky because it involves oxygen deprivation,
and the brain can be injured quickly when oxygen is disrupted. If you’re a parent, caregiver, teacher, coach, or older
sibling, your most powerful tools are: calm curiosity, clear boundaries, and repeatable safety messaging.
Kids don’t need a 40-minute lecture. They need a short, memorable rule they can use when the moment hits:
Anything that messes with breathing or consciousness is a hard nono exceptions.
of Real-World Experiences: What This Trend Feels Like on the Ground
When adults hear the phrase “Blackout Challenge,” the first reaction is usually disbelieffollowed by a very parental
version of panic that sounds like, “Why would anyone do that?!” But in many homes and schools, the experience starts
much smaller and quieter. It might be a vague rumor overheard in a hallway. A half-joking comment on the bus. A
reference in a group chat that makes no sense to adults but gets immediate recognition from kids.
Parents often describe an emotional whiplash: one day, everything feels normalhomework, sports practice, the usual
arguments about dishesand the next day, they discover that something dangerous is circulating among kids in the
background like invisible weather. The scariest part isn’t always the content itself; it’s realizing how quickly a
child can encounter it without searching for it. A friend shows a clip. An algorithm recommends something adjacent.
A “stitch” or reaction video includes enough context to spark curiosity. Suddenly, a risky stunt becomes a topic of
conversation at lunch.
In schools, staff members often talk about the “two-speed problem.” Adults move at the speed of policies and meetings.
Trends move at the speed of a swipe. By the time a school sends a measured email home, students may have already
watched, shared, and moved onor worse, dared someone to try it. That’s why the most effective school responses tend to
be fast, factual, and non-sensational: name the danger, reinforce a no-tolerance safety message, and create a safe way
for students to report concerns about friends.
Clinicians and counselors often describe another pattern: many kids who get pulled into risky challenges aren’t trying
to harm themselves. They’re trying to belong, impress someone, or prove they aren’t scared. That matters, because it
changes how adults should respond. If the conversation becomes “Only an idiot would do that,” kids who have seen itor
who feel pressuredmay stay silent to avoid being judged. A better approach is to treat it as a social problem with a
safety solution: “People will pressure you. Here’s how you exit. Here’s how you help a friend exit.”
Families who navigate these scares often learn a practical lesson: the goal isn’t perfect surveillance, and it isn’t
banning the internet. The goal is building a relationship where a child will talk before a situation turns dangerous.
That relationship is built in small momentswatching videos together sometimes, asking questions without mockery,
taking a kid’s online world seriously, and praising them when they make safe choices even if the moment seems minor.
The most hopeful stories tend to sound simple: a teen tells a parent, “People at school are talking about this weird
challenge.” A parent stays calm, listens, and says, “Thanks for telling me. That’s dangerous. Let’s figure out how you
can handle it if it comes up.” Then they practice a one-sentence refusal line like it’s a sports drill. And when the
moment arrives, the teen has something readyno freezing, no awkward laugh, no “maybe.” Just a clear, confident no.
That’s what prevention looks like in real life: not fear, but preparation.
