ABSTRACT Background: Social media platforms are increasingly recognized as both an opportunity and a challenge for individuals with intellectual disabilities. While these platforms can foster social inclusion, self-expression, and access to informal learning, they also present significant risks related to digital exclusion, cyberbullying, and privacy concerns. Method: This article presents a critical analysis of extant literature on the educational opportunities and risks associated with social media use among individuals with intellectual disabilities. Empirical studies, and systematic reviews were examined to synthesize current understandings of usage patterns, identified benefits, inherent barriers, and essential support needs. The analysis particularly emphasizes the disparities in research focus across different levels of intellectual disability. Results: Findings indicate that social media can significantly enhance social participation, peer relationships, and digital agency among people with mild and moderate intellectual disabilities, provided that adequate support from families, caregivers, and institutions is available. However, users with more profound intellectual disabilities remain underrepresented in research, and all groups face heightened vulnerability to online risks without targeted digital literacy education and systemic safeguards. Conclusion: To maximize the benefits and minimize the risks of social media for individuals with intellectual disabilities, it is essential to ensure equitable access, tailored digital literacy programs, and ongoing support from both families and institutions. Future research should address the diverse needs of this population, especially those with
Chimicz et al. (Mon,) studied this question.