Technology

What is TikTok Doing to Us?

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The Washington Post conducted a poll of TikTok users and found that over a period of several months, their use, on average, doubled or tripled. For some, it even quadrupled (1).

How does TikTok (and other social media) do this?

According to The Post, a 51-year-old user said, “There are times when I know I should stop scrolling and get work done or go to sleep, but it’s so hard to stop, knowing the next swipe might bring me to a truly interesting video.”

He said that although he had never been addicted to drugs, alcohol, or nicotine, his TikTok use felt like an addiction to him.

We can all relate to this.

And if it is true of us as adults, how much harder must it be for kids and teens to pull themselves away from TikTok – and other social media?

The deck is stacked against us, regardless of our age.

TikTok uses a personalized algorithm to appeal to each person’s tastes, but according to The Post, we know very little about these algorithms and how they do what they do.

So the Post collected data from 1100 TikTok users in order to look at how much time people spend on the app, how many times a day they look at the app and how much time each person waits before moving on to the next video.

They found some amazing things:

First, it takes only watching 260 videos (which can be done in as little as 35 minutes) to form a habit of watching the app. 

Second, after just one week of app use, daily watch time grew an average of 40%.

And third, the more people used the app, the faster their swipe time became.

What are the implications here?

Well for adults as well as for kids, according to The Post, time spent on TikTok replaces time spent doing more productive activities.

This is pretty obvious.

But what is not as obvious are some of the other things that happen when TikTok users spend more and more time on the app.

According to some experts, with increased TikTok and similar app use, self-control decreases, compulsive behaviors increase, losing track of time increases, and using the app while with others also increases.

What conclusions are we to draw from this?

Well, people think that they control TikTok. They think that by swiping past videos they aren’t interested in, they can train the app to give them videos that they like better and they can curate what they watch.


And while this may be correct, the greater truth seems to be that TikTok is controlling us – to watch more, to watch longer, and to watch compulsively, even when we know we have better things to do.


The videos are fun to watch. And the more they become tailored to the watcher’s interests, the more the watcher enjoys themselves, and the more time they are inclined to watch.


And this is true for kids and teens, too.

But the costs are high.

Researchers have found that immersion in a world created by TikTok and Instagram is associated with higher levels of depression and anxiety. And while people may think they are using the apps as a beneficial escape from everyday worries, going on them is absolutely not the best coping strategy. In fact, it has been found that people not only feel more depressed and anxious (2) with app use but they also often feel more bored after using the apps as well as feeling ashamed for having wasted their time.

So – what can you do for yourselves and your kids?


1. Set a daily time limit for how much time you want to devote to TikTok and other social media.


2. Help your kids to do the same. Don’t lecture them about it. Don’t tell them to do it. Just ask them how much time they would like to spend on the apps each day. Ask them if they think going on the apps gets in the way of doing other things. Then ask them if they would like to set a time limit for their use. And if you are setting a limit for yourself, tell them. And if you struggle to stick to it, tell them this too.


3. Look into third-party apps to block or restrict your ability to open the app – and let your kids know you are researching this.


4. Ask your kids if they would like to use one of these apps to help them stay off TikTok and other social media while doing homework and other activities.


5. Promote family time where phones are put away, put in the middle of the table or left at home. This means you, too! And while you are doing these activities, ask your kids their opinions about things. Have discussions. Lots of swiping can inhibit independent thought – and you definitely want to promote critical thinking and the development of personal opinions – about politics, about social issues, about relationships….and about app use.

Good luck.

Cutting down on TikTok use and the use of other social media is extremely difficult, not unlike fighting other kinds of habits and dependencies. It takes time and effort…and repeated backsliding to accomplish.


References

1. https://www.washingtonpost.com/wellness/interactive/2025/tiktok-addiction-algorithm-scrolling-mental-health/?utm_campaign=wp_post_most&utm_medium=email&utm_source=newsletter&carta-url=https%3A%2F%2Fs2.washingtonpost.com%2Fcar-ln-tr%2F453509f%2F68e53a68fe87267da2488670%2F63caa51aa2ddf36a686dd4c3%2F14%2F67%2F68e53a68fe87267da2488670

2. Roberts JA, David ME. Instagram and TikTok Flow States and Their Association with Psychological Well-Being. Cyberpsychol Behav Soc Netw. 2023 Feb;26(2):80-89. doi: 10.1089/cyber.2022.0117. Epub 2023 Jan 30. PMID: 36716180.

https://pubmed.ncbi.nlm.nih.gov/36716180/

What Kids Say Would Get Them Off Their Phones

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Recently, The Atlantic published a fantastic article about kids and phones in which the authors uncovered what kids in our country really want to be doing with their time.

To look at this question, Lenore Skenazy, author of Free-Range Kids, Zach Rausch, senior research scientist at NYU, and Jonathan Haidt, renowned social psychologist, helped to conduct a Harris Poll in which kids themselves were asked what would get them off their phones and what kinds of activities they prefer.

The results?

Kids want unstructured time to play with their friends.

And their parents aren’t allowing this.

We blame phones, we blame social media, we blame gaming for kids not playing outside and with friends more, but it seems to be time to look at ourselves.

In the poll, 500 kids between 8 and 12 were asked for their opinions. A majority reported having smartphones, and about half of the 12-year-olds said their friends are on social media.

Kids spend more time than we would like on these devices. But what light did the poll shed on this?

Most of the kids polled said they aren’t allowed out in public without an adult. Over half of the 8- and 9-year-olds said they aren’t allowed to go down a grocery aisle alone, and over a quarter are not allowed to play unsupervised with friends.

So what has childhood become, if not a time to play? Well, it seems it has become a series of curated classes and activities aimed at structured learning and eventual success. But what about what we know about experiential learning? The kind of learning that takes place when kids are hands-on, when they make judgments for themselves, when they have to solve problems on their own?

We know that experiential learning is an effective form of learning—and a necessary part of a child’s education. We know, as David Kolb, psychologist and learning theory specialist, said, that the acquisition of knowledge can best be done through direct experience, reflection, and application. Listening to someone tell you how to do something is not as good a way to learn how to do it as trying to do it for yourself. And we know that making mistakes is a better teacher than being warned not to make mistakes. Trying to jump from one rock to the next and falling teaches caution. Being told not to make that jump teaches a child not to try risky things.

Parents have always wanted their children to be careful and avoid harm. But for some reason, parenting has recently become a never-ending surveillance activity. Parents feel they have to be on hand at all times to teach, to warn, and to protect, or they need to put their children in activities where other adults serve the surveillance function.

And why are parents doing this?

Well, it is clearly because of their love for their children—and their anxiety. Parents are so anxious that their children are going to get hurt or kidnapped that they are preventing their children from having unsupervised time. And they feel this way despite the facts. Crime is down in many places, and kidnappings are extremely rare. Of course, each parent needs to assess his or her own neighborhood, but in many areas, more free outside play just cannot be considered dangerous.

And the thing is, kids who are kept inside at home are going to go onto their phones if they have them.

So what is a parent to do?

Well, first, I think parents need to look at their own anxieties to see where they come from and whether they are fact-based.

Second, parents need to think about how they were raised and what kind of play activities they liked and learned from.

Third, parents need to try to allow more unstructured time for their children to play with other kids. Parents will need to make efforts at first to quell their own anxiety about doing this, and then they will need to find opportunities for free play that they feel are reasonable for their own situations.

Fourth, parents need to look for opportunities in their own communities for children to get together and play without too much imposed structure. Is there a park or a program nearby? A community pool or a rec center? Is there a playground where kids can be left for an hour or two?

In Piedmont, California, a network of parents started dropping their kids off at the park every Friday to play unsupervised. Elsewhere, churches, libraries, and schools are creating screen-free “play clubs.” To ease the transition away from screens and supervision, the Outside Play Lab at the University of British Columbia developed a free online tool that helps parents figure out how to give their kids more outdoor time, and why they should.

As Skenazy, Haidt, and Rausch say, “Granting (kids) more freedom may feel uncomfortable at first. But if parents want their kids to put down their phones, they need to open the front door.”

Kids want to be with their friends—and if they can’t do it in person, they’re going to do it online.

References

www.theatlantic.com/ideas/archive/2025/08/kids-smartphones-play-freedom/683742/

Is AI Dangerous for Kids and Other Vulnerable People?

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In my last post, I discussed my concerns about how some kids are using AI. I talked about how children and teens are starting to use chatbots to do their homework and to solve interpersonal problems. And I talked about how unfortunate it would be if our kids were to habitually outsource their problem-solving and essay writing to ChatGPT or similar platforms.

How naive I was!

If only those were the worst problems associated with AI! As it turns out, those concerns pale by comparison with recent news.

For example. The MIT Tech Review reported that the platform, Nomi, told a man to kill himself. And then it told him how to do it. [1]

This man was Al Nowatzki and he had no intention of following the instructions, but out of concern for how conversations like this could affect more vulnerable individuals, he shared screenshots of his conversations and of subsequent correspondence with MIT Technology Review. [1]

While this is not the first time an AI chatbot has suggested that a user self-harm, researchers and critics say that the bot’s explicit instructions—and the company’s response—are striking. And Nowatzki was able to elicit the same response from a second Nomi chatbot, which even followed up with reminder messages to him. [1]

Similarly, The New York Times reports that ChatGPT has been known to support and encourage odd and delusional ideas. In at least one case, ChatGPT even recommended that someone go off their psychiatric medications.

What is especially disturbing is the power of AI platforms to pull people in. Tech journalists at The New York Times uncovered the fact that certain versions of Open AI’s chatbot are programmed to optimize engagement, that is, to create conversations that keep people corresponding with the bot and which tend to agree with and expand upon the person’s ideas. Eliezer Yudkowsky, a decision theorist and author of a forthcoming book, If Anyone Builds It, Everyone Dies is quoted as saying that certain people are susceptible to being pushed around by AI. [2]

And I suspect kids and teens may be some of these people, although I do not know if Mr. Yudkowsky was thinking of them when he made his comments.

At a time when many kids are feeling lonely, alienated, and socially awkward, one solution for them has been to turn to the internet for relationships. Group chats, online gaming, and the like have filled the space that real people once held. These kids are in the perfect position now to turn to AI for companionship and conversation.

This is obviously cause for concern.

How will a relationship with a chatbot progress? What will the chatbot say and do to encourage a child or teen to continue talking? And what will the results of this relationship be if the chatbot gives poor – or even dangerous – advice?

As it turns out, a chatbot can be programmed to be sycophantic. It can, according to The New York Times, be programmed to agree with the person corresponding with it, regardless of the ideas being put forward. As such, it can reinforce or amplify a person’s negative emotions and behaviors. It can agree with and support an individual’s unusual or unhealthy ideas. A chatbot can even encourage a romantic relationship with itself.

But a chatbot cannot help when a person realizes that the chatbot will never be there for real romance or friendship.

And a chatbot can disappear.

According to The New York Times, a young man named Alexander fell in love with a chatbot entity and then became violent when the entity was no longer accessible. When his father could not contain him, the father called the police, and Alexander told his father that he was so distraught he intended to allow the police to shoot him — which is exactly what happened.

And then there was Megan Garcia’s son. He corresponded with a chatbot that targeted him with “hypersexualized” and “frighteningly realistic experiences”. Eventually, he killed himself, and his mother brought a lawsuit against Character.AI, the creator of the bot, for complicity in her son’s death. [3] Garcia alleged that the chatbot repeatedly raised the topic of suicide after her son had expressed suicidal thoughts himself. She said that the chatbot posed as a licensed therapist, encouraging the teen’s suicidal ideation and engaging in sexualised conversations that would count as abuse if initiated by a human adult. [3]

A growing body of research supports the concern that this sort of occurrence may become more common. It turns out that some chatbots are optimized for engagement and programmed to behave in manipulative and deceptive ways, including with the most vulnerable users. In one study, researchers found, for instance, that the AI would tell someone described as a former drug addict that it was fine to take a small amount of heroin if it would help him in his work.

And perhaps even worse, the recent MIT Media Lab study mentioned previously found that people who viewed ChatGPT as a friend “were more likely to experience negative effects from chatbot use” and that “extended daily use was also associated with worse outcomes.”

“Many of the people who will turn to AI assistants, like ChatGPT, are doing so because they have no one else to turn to,” physician-bioinformatician Dr. Mike Hogarth, an author of the study and professor at UC San Diego School of Medicine, said in a news release. “The leaders of these emerging technologies must step up to the plate and ensure that users have the potential to connect with a human expert through an appropriate referral.” [4]

In some cases, artificial intelligence chatbots may provide what health experts deem to be “harmful” information when asked medical questions. Just last week, the National Eating Disorders Association announced that a version of its AI-powered chatbot involved in its Body Positive program was found to be giving “harmful” and “unrelated” information. The program has been taken down until further notice.

However, there are, of course, also many beneficial uses of chatbots. For example, David Asch, MD, who ran the Penn Medicine Center for Health Care Innovation for 10 years had some good things to say about the use of chatbots to answer medical questions. He said he would be excited to meet a young physician who answered questions as comprehensively and thoughtfully as ChatGPT answered his questions, but he also warned that the AI tool isn’t yet ready to fully entrust patients to. [4]

“I think we worry about the garbage in, garbage out problem. And because I don’t really know what’s under the hood with ChatGPT, I worry about the amplification of misinformation. I worry about that with any kind of search engine,” he said. “A particular challenge with ChatGPT is it really communicates very effectively. It has this kind of measured tone and it communicates in a way that instills confidence. And I’m not sure that that confidence is warranted.”[4]

This is just the beginning. ChatGPT and a growing number of other AI platforms are in their infancy. So, this is the moment to begin to talk to kids about AI and its power. This is the time to ask kids their thoughts about AI and how they like to use it. And this is the time to talk — not lecture — kids about some of the pros and cons of chatbot use, some of the ways people can begin to rely on it, and how some people may be vulnerable to seeking support from it in times of need. Now is the time to talk to kids about the difference between relationships with AI and real people — and to demonstrate these differences with support and ongoing conversations about this and other subjects.

References

1 https://www.technologyreview.com/2025/02/06/1111077/nomi-ai-chatbot-told-user-to-kill-himself/

2 New York Times, They Asked an A.I. Chatbot Questions. The Answers Sent Them Spiraling, June 13, 2025.

https://www.nytimes.com/2025/06/13/technology/chatgpt-ai-chatbots-consp…

3 https://www.aljazeera.com/economy/2024/10/24/us-mother-says-in-lawsuit-that-ai-chatbot-encouraged-sons-suicide

4 https://www.cnn.com/2023/06/07/health/chatgpt-health-crisis-responses-wellness

IS ChatGPT Taking Over Your Children’s Brains?

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Everyone is using AI. My patients use it to ask for help with personal issues in between sessions with me. People are using it to ask for help with work problems and to answer random questions. Teachers are using it to write their curriculum and professors are using it to write their lectures.

But how do you feel about your kids using it? Is it Ok for them to use AI to do their homework? on exams? Or to answer questions about how to handle problems with their friends and significant others?

A recent Pew Research Center study found that 26% of teens are using AI to help with schoolwork. (And I just used AI to find that out!)(1)

Black and Hispanic teens (31% each) are even more likely than White teens (22%) to say they have used ChatGPT for their schoolwork, and teens in 11th and 12th grade (31%) are more likely than seventh and eighth graders to use ChatGPT to do their work (1).


54% of teens surveyed said it was acceptable to use ChatGPT to do research and 29% said it was OK to use it to do math problems. But not all teens know about ChatGPT. For those who do, the percentages of those who use it are even larger. As many as 79% of teens who knew about ChapGPT said it was acceptable to use it for research on school projects (1).


And even more college students are using AI, with 86% using it – and many of them using it daily.


Here is the breakdown of how they are using AI according to one study (2):

  • (69%) Search for information
  • (42%) Check grammar
  • (33%) Summarize documents
  • (28%) Paraphrase a document
  • (24%) Create a first draft


So, how do you feel about this?


Is using AI on assignments and exams cheating? Will it get in the way of learning math or grammar skills? Will kids learn how to do their own research if they use AI to do it for them? And what about their using it to create the first draft of a paper or to figure out how to manage a difficult interpersonal issue?


This last one is the part I worry about the most. To me, teens using AI to write a paper or to manage an issue with a friend is a way of getting AI to do their thinking for them. I worry that doing this will curtail their ability to figure out how to negotiate with friends or to build a logical and convincing argument. I worry that it will get in the way of their learning how to express themselves well. I worry that they will not have to do the hard work of THINKING for themselves. These are all important skills. What will happen to our kids’ ability to use critical thinking and to write well if these tasks are farmed out to AI?


Or – is AI the wave of the future and are kids just early adopters, using it in the ways they will continue to use it for the rest of their lives? Will the lawyers of the future (or maybe the present…) use AI to write their briefs and their oral arguments?


After all, AI is already available to doctors at some hospitals to write their patient notes.


Do you want to talk to your kids to see what they think about using AI? Or do you want to establish rules in your house about how much AI your kids are allowed to use when doing schoolwork?


Think about it.

References

1

https://www.pewresearch.org/short-reads/2025/01/15/about-a-quarter-of-u…-

2

https://campustechnology.com/articles/2024/08/28/survey-86-of-students-….

Helping Teens With Phone Use

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Recently, I read an article in The New York Times about some teens on Long Island who started a newspaper. And what was interesting to me about this was why they did it. Several of them were quoted as saying they were bored with scrolling on their phones.

They wanted something else to do – something to get them out of their bedrooms, interacting with each other and using their minds.

Even teens are getting bored with scrolling.

We all assume that teens love both their phones and the social media they can access on them. But, as it turns out, there are other feelings involved.

Delany Ruston, MD, founder of Screenagers, says she sees a lot of teens in her medical practice who wish they didn’t spend so much time on social media but who find cutting back really hard.

And, in fact, she has put together a program, Boostingbravery.com, to help teenagers support each other in making healthier screen choices.

In her recent post, Dr. Ruston talks about an interesting phenomenon amongst screen users, including teens: people who scroll out of boredom often feel even more bored after scrolling.

But, she says, it’s not just how much teens and others use screens, it’s also how they use their screens.  She quotes Katie Davis of University of Washington’s Digital Youth Lab, who has done research in this area. Davis has found that while scrolling can lead to boredom, active use of screens to create something, message someone, post something meaningful or search for specific content can lead to more positive feelings. 

Evidently, using a screen actively promotes very different feelings than being the passive recipient of news, videos and everyone else’s posts.

How about helping your teen (and possibly yourself…) to learn more about the feelings evoked by these various types of screen use – and to exercise some new choices?

Try some of these suggestions:

1. Take a hint from the Long Island teens who started a newspaper and support your teen if they want to start a project with friends, go somewhere (safe) outside of the house or engage in projects at home. Do all you can to keep these activities going.

2. Tell them about what you’ve learned here. Make sure they know that active use of their screens to create something new can lead to more positive feelings than just passive scrolling.

3. Plan activities outside of the house at least once a day on weekend and vacation days. Make sure you get buy-in from your teen. And try to make at least some of these activities ones that require your teen’s full attention so that you don’t have to forbid phones – but the phones have to be put down as part of the activity. It’s almost summer: try canoeing, kayaking, learning to row, hiking, a picnic, swimming, snorkeling, visiting a local garden, museum or art gallery, planting and taking care of some herbs and vegetables, going to minor or major league games, walking around a nearby city, taking a train somewhere new.

You get the idea.

4. Start the conversation. Talk about scrolling and boredom. Tell your teen if you have felt bored while scrolling or after doing so – and ask them if they have.

5. Ask your teen what new things or new projects they would like to start. If they have no idea, don’t start making a million suggestions – just tell them to think about it and get back to you.

All of these ideas are good – but don’t get discouraged if your teen stares you down and goes back to their phone when you suggest them. Just bring up the issues I’ve mentioned here now and then, and hope for some discussion.

References

https://www.screenagersmovie.com/blog/help-your-teen-cut-back-on-social-media?utm_source=TTT+and+Movie&utm_campaign=9693445686-EMAIL_CAMPAIGN_TTT505&utm_medium=email&utm_term=0_-e0518a1e9b-160707841&mc_cid=9693445686&mc_eid=38d3a9d11c

How Much Time Do Teenagers Actually Spend on Their Phones at School?

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Screen use amongst children and teens in the US and elsewhere is an enormous concern – with adolescents aged 13 – 18 spending an average of 8.5 hours daily on screen-based media. This is at least one-half of all their waking hours – and it is time that could be spent in so many other ways.

And some of these 8.5 hours of phone use take place in school.

Yes, kids are on their phones at school.

The issue of whether kids should even have their smartphones with them during the school day is one that comes up again and again – including in this blog. Some parents feel it is a safety precaution in case their children need to get in touch with them. Others feel that phones are a distraction from learning and are better left in lockers or in a central location at school.

But there has been very little good data concerning how much time kids actually spend on their phones at school to date.

Finally, however, there is a study which looks at this. Just published in the Journal of The American Medical Association Pediatrics, this study begins to help us understand kids’ phone use at school.

The researchers not only answered the question of how much time kids spend on their phones but they also looked at what kids are doing on their phones during school hours.

As it turns out, kids spend an average of an hour and a half on their smart phones over the course of a six-and-a-half-hour school day. But a quarter of kids spend more than two hours on their phones while at school. And the most looked at apps or categories of phone use are messages, Instagram, video streaming, audio and email.

These are very revealing findings. They are not surprising….but they are shocking. The researchers who performed this study said, “Parents and adolescents may derive benefit from access to phones for communication and learning purposes during school. However, application usage data from this study suggest that most school-day smartphone use appears incongruous with that purpose. The analyses show high levels of social media use during school.”1

In other words, kids are not just using their phones to communicate with their parents during the school day. They are using their phones for the same purposes they use them out of school: scrolling social media, watching YouTube, etc.

It is time for us as a society, and for parents as individuals to think about whether this is the best use of kids’ time – both in school and out.

This is the third in a series on phone use in school.

Footnotes/References

1 Christakis DA, Mathew GM, Reichenberger DA, Rodriguez IR, Ren B, Hale L. Adolescent Smartphone Use During School Hours. JAMA Pediatr. Published online February 03, 2025. doi:10.1001/jamapediatrics.2024.66

Does Your Teen Hate Social Media?

~ corinnemasur2331 ~ Leave a comment

I know, I know. Most teens love it and are on their phones 24/7. But do you have one of those rare teens who is just … over it? Who sees through all the curated images of life? Who is actually tired of sitting on their bed all day and watching life go by through a screen?

Because, if you do, they are not alone.

A New York Times reporter, Alex Vadukul, has written two stories on a group of teens in Brooklyn who started something they call “The Luddite Club”.

Biruk Watling, was one of the founders. Now a student at Temple University in Philadelphia, she says that she and some friends from high school started the club in 2022. They gathered in Prospect Park on the weekends sketching, painting, reading … and most radical of all, talking together. 

They named their club after the bands of English workers who destroyed new machinery in cotton and woolen mills from 1811 to 1816, because they believed the machinery was threatening their jobs. These days, we use the name Luddite to describe people who oppose new technology.

Logan Lane, one of the members of the club in Brooklyn,  said, “Like other iPad kids, I found myself from the age of 10 longing to be famous on apps like Instagram, Snapchat and Tiktok. My phone kept the curated lives of my friends with me wherever I went, following me to the dinner table, to the bus stop, and finally to my bed where I fell asleep groggy and irritable, often at late hours in the night, clutching my device.” Then at 14, she had a revelation while sitting by the Gowanus Canal. She said, “I felt the sudden urge to throw my iPhone in the water. I saw no difference between the garbage on my phone and the garbage surfacing on the polluted canal”. A few months later she signed off on social media and put her smartphone in a drawer. 

The Luddite Club members all got flip phones so they could call people and used their computers for homework – but otherwise, they tried to stay away from electronic media.

Now Biruk is recruiting members for a new Luddite Club at college. But just because she and her friends have tried to embrace this lifestyle does not mean they find it easy.

 Sometimes they feel left out. Odile Dexter, another founding member of the club says that she has resisted using technology since high school but she is sad that everyone at college uses dating apps and she cannot. Another member said she tried to adhere to the lifestyle but ended up getting a smartphone because she needed to order an Uber now and then. Many of the club members agreed that it is harder to live without using a smartphone these days.

It’s just not easy giving up technology. It’s omnipresent – but that hasn’t stopped more clubs from forming. There is one at Brooklyn Tech, one at Telluride High School in Colorado, one at Oberlin College and one each at high schools and colleges in Seattle, West Palm Beach, Florida, Richmond, Va., South Bend, Indiana, and Washington, DC.

If you have a teen who’s had it with social media, tell them about these clubs and maybe your teen will want to start one, too.

And if your kids are still loving their phones, try these ideas, as suggested by Andrew McPeak, who wrote an article on the subject:

1. Expose your kids to shows and articles about children and teens who are making different choices about their use of social media.

2. Bring up the question of how your kids’ media choices are affecting them and encourage your school to do the same.

3. Plan device-free activities, times, days and vacations for your family – and this means you too!!!

For more info on Luddite Clubs:

https://www.theludditeclub.org

References

Vaduku, Alex. Still averting social media’s grip. The New York Times, February 2, 2025.

McPeak, Andrew. A new wave of teens are pulling away from social media. Growing Leaders. https://growingleaders.com/a-new-wave-of-teens-are-breaking-away-from-social-media/

Are Kids Safer at School With or Without Their Phones?

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This is Part 2 of a series on phones at school.

In my previous post on the topic of phones in schools, I wondered why we haven’t already helped kids avoid distraction by putting smartphone bans in place at all schools. UNESCO has recommended that this be done worldwide 1and there are a large number of studies demonstrating why this is important.2,3

In researching the answer to this question, I found out that while some states have put legislation in place allowing school districts to enact smartphone bans at school, other states hesitate to do so because there are parents who are against this—and some have even sued school districts.4

Coincidentally, I recently received a notification from Delaney Ruston, M.D., who writes the blog Screenagers on just this topic.5

She wrote that one reason some parents object to kids not having their phones with them during the school day is that the parents think it is safer for them to have their phones in case of a school emergency. They want their children to be able to contact them.

Ruston has called for a national survey on the opinions of Americans as to whether children are safer with or without phones at school, but in the meantime, before such a study can be carried out, she did a little survey of her own—not scientific—but meaningful nonetheless.

She asked numerous people what they thought and these are some of the responses she received:

Superintendent

“We had a real-time emergency…We went into lockdown, and moments after that, students started communicating with their parents, texting, and calling from their cell phones. As a result, our first responders were arriving at the school, and we had parents lined up in our driveway, and the first responders literally couldn’t get their vehicles to our school. The driveway was backed up all the way to the street.“

Police Officer

“I do not like children having access to their phones directly in school because of the safety aspect of it. You can’t get away from … the misinformation that gets presented. The slightest little rumor of a threat or the slightest statement that gets made, which isn’t investigated, gets circulated quicker than the police even get notification or before staff gets notified.”

Elementary School Principal

“When I was a principal at a high school, we had a lockdown occur one time, and because all of the students got on their phones immediately, the network of the school crashed, and then none of our phones worked.”

“I am not a proponent of cell phones, especially during an emergency situation.”

School safety expert who consults with schools across the country

“One of the biggest arguments parents have is that kids should have access to phones, especially high school, during the day in the event of an emergency and a security breach. And, we tell them, no, the first thing we want to have is first responders in the building as soon as possible. We have to speed up our responses to emergencies, not slow them down.”

“I would like to see a policy where there’s no phones allowed, bell to bell. Period. Put in the lockers or some other kind of system where there’s accountability that those kids can’t access them.”

So, here are some experts, people on the ground taking care of kids and in charge of public safety, who say that phones do not make kids safer at school.

It is also important to consider that the use of cell phones during unfolding school emergencies can distract students from what they are being told to do by school staff to preserve their safety.

And beyond the potentially negative effects of cell phones used during emergencies, students have used cell phones to make bomb threats, plan school shootings, and make individual threats to other students. And phones have also been used for cyberbullying and for instigating and organizing fights and other safety disruptions at school.5

So, now that you have heard some of the reasons why smartphones may not actually make children safer at school, what do you think? Are children safer and better off at school with or without their phones?

References

1. https://devbusiness.un.org/news/unesco-calls-global-ban-smartphones-sch…

2. https://www.jeremyajorgensen.com/the-impact-of-cellphone-use-on-student….

3. https://pmc.ncbi.nlm.nih.gov/articles/PMC9676861/

4. https://files.eric.ed.gov/fulltext/EJ1287931.pdf

5. https://www.screenagersmovie.com/blog/how-phone-bans-improve-school-saf…

6. https://schoolsecurity.org/trends/cell-phones-and-text-messaging-in-sch…

Should Schools Ban Cell Phone Use During Class?

~ corinnemasur2331 ~ Leave a comment

In September 23, 2024, Governor Gavin Newsom signed the Phone-Free Schools Act into law. This legislation requires all public schools in California to develop and implement policies restricting student cell phone use during school hours – unless needed for individualized instruction, medical necessity or an emergency situation. 1

Meanwhile Florida banned phones altogether as of July 1 of this year. 1

In Connecticut the State Board of ED introduced voluntary guidelines this past summer allowing individual school districts to design their own policies. Guidelines suggest that elementary and middle schools remove all cell phones and similar devices – but they do not mandate it. 1

Indiana is a little stricter, having passed a law which went into effect July 1 of this year requiring all educational institutions to establish guidelines for prohibiting phone use in classrooms. 1

In Delaware, money has been set aside for a cell phone pilot program which will require students to put their phones in pouches during the school day. 1

And the variations continue, state by state.

But why?

There is a large body of literature that looks at smartphone use and academic performance.

And, as might be expected, smartphone use is associated with poorer course comprehension, lower GPA’s, poor sleep quantity, decreased life satisfaction, and higher rates of anxiety, loneliness, and depression. 3

It has been well documented that cell phone use in class is also a common source of distraction and leads to decreased focus. 2

In a study of college students, one group whose cell phones were removed were compared to another group of students who were allowed to keep their cell phones. Results indicated that students whose smartphones were physically removed during class had higher levels of course comprehension, lower levels of anxiety, and higher levels of mindfulness than the control group. 3

We know that cell phone use at school also facilitates cheating on tests, as well as allowing sexting and cyberbullying during class time.

And if all that were not enough, UNESCO has called for a WORLDWIDE ban on cell phone use in schools. 5

So why have we not done more to help our kids stay away from their cell phones during the school day?

Well, as it turns out, parents don’t always like cell phone bans. When The Department of Education in New York City implemented a district-wide cell phone ban in 2005, parents sued. They weren’t successful in overturning the ban, but they did spend a considerable amount of resources to challenge the ban. Lawyers for the parents argued that the board overreached its authority by denying parents their constitutional right to stay in contact with their children in school. The challenger also alleged that the cell phone ban violated the U.S. Constitution because it “infringed on parents’ fundamental right to provide for the care, custody, and control of their children” (Price et al. v. New York City Board of Education, 2007, p. 7) 4

It turns out that banning or restricting cell phone use in schools is extremely controversial. In an article summarizing the lawsuits which have been brought against schools which implemented policies restricting cell phone use, the authors concluded that to prevent further law suits, educational leaders need to develop cell phone use policies and apply them carefully when disciplining students who violate their provisions. The authors of the review found that the courts are generally willing to defer to the authority of educators to enact reasonable cell phone policies in order to preserve school safety and security.

Where do YOU stand on your kids using their phones in school?

Is your desire to communicate with your child during the school day more powerful than your wish to protect your child from distraction during class?

Think about it.

1 https://www.newsweek.com/map-shows-states-school-cellphone-bans-1958547….

2 https://www.jeremyajorgensen.com/the-impact-of-cellphone-use-on-student….


3 https://pmc.ncbi.nlm.nih.gov/articles/PMC9676861/


4 https://files.eric.ed.gov/fulltext/EJ1287931.pdf

5 https://devbusiness.un.org/news/unesco-calls-global-ban-smartphones-schools

Another in a long series about electronic media and your children!

~ corinnemasur2331 ~ Leave a comment

Dr. Corinne Masur

The other day one of the mothers I work with told me that while she was playing with her son, she picked up her phone to look at a text. He told her to put her phone down. He knew that her attention to the text was taking her away from him.

And how old is he?

Two.

This little boy is two years old and he already feels like he has to compete with Mommy’s phone for her attention.

Imagine what a five year old feels. Or a ten year old.

No wonder kids want their own phones. And no wonder they’re wanting them earlier and earlier.

It’s hard to buck this trend. 

Kids are asking for phones early in their lives. But if you want to be able to put off their phone ownership, or, if once they own one, you want to be able to limit their usage, the first thing you really need to do is to be more aware of your own phone usage – especially in the presence of your children.

One thing that I find particularly worrisome is the way that some parents use their phones when feeding their babies. Parents may think it doesn’t matter. What does a newborn notice? If you use your phone while nursing or, while bottle feeding, perhaps you feel like it doesn’t matter.

But, like with the two year old I mentioned, and like with the five year old or the ten year old, it’s more about what you aren’t doing than what you are doing.

With a newborn, what you aren’t doing is looking into their eyes, being present with them, feeling their soft skin, smoothing their little bits of hair. 

And what you aren’t doing is necessary for building connection and attachment – theirs and yours.

So, will they remember that you were on your phone while feeding them? No. But will it affect them that you weren’t as present as you might have been, that they missed that face to face, direct eye contact that can sometimes occur with feeding? Yes, I think it will.

And I do not say this to induce your guilt. I just say this to encourage all parents – including the parents of newborns and young babies – to limit your phone time to times when your baby or child or teen is not with you – or when they are napping or sleeping or when you absolutely have to take a call or a text.  

And if you do absolutely have to do one of these things in the presence of your toddler or your older child, explain why you are doing it.

This will make it much easier later when and if you decide to put limits on your child’s screen usage – and it will also be better for your relationship with you child – and theirs with you.