Addressing student technology and social media use in schools

By Katie Mileusnic Dahl

I was a child of the 80s and 90s, when freedom to roam, self-reliance and real-life interactions dominated. It was before the internet and technology took over, and before a play-based childhood morphed into a phone-based childhood. What is the impact of this change on childhood development? 

To learn more, I recently attended a book discussion at the Hudson Public Library about The Anxious Generation, an international bestseller by Jonathan Haidt. During introductions, a local senior shared that she often ‘feels invisible’ around her 10 grandchildren, as they focus solely on their devices. What a heartbreaking opening to an emotional and compelling conversation, and another opportunity for self-reflection on how technology is impacting relationships. 

While I encourage all parents to read the book, I will summarize it here. Essentially, it offers a clear diagnosis of today’s widespread epidemic of mental illness in our youth, backed by a great deal of research. It articulates the story about human childhood and two big mistakes many societies have made in recent decades: overprotecting children in the real world while under protecting them online. 

With social media platforms that are addictive by design combined with overprotective parents, there are alarming statistics in the rising rates of depression and anxiety. Rates of depression and anxiety in the US - fairly stable in the 2000s - rose by more than 50% in many studies from 2010 - 2019. The suicide rate rose 48% for adolescents age 10-19. For girls ages 10-14, it rose 131%. ( National Survey on Drug Use and Health (NSDUH)

The decline in mental health isn’t the only sign that something has gone awry: loneliness and friendlessness among American teens also began to surge around 2012, along with declines in academic achievement, including reading and math. This reversed decades of steady increases in reading and math scores. 

Further, while many young adults are thriving, they are also dating less, having less sex, and showing less interest in having children, while also being more likely to live with their parents. Many are also lacking the experiences that are essential for developing physical and social skills, like conflict resolution. This has vast economic and familial implications.  

It’s no surprise that there is one clear answer to what happened in the early 2010s that so overtly altered adolescent development and worsened mental health: It’s when adolescents in rich countries like ours traded their flip phones for smartphones and moved much of their social lives online.  

I have often used the analogy of comparing social media to smoking: “we went years before waking up and identifying the robust health implications of smoking. When will we see the same awakening for social media with kids? When are we going to put the safety and well-being of our youth first?”

Luckily, I am sensing a cultural shift towards awareness around kids and phones. We didn’t know what we were doing in the early 2010s, but now we do, and it’s time to address the impact of a phone-based childhood. As a parent, I’m fed up with what childhood has become - I’m tired of arguments about devices and my own behavior around social media and more. 

The book offers four norms to implement: 

1. No smartphones before high school

2. No social media before 16

3. Phone-free schools 

4. More independence, free play and responsibility in the real world 

I’ve heard from educators who say they cannot identify a single objective reason for cell phones to be on students during the day except specific exceptions for medical devices. Schools have emails and phones for family emergencies. Schools have 1-1 technology for middle and high school, integrated with curriculum, on school owned devices that have the necessary software for students. 

Cell phones are a constant distraction for kids, they create discipline and classroom management issues, and many teachers are ready to take a step back from electronics and that instant stimulus in our schools. Further, my sister-in-law, an educator at an area middle school that recently went phone-free, said the students are relieved, more engaged, more socially integrated and overall, happier. They have voiced relief at the change and expressed gratitude for removing that barrier to friendships and educational opportunities. 

Today, each child thinks they need a smartphone because “everyone else” has one, but if only half of a child’s sixth-grade class had one, parents would be more comfortable providing a basic flip phone, or no phone at all. Wait Until 8th is a great tool to start these efforts. Kids are craving more independence, more free play and exploration, and more responsibility in the real world - and social media inhibits all of these. 

As times change, timeless qualities of parenthood remain: the love and dedication parents have for their children. Please consider attending an upcoming mental health event hosted by the District with a viewing of Screenagers; the elementary edition. I have been so energized by the conversations I’ve had, and I know there is value in collective efforts to address smart phone use as a community.

This event will include information on navigating digital challenges: addressing social media, video gaming, and early exposure concerns. It will also provide healthy screen time habits and explore research-based solutions for managing screen use. Let’s work together to let kids be kids longer! Dinner is included and families are encouraged to attend together. 

Audience: K-7 grade youth, caring adult, staff, community members 

Thursday, Jan. 30 | 5:30-7:30pm
Hudson High School Auditorium
Please register using this link.