Indiana Lawmakers Ban Cellphones in Class. Now It's Up to Schools to Figure Out How
10 Hacks to Boost Teens' Executive Function Skills and Manage Screen Time
So your tween wants a smartphone? Read this first
What happens when one twin scorns social media and the other embraces it
When parents practice good screen habits, it rubs off on the whole family
Three reasons teens need later school start times
Should Handheld Devices for Kids Under 12 Be Banned?
Parents Want Kids to Use Mobile Devices in Schools
Four Smart Ways to Use Cell Phones in Class
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Now It's Up to Schools to Figure Out How","publishDate":1712224848,"format":"standard","headTitle":"Indiana Lawmakers Ban Cellphones in Class. Now It’s Up to Schools to Figure Out How | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>School officials in Indiana are looking forward to class without the buzz of cellphones next school year. A \u003ca href=\"https://iga.in.gov/legislative/2024/bills/senate/185/details\">new law\u003c/a> with heavy bipartisan support requires school districts to adopt policies banning students from having wireless devices during class time.\u003c/p>\n\u003cp>The law applies to cellphones, tablets, laptops or gaming devices. It allows exemptions for educational purposes with a teacher’s permission, in emergencies or to manage health care. Students can also use technology if they have a disability or as part of an individualized education program.\u003c/p>\n\u003cp>Florida passed a similar law last year and Kentucky, Vermont, Tennessee and Kansas are considering it. Supporters say the laws reduce \u003ca href=\"https://www.npr.org/2018/01/11/577101803/a-schools-way-to-fight-phones-in-class-lock-em-up\">distractions in the classroom\u003c/a>, cut down on bullying through social media and encourage more in-person interaction.\u003c/p>\n\u003cp>Many schools in the state — and elsewhere — already had these bans on their own. Now others will have to adopt them, though the law doesn’t spell out how to enforce them.\u003c/p>\n\u003cp>David Bloomfield, a professor of education leadership, law and policy at Brooklyn College and the City University of New York Graduate Center, said the law means more work for schools and staff.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The cellphones have to be removed from their persons, and they have to be stored somewhere away from that individual,” he said. “That’s going to take time. It’s going to take expense, and it’s going to take enforcement.”\u003c/p>\n\u003cp>Bloomfield said some schools use technology-blocking software, but that raises questions about how students can use their phones in emergencies.\u003c/p>\n\u003cp>He also said the law’s lack of specific enforcement measures could lead to racial disparities in how the policies — or penalties — are applied.\u003c/p>\n\u003cp>“It’s easy for states to require districts to have policies, but they’re really offloading the job to school districts, and then obviously to schools to enforce those policies,” he said.\u003c/p>\n\u003cp>Indiana Rep. Julie McGuire, a Republican and one of the sponsors of the bill in the legislature, said some teachers now don’t have the power to confiscate phones even when they create a distraction. She said the new law will reduce problematic behavior around social media and teach students to replace screen time with more face-to-face communication.\u003c/p>\n\u003cp>“While we cannot control the amount of time students spend on social media outside school hours, we can provide reprieve during the seven hours per day that should be focused on learning,” she said.\u003c/p>\n\u003cp>Democratic Rep. Matt Pierce opposed the bill, questioning the need for mandating what he said should be obvious.\u003c/p>\n\u003cp>“From the policy perspective, it makes sense,” he said. “The other part of me is like, really? We need a bill so a school corporation can have a common-sense policy telling its kids not to use these devices? I was going to vote against this bill just because I don’t think it’s needed, but now I’ve got somebody telling me that you’ve got a school somewhere that’s telling some teacher they can’t just take the darn phone away. I don’t get it.”\u003c/p>\n\u003cp>The bill was signed by Indiana’s Republican Gov. Eric Holcomb in early March. and the law takes effect July 1.\u003c/p>\n\u003cp>Some districts, like Indianapolis Public Schools, will not be largely affected by the new law because they already have similar policies in place. Other districts vary.\u003c/p>\n\u003cp>At Westfield Washington School District, communications director Joshua Andrews said high school students there can only have their phones at lunch and between classes. However, middle school students cannot use their phones at all during the school day.\u003c/p>\n\u003cp>“When you change something that big, it kind of makes people recoil a little bit. But, there’s been little to no problems with it since we’ve rolled it out,” he said.\u003c/p>\n\u003cp>Other districts are still in the process of developing policies.\u003c/p>\n\u003cp>Terry Terhune, superintendent at Greenwood Community School Corp., said students at his schools generally aren’t supposed to have their phones out during class unless they have a teacher’s permission. However, the rules vary by grade level.\u003c/p>\n\u003cp>“One of my goals is to try to meet with some of our neighboring school districts and see kind of where everybody lands on that,” he said. “Within our county, Johnson County, I would like to try to be consistent with other districts. But again, everybody’s going to have their own opinion on those things.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Kirsten Adair covers education for Indiana Public Broadcasting.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 IPB News. To see more, visit \u003ca>IPB News\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Indiana+lawmakers+ban+cellphones+in+class.+Now+it%27s+up+to+schools+to+figure+out+how&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Many schools — but not all — in the state and around the U.S. already ban phones in class. A new law in Indiana requires them to.","status":"publish","parent":0,"modified":1712241281,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":793},"headData":{"title":"Indiana Lawmakers Ban Cellphones in Class. Now It's Up to Schools to Figure Out How | KQED","description":"Many schools — but not all — in the state and around the U.S. already ban phones in class. 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A new law in Indiana requires them to."},"sticky":false,"nprImageCredit":"monkeybusinessimages","nprByline":"Kirsten Adair","nprImageAgency":"Getty Images","nprStoryId":"1240667966","nprApiLink":"http://api.npr.org/query?id=1240667966&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/04/03/1240667966/indiana-bans-cell-phones-schools-social-media-distraction?ft=nprml&f=1240667966","nprRetrievedStory":"1","nprPubDate":"Wed, 03 Apr 2024 16:03:00 -0400","nprStoryDate":"Wed, 03 Apr 2024 14:43:46 -0400","nprLastModifiedDate":"Wed, 03 Apr 2024 16:03:34 -0400","nprAudio":"https://play.podtrac.com/npr-1142303281/ondemand.npr.org/anon.npr-mp3/npr/atc/2024/03/20240324_atc_indiana_bans_phones_in_class.mp3?orgId=4780104&topicId=1013&d=195&story=1240667966&ft=nprml&f=1240667966","nprAudioM3u":"http://api.npr.org/m3u/11242565439-f5ce55.m3u?orgId=4780104&topicId=1013&d=195&story=1240667966&ft=nprml&f=1240667966","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how","audioUrl":"https://play.podtrac.com/npr-1142303281/ondemand.npr.org/anon.npr-mp3/npr/atc/2024/03/20240324_atc_indiana_bans_phones_in_class.mp3?orgId=4780104&topicId=1013&d=195&story=1240667966&ft=nprml&f=1240667966","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>School officials in Indiana are looking forward to class without the buzz of cellphones next school year. A \u003ca href=\"https://iga.in.gov/legislative/2024/bills/senate/185/details\">new law\u003c/a> with heavy bipartisan support requires school districts to adopt policies banning students from having wireless devices during class time.\u003c/p>\n\u003cp>The law applies to cellphones, tablets, laptops or gaming devices. It allows exemptions for educational purposes with a teacher’s permission, in emergencies or to manage health care. Students can also use technology if they have a disability or as part of an individualized education program.\u003c/p>\n\u003cp>Florida passed a similar law last year and Kentucky, Vermont, Tennessee and Kansas are considering it. Supporters say the laws reduce \u003ca href=\"https://www.npr.org/2018/01/11/577101803/a-schools-way-to-fight-phones-in-class-lock-em-up\">distractions in the classroom\u003c/a>, cut down on bullying through social media and encourage more in-person interaction.\u003c/p>\n\u003cp>Many schools in the state — and elsewhere — already had these bans on their own. Now others will have to adopt them, though the law doesn’t spell out how to enforce them.\u003c/p>\n\u003cp>David Bloomfield, a professor of education leadership, law and policy at Brooklyn College and the City University of New York Graduate Center, said the law means more work for schools and staff.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The cellphones have to be removed from their persons, and they have to be stored somewhere away from that individual,” he said. “That’s going to take time. It’s going to take expense, and it’s going to take enforcement.”\u003c/p>\n\u003cp>Bloomfield said some schools use technology-blocking software, but that raises questions about how students can use their phones in emergencies.\u003c/p>\n\u003cp>He also said the law’s lack of specific enforcement measures could lead to racial disparities in how the policies — or penalties — are applied.\u003c/p>\n\u003cp>“It’s easy for states to require districts to have policies, but they’re really offloading the job to school districts, and then obviously to schools to enforce those policies,” he said.\u003c/p>\n\u003cp>Indiana Rep. Julie McGuire, a Republican and one of the sponsors of the bill in the legislature, said some teachers now don’t have the power to confiscate phones even when they create a distraction. She said the new law will reduce problematic behavior around social media and teach students to replace screen time with more face-to-face communication.\u003c/p>\n\u003cp>“While we cannot control the amount of time students spend on social media outside school hours, we can provide reprieve during the seven hours per day that should be focused on learning,” she said.\u003c/p>\n\u003cp>Democratic Rep. Matt Pierce opposed the bill, questioning the need for mandating what he said should be obvious.\u003c/p>\n\u003cp>“From the policy perspective, it makes sense,” he said. “The other part of me is like, really? We need a bill so a school corporation can have a common-sense policy telling its kids not to use these devices? I was going to vote against this bill just because I don’t think it’s needed, but now I’ve got somebody telling me that you’ve got a school somewhere that’s telling some teacher they can’t just take the darn phone away. I don’t get it.”\u003c/p>\n\u003cp>The bill was signed by Indiana’s Republican Gov. Eric Holcomb in early March. and the law takes effect July 1.\u003c/p>\n\u003cp>Some districts, like Indianapolis Public Schools, will not be largely affected by the new law because they already have similar policies in place. Other districts vary.\u003c/p>\n\u003cp>At Westfield Washington School District, communications director Joshua Andrews said high school students there can only have their phones at lunch and between classes. However, middle school students cannot use their phones at all during the school day.\u003c/p>\n\u003cp>“When you change something that big, it kind of makes people recoil a little bit. But, there’s been little to no problems with it since we’ve rolled it out,” he said.\u003c/p>\n\u003cp>Other districts are still in the process of developing policies.\u003c/p>\n\u003cp>Terry Terhune, superintendent at Greenwood Community School Corp., said students at his schools generally aren’t supposed to have their phones out during class unless they have a teacher’s permission. However, the rules vary by grade level.\u003c/p>\n\u003cp>“One of my goals is to try to meet with some of our neighboring school districts and see kind of where everybody lands on that,” he said. “Within our county, Johnson County, I would like to try to be consistent with other districts. But again, everybody’s going to have their own opinion on those things.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Kirsten Adair covers education for Indiana Public Broadcasting.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 IPB News. To see more, visit \u003ca>IPB News\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Indiana+lawmakers+ban+cellphones+in+class.+Now+it%27s+up+to+schools+to+figure+out+how&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how","authors":["byline_mindshift_63470"],"categories":["mindshift_21445","mindshift_195","mindshift_21579"],"tags":["mindshift_685","mindshift_866","mindshift_20816","mindshift_30","mindshift_1038"],"featImg":"mindshift_63471","label":"mindshift"},"mindshift_63441":{"type":"posts","id":"mindshift_63441","meta":{"index":"posts_1591205157","site":"mindshift","id":"63441","score":null,"sort":[1712019657000]},"guestAuthors":[],"slug":"10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time","title":"10 Hacks to Boost Teens' Executive Function Skills and Manage Screen Time","publishDate":1712019657,"format":"standard","headTitle":"10 Hacks to Boost Teens’ Executive Function Skills and Manage Screen Time | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Teens’ focus is interrupted, on average, every 90 seconds. Something as simple as an audible notification can draw focus away from a task. And when humans are distracted, it takes 23 minutes to get back to that previous level of focus. In schools, that means that in a 55-minute class period, multiple distractions across the classroom create an almost impossible task of staying on topic and focused. “When you toggle between two things, you lose cognitive energy and it takes a lot longer to get into deep focus,” said school psychologist \u003c/span>\u003ca href=\"https://www.tiktok.com/@thrivingstudents\">\u003cspan style=\"font-weight: 400\">Rebecca Branstetter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teens “don’t realize that multitasking is neurologically impossible.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter recently spoke at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference in San Francisco, where she cited the above statistics from the book \u003c/span>\u003ca href=\"https://stolenfocusbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stolen Focus\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Johann Hari. When Branstetter asked about challenges with screens in the classroom, the audience of teachers shouted out familiar student behaviors, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">playing games during a lesson,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">denying their phone was out when it was visible and\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">showing up tired from scrolling all night long.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These distractions aren’t only frustrating for educators, research shows they reduce cognitive efficiency. Because social media is designed to keep users engaged for long periods of time, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48315/why-executive-function-skills-take-so-long-to-fully-develop\">\u003cspan style=\"font-weight: 400\">kids and teens are still learning executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s important for parents and teachers to set boundaries and serve as tech mentors, she said. “Willpower alone is not enough. You have to require that environment to set the stage for how to help kids prioritize and focus.” In her talk and a follow-up interview with MindShift, Branstetter offered 10 tips and hacks to help boost teen’s executive function skills and manage screen time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. See tech as a tool\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology is like a hammer, said Branstetter. “It’s a tool, and you can use it to create beautiful things and you can create to destroy things. It depends on how you use it.” Adults can help to empower kids to see tech as a tool by encouraging them to find an app or tech tool that will address a specific challenge they are facing. If a teen is dealing with anxiety, for example, they can test out a few meditation apps and report back to the adult.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter also pointed out that there are apps that block the most searched websites on a device for a period of time, which can be useful for a student having a hard time focusing on tasks for extended periods of time.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Coach through task initiation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Task initiation is one of the big \u003ca href=\"https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/\">executive function skills\u003c/a> that are interrupted by technology and cell phone use, according to Branstetter. Adults might assume that stopping a previous task is an obvious precursor to initiating a new task, but kids and teens might need more explicit instruction to develop that sequencing habit. This can look like asking students what needs to be done in order to start a specific task. Students might suggest that phones need to go away and that they need to pull out necessary materials to perform the new task at hand. According to Branstetter, this is an important practice in self-awareness. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Probe for the feelings behind phone distractions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impulse control is another executive function skill that teens are developing. If a student is having trouble refraining from looking at their phone when initiating a new task, it can help to encourage quick mindful reflection. An adult can ask a teen, “What is it that’s making you go on your phone?” and suggest some feelings like anxiety or boredom that they might identify with. Then the adult and teen can create a quick plan for stopping phone use at that moment and refocusing on the more immediate task.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Try the scrunchie trick or airplane mode\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Putting a scrunchie over the front camera prevents smartphone facial recognition from effortlessly unlocking aphone. Branstetter recommended guiding teens to use that moment when the phone doesn’t unlock for a mental check-in: “Why am I checking this? How do I feel?” If the scrunchie method doesn’t work, Branstetter suggested teaching teens to use airplane mode during a time when phone distractions are unwelcome.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Take advantage of A.I.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also some useful A.I. tools for teens who might struggle with task breakdown and completion. Branstetter recommended \u003ca href=\"https://goblin.tools/About\">Goblin Tools\u003c/a>, which takes a prompt like “I have to write a five-page paper on Mesopotamia,” and creates a checklist with the steps that a student might need to do to complete the assignment.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Use a focus timer\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">Pomodoro technique\u003c/a>, which uses 25-minute bursts of focused time with breaks in between, has been a useful tool for the teens that Branstetter works with. She also recommended \u003ca href=\"https://www.forestapp.cc/\">Forest\u003c/a>, which can be downloaded as a smartphone app or used as a Chrome extension. Forest helps users track their focus time with a visual reminder of focus as a tree slowly grows on the screen, as well as real-world incentive. When a user completes a certain amount of focus time, without distraction, a real tree is planted through Forest app’s partner, Trees For The Future.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Create a tech contract\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/featured-content/files/common_sense_family_media_agreement.pdf\">Tech agreements\u003c/a> or contracts, allow teachers or parents to \u003ca href=\"https://www.commonsensemedia.org/articles/heres-real-proof-that-a-cellphone-contract-works\">collaborate with young people on expectations\u003c/a> for technology. One aspect of a tech agreement can be determining where the technology “hot spots” and “cold spots” are in the classroom or home. By predetermining where technology is expected to be used or not to be used, students have a better chance at applying their learned executive functioning and anticipatory thinking skills. Tech agreements can be \u003ca href=\"https://www.commonsensemedia.org/articles/our-sons-behavior-improved-with-a-tech-agreement\">revisited and adjusted\u003c/a> as often as needed, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Keep a technology diary\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another exercise that parents and teachers might find useful when it comes to making teens aware of their own habits, is to have them create a log of their daily activities, said Branstetter. For example, students can write a timeline of their day and determine how much time is spent outside, doing physical activity, socializing, having fun, focusing, and downtime without technology. By having kids take the time to reflect on their own data and see how much time is spent during their day doing certain activities, the unbalanced moments become very apparent, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>9. Encourage future thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Future planning is \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">also a learned executive function skill\u003c/a>. “Because motivation is the ability to see a positive emotion of the future … we need to help kids do a future sketch,” said Branstetter. Helping students visualize what it might look like and feel like in the future to complete a task will help them with anticipatory thinking.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter likes doing a future sketch that she calls a “movie in your mind.” For example, if a teacher notices a student on their phone when they should be completing a math task, they might say something like this: “Here’s the movie that is playing in my mind right now. You have your phone out and there’s a no-phone policy, so I’m supposed to take it from you, and that’s how the movie ends, with me taking it.” The teacher then prompts the student to narrate how an episode might play out if they finish their math task versus if they don’t finish their math task. The teacher can then simply ask, “which one feels better to you?” leaving the anticipatory thinking to the student.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>10. Reinforce positive behaviors\u003c/b>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter has also seen success in positive reinforcement from adults when it’s specific and sincere. She said praise is best paired with corrective feedback in a 5:1 ratio. But with teenagers, praise is not often received as well if it’s made publicly, so try to offer both praise and corrective feedback in quieter, more private settings. When it comes to regulating screen time in the classroom, praise can be as simple as saying to a student, “I haven’t seen you with your phone all day in my class,” Branstetter suggested in her conference session.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teens’ focus is interrupted, on average, every 90 seconds. A school psychologist offers tips to help them manage distractions, including their phones, in school.","status":"publish","parent":0,"modified":1712270559,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1400},"headData":{"title":"10 Hacks to Boost Teens' Executive Function Skills and Manage Screen Time | KQED","description":"Teens’ focus is interrupted, on average, every 90 seconds. A school psychologist offers tips to help them manage distractions, including their phones.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teens’ focus is interrupted, on average, every 90 seconds. A school psychologist offers tips to help them manage distractions, including their phones."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Teens’ focus is interrupted, on average, every 90 seconds. Something as simple as an audible notification can draw focus away from a task. And when humans are distracted, it takes 23 minutes to get back to that previous level of focus. In schools, that means that in a 55-minute class period, multiple distractions across the classroom create an almost impossible task of staying on topic and focused. “When you toggle between two things, you lose cognitive energy and it takes a lot longer to get into deep focus,” said school psychologist \u003c/span>\u003ca href=\"https://www.tiktok.com/@thrivingstudents\">\u003cspan style=\"font-weight: 400\">Rebecca Branstetter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teens “don’t realize that multitasking is neurologically impossible.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter recently spoke at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference in San Francisco, where she cited the above statistics from the book \u003c/span>\u003ca href=\"https://stolenfocusbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stolen Focus\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Johann Hari. When Branstetter asked about challenges with screens in the classroom, the audience of teachers shouted out familiar student behaviors, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">playing games during a lesson,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">denying their phone was out when it was visible and\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">showing up tired from scrolling all night long.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These distractions aren’t only frustrating for educators, research shows they reduce cognitive efficiency. Because social media is designed to keep users engaged for long periods of time, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48315/why-executive-function-skills-take-so-long-to-fully-develop\">\u003cspan style=\"font-weight: 400\">kids and teens are still learning executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s important for parents and teachers to set boundaries and serve as tech mentors, she said. “Willpower alone is not enough. You have to require that environment to set the stage for how to help kids prioritize and focus.” In her talk and a follow-up interview with MindShift, Branstetter offered 10 tips and hacks to help boost teen’s executive function skills and manage screen time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. See tech as a tool\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology is like a hammer, said Branstetter. “It’s a tool, and you can use it to create beautiful things and you can create to destroy things. It depends on how you use it.” Adults can help to empower kids to see tech as a tool by encouraging them to find an app or tech tool that will address a specific challenge they are facing. If a teen is dealing with anxiety, for example, they can test out a few meditation apps and report back to the adult.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter also pointed out that there are apps that block the most searched websites on a device for a period of time, which can be useful for a student having a hard time focusing on tasks for extended periods of time.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Coach through task initiation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Task initiation is one of the big \u003ca href=\"https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/\">executive function skills\u003c/a> that are interrupted by technology and cell phone use, according to Branstetter. Adults might assume that stopping a previous task is an obvious precursor to initiating a new task, but kids and teens might need more explicit instruction to develop that sequencing habit. This can look like asking students what needs to be done in order to start a specific task. Students might suggest that phones need to go away and that they need to pull out necessary materials to perform the new task at hand. According to Branstetter, this is an important practice in self-awareness. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Probe for the feelings behind phone distractions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impulse control is another executive function skill that teens are developing. If a student is having trouble refraining from looking at their phone when initiating a new task, it can help to encourage quick mindful reflection. An adult can ask a teen, “What is it that’s making you go on your phone?” and suggest some feelings like anxiety or boredom that they might identify with. Then the adult and teen can create a quick plan for stopping phone use at that moment and refocusing on the more immediate task.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Try the scrunchie trick or airplane mode\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Putting a scrunchie over the front camera prevents smartphone facial recognition from effortlessly unlocking aphone. Branstetter recommended guiding teens to use that moment when the phone doesn’t unlock for a mental check-in: “Why am I checking this? How do I feel?” If the scrunchie method doesn’t work, Branstetter suggested teaching teens to use airplane mode during a time when phone distractions are unwelcome.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Take advantage of A.I.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also some useful A.I. tools for teens who might struggle with task breakdown and completion. Branstetter recommended \u003ca href=\"https://goblin.tools/About\">Goblin Tools\u003c/a>, which takes a prompt like “I have to write a five-page paper on Mesopotamia,” and creates a checklist with the steps that a student might need to do to complete the assignment.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Use a focus timer\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">Pomodoro technique\u003c/a>, which uses 25-minute bursts of focused time with breaks in between, has been a useful tool for the teens that Branstetter works with. She also recommended \u003ca href=\"https://www.forestapp.cc/\">Forest\u003c/a>, which can be downloaded as a smartphone app or used as a Chrome extension. Forest helps users track their focus time with a visual reminder of focus as a tree slowly grows on the screen, as well as real-world incentive. When a user completes a certain amount of focus time, without distraction, a real tree is planted through Forest app’s partner, Trees For The Future.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Create a tech contract\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/featured-content/files/common_sense_family_media_agreement.pdf\">Tech agreements\u003c/a> or contracts, allow teachers or parents to \u003ca href=\"https://www.commonsensemedia.org/articles/heres-real-proof-that-a-cellphone-contract-works\">collaborate with young people on expectations\u003c/a> for technology. One aspect of a tech agreement can be determining where the technology “hot spots” and “cold spots” are in the classroom or home. By predetermining where technology is expected to be used or not to be used, students have a better chance at applying their learned executive functioning and anticipatory thinking skills. Tech agreements can be \u003ca href=\"https://www.commonsensemedia.org/articles/our-sons-behavior-improved-with-a-tech-agreement\">revisited and adjusted\u003c/a> as often as needed, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Keep a technology diary\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another exercise that parents and teachers might find useful when it comes to making teens aware of their own habits, is to have them create a log of their daily activities, said Branstetter. For example, students can write a timeline of their day and determine how much time is spent outside, doing physical activity, socializing, having fun, focusing, and downtime without technology. By having kids take the time to reflect on their own data and see how much time is spent during their day doing certain activities, the unbalanced moments become very apparent, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>9. Encourage future thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Future planning is \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">also a learned executive function skill\u003c/a>. “Because motivation is the ability to see a positive emotion of the future … we need to help kids do a future sketch,” said Branstetter. Helping students visualize what it might look like and feel like in the future to complete a task will help them with anticipatory thinking.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter likes doing a future sketch that she calls a “movie in your mind.” For example, if a teacher notices a student on their phone when they should be completing a math task, they might say something like this: “Here’s the movie that is playing in my mind right now. You have your phone out and there’s a no-phone policy, so I’m supposed to take it from you, and that’s how the movie ends, with me taking it.” The teacher then prompts the student to narrate how an episode might play out if they finish their math task versus if they don’t finish their math task. The teacher can then simply ask, “which one feels better to you?” leaving the anticipatory thinking to the student.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>10. Reinforce positive behaviors\u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter has also seen success in positive reinforcement from adults when it’s specific and sincere. She said praise is best paired with corrective feedback in a 5:1 ratio. But with teenagers, praise is not often received as well if it’s made publicly, so try to offer both praise and corrective feedback in quieter, more private settings. When it comes to regulating screen time in the classroom, praise can be as simple as saying to a student, “I haven’t seen you with your phone all day in my class,” Branstetter suggested in her conference session.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time","authors":["11759"],"categories":["mindshift_21445","mindshift_195","mindshift_193"],"tags":["mindshift_1023","mindshift_866","mindshift_20955","mindshift_20816","mindshift_30","mindshift_1038"],"featImg":"mindshift_63443","label":"mindshift"},"mindshift_62004":{"type":"posts","id":"mindshift_62004","meta":{"index":"posts_1591205157","site":"mindshift","id":"62004","score":null,"sort":[1689282003000]},"guestAuthors":[],"slug":"so-your-tween-wants-a-smartphone-read-this-first","title":"So your tween wants a smartphone? Read this first","publishDate":1689282003,"format":"standard","headTitle":"So your tween wants a smartphone? Read this first | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Your tween wants a smartphone \u003cem>very \u003c/em>badly. So badly that it physically hurts. And they’re giving you \u003cem>soooo \u003c/em>many reasons why.\u003c/p>\n\u003cp>They’re going to middle school … they need it to collaborate with peers on school projects … they need it to tell you where they are … when they’ll be home … when the school bus is late. It’ll help \u003cem>you,\u003c/em> dear parent, they vow. Plus, all their friends have one, and they feel left out. Come on! Pleeeeeease.\u003c/p>\n\u003cp>Before you click “place order” on that smartphone, pause and consider a few insights from a person who makes a living helping parents and tweens navigate the murky waters of smartphones and social media.\u003c/p>\n\u003cp>\u003ca href=\"https://www.thescreentimeconsultant.com/about-emily\">Emily Cherkin\u003c/a> spent more than a decade as a middle school teacher during the early aughts. She watched firsthand as the presence of smartphones transformed life for middle schoolers. For the past four years, she’s been working as screen-time consultant, coaching parents about digital technology.\u003c/p>\n\u003cp>Her first piece of advice about when to give a child a smartphone and allow them to access social media was reiterated by other experts over and over again: Delay, delay, delay.\u003c/p>\n\u003ch3>“I wish I knew then what I know now”\u003c/h3>\n\u003cp>“I have talked to hundreds of parents,” Cherkin explains, “and no one has ever said to me, ‘I wish I gave my kid a phone earlier’ or ‘I wish I’d given them social media access sooner.’ Never.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In fact, parents tell her the opposite. “I always hear, ‘I wish I had waited. I wish I knew then what I know now,’ ” she says, “because boy, once you give a child one of these devices or technologies, it is so much harder to take it back.”\u003c/p>\n\u003cp>Smartphones, social media and video games create large spikes in dopamine deep inside a child’s brain. As \u003ca href=\"https://www.kqed.org/mindshift/61863/anti-dopamine-parenting-can-curb-a-kids-craving-for-screens-or-sweets\">NPR has reported\u003c/a>, those spikes pull the child’s attention to the device or app, almost like a magnet. They tell the child’s brain that this activity is super critical – way more critical than other activities that trigger smaller spikes in dopamine, such as finishing homework, helping to clean up after dinner, or even playing outside with friends.\u003c/p>\n\u003cp>Thus, parents set themselves up for a constant struggle when a child starts having their own smartphone, Cherkin says. “It’s the dopamine you’re fighting. And that’s not a fair fight. So I tell parents, ‘Delay all of it just as long as you can,'” she emphasizes.\u003c/p>\n\u003cp>That means delaying, not just a smartphone, but \u003cem>any \u003c/em>device, including tablets, she suggests. By introducing a tablet at an early age, even for educational purposes, parents can establish a habit that may be hard to break later, Cherkin has observed.\u003c/p>\n\u003cp>“A child using a tablet at age 6 to 8 comes to expect screen time after school,” she says. “Flash forward to age 12, and now they have a phone. And when they come home from school, they’re likely engaging with social media, instead of educational videos.”\u003c/p>\n\u003cp>Neurologically, children’s brains haven’t developed enough to handle the magnetic pull of these devices and the apps on them, says neuroscientist \u003ca href=\"https://en.samaha-lab.com/\">Anne-Noël Samaha\u003c/a> at the University of Montreal.\u003c/p>\n\u003cp>“It’s almost as if you have the perfect storm,” Samaha explains. “You have games, social media and even pornography and shopping online, and the brains of children are just not yet ready to have the level of self-control needed to regulate their behavior with these activities. Even adults sometimes don’t have enough self-control to do that or handle some of the emotional impact of them.”\u003c/p>\n\u003ch3>Right-size your parenting fears\u003c/h3>\n\u003cp>Parents often feel like once their tween starts moving around more autonomously through their neighborhood or town more, the child needs a smartphone to be safe, Cherkin says. “They may think, ‘Oh, my gosh! My kid is going to be kidnapped on the way to school. They need a phone to call me.’\u003c/p>\n\u003cp>But Cherkin notes that parents tend to overestimate the dangers of the “real world” and \u003cem>underestimate\u003c/em> the dangers of a smartphone.\u003c/p>\n\u003cp>“I think our fears are very misplaced,” she says. “We need to think about what is statistically really likely to happen versus what’s really, really unlikely.”\u003c/p>\n\u003cp>Each year in the U.S. about a hundred children are abducted by strangers or people or slight acquaintances, the U.S. Department of Justice \u003ca href=\"https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/pubs/249249.pdf\">reported\u003c/a>. Given that 50 million children, ages 6 to 17, reside in the U.S, the risk of a child being kidnapped by a stranger is about 0.0002% each year. (By comparison, the risk of being struck by lightning each year is about 0.0001%.)\u003c/p>\n\u003cp>On the other hand, giving a child a phone comes with a whole new set of risks and dangers, Cherkin says. They can be difficult for some parents to understand because they may not have much firsthand experience with specific apps, and the new threats that are emerging.\u003c/p>\n\u003cp>Back in March, the nonprofit Common Sense Media \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/how-girls-really-feel-about-social-media-researchreport_web_final_2.pdf\">surveyed\u003c/a> about 1,300 girls, ages 11 to 15, about their experiences on social media. Nearly 60% of the girls who use Instagram, and nearly 60% of those who use Snapchat, said they had been contacted by a stranger that makes them uncomfortable. The same was true for 46% of those who use TikTok.\u003c/p>\n\u003ch3>Disturbing online encounters and influences\u003c/h3>\n\u003cp>The same survey found that these apps often expose girls to content they find disturbing or harmful. For those that use Instagram, TikTok or Snapchat, 12% to 15% of girls see or hear content related to suicide on a daily basis. About the same percentage asaid they see or hear content about eating disorders on a daily basis as well.\u003c/p>\n\u003cp>An investigation by the Center for Countering Digital Hate also found evidence that content related to suicide and disordered eating is relatively common on TikTok. In the \u003ca href=\"https://counterhate.com/research/deadly-by-design/\">investigation\u003c/a>, the nonprofit set up eight accounts ostensibly by 13-year-old children. Each user paused on and liked videos about body image and mental health. Within 30 minutes, TikTok recommended content about suicide and eating disorders to all eight accounts.\u003c/p>\n\u003cp>In one instance, this content began appearing in less than three minutes. On average, TikTok suggested content about eating disorders every four minutes to the teen accounts.\u003c/p>\n\u003cp>TikTok declined NPR’s request for an interview, but in an email, a spokesperson for the company wrote: “We’re committed to building age-appropriate experiences, while equipping parents with tools, like\u003ca href=\"https://urldefense.com/v3/__https:/newsroom.tiktok.com/en-us/new-features-for-teens-and-families-on-tiktok-us__;!!Iwwt!TXlWyyVqWw7ko1SLp-5LloOiRlujH57BqCCTBxgALe7v3MBnbuRJg9C_l2e_RGxD4vLurQazVw_k3BzUCiaeF4o%24\"> Family Pairing\u003c/a>, to support their teen’s experience on TikTok.”\u003c/p>\n\u003cp>Emma Lembke, age 20, says these findings line up with what she experienced when she first went on Instagram eight years ago. “As a 12-year-old girl, I felt like I was being constantly bombarded by bodies that I could never replicate or ones that I could try to, but it would lead me in a darker direction.”\u003c/p>\n\u003cp>She remembers just trying to look up a healthy recipe. “And from that one search, I remember being fed constant stuff about my ‘200-calorie day’ or intermittent fasting.”\u003c/p>\n\u003cp>Eventually, she says, her feed was “covered with anorexic, thin, tiny women. Dieting pills, lollipops to suppress my appetite.”\u003c/p>\n\u003cp>Lembke developed an eating disorder. She has recovered and now is a digital advocate and founder of the \u003ca href=\"https://www.logoffmovement.org/\">Log OFF\u003c/a> project, which helps teens build healthier relationships with social media.\u003c/p>\n\u003cp>“When I was younger, I was being prodded and poked and fed material [on social media] that was really leading me in a direction toward an eating disorder,” she says. “I think for a lot of young women, even if it doesn’t materialize into a fully fledged eating disorder, it painfully warps their sense of self by harming their body image. ”\u003c/p>\n\u003cp>Instagram’s parent company, Meta, declined a request for an interview. But in an email, a spokesperson said the company has invested in technology that finds and removes content related to suicide, self-injury or eating disorders before anyone reports it. “We want to reassure every parent that we have their interests at heart in the work we’re doing to provide teens with safe, supportive experiences online,” they wrote.\u003c/p>\n\u003ch3>A whole world of sexually explicit content\u003c/h3>\n\u003cp>Many children also come across sexualized content, even porn, on social media apps, Cherkin says.\u003c/p>\n\u003cp>If you want to get a sense for what your kid might encounter once you let them have a phone and popular apps, Cherkin recommends trying this: Set up a test account in one of the apps, setting the age of the user to your child’s age, and then use the account yourself for a few weeks.\u003c/p>\n\u003cp>“I did that with Snapchat. I set up an account, pretending to be 15. Then I just went to the Discover feed, where it pushes content to you based on your age,” she explains. Within seconds, sexualized content and vulgar images appeared, she says. “And I thought, ‘No, this is not appropriate for a 15-year-old.”\u003c/p>\n\u003cp>Snapchat’s parent company, Snap, also declined a request for an interview with NPR. A spokesperson wrote in an email: “We have largely kept misinformation, hate speech and other potentially harmful content from spreading on Snapchat. That said, we completely understand concerns about the appropriateness of the content that may be featured, and are working to strengthen protections for teens with the aim of offering them a more age-appropriate experience.”\u003c/p>\n\u003cp>Personally, Cherkin uses Instagram for her business. And back in March, despite all her knowledge about the traps on social media, she says she “got catfished.” She engaged with a stranger who seemed to be a teen in her DMs and eventually received obscene and disturbing photos of a man’s genitalia.\u003c/p>\n\u003cp>She \u003ca href=\"https://www.thescreentimeconsultant.com/think-your-kid-wont-get-porn-in-their-dms-6fd96a4dc330sourcerss-43e8070c4854------2\">writes\u003c/a> on her blog: “It’s graphic. It’s gross. And this is one teeny (lol) example of what kids and teens see ALL THE TIME.”\u003c/p>\n\u003ch3>What’s a parent to do? Consider smartphone alternatives\u003c/h3>\n\u003cp>In the end, Cherkin says, there are several other in-between options for tweens besides giving them their own smartphone or denying them a phone altogether. You can:\u003c/p>\n\u003col>\n\u003cli>Share your phone with your tween so they can text with and call friends.\u003c/li>\n\u003c/ol>\n\u003col>\n\u003cli>Give your tween a “dumb phone” that only allows texting and calling. For example, buy an old-school flip phone. But if that’s out of the question because it’s not cool enough (and you have extra cash to spare), you can now buy dumb phones that look like smartphones but have extremely limited functions — no easy-access to the internet, no social media. And very little risk of inappropriate content.\u003c/li>\n\u003c/ol>\n\u003ch3>Try to limit the apps your child uses, but get ready to be busy monitoring them\u003c/h3>\n\u003cp>If you do end up getting your tween a smartphone, Cherkin says, you might be tempted to simply “block” children from downloading particular apps on their phones. And in theory, this works. Parental control apps, such as \u003ca href=\"https://www.bark.us/\">Bark,\u003c/a> can notify you when an app is installed.\u003c/p>\n\u003cp>But, she says, many kids find workarounds to this approach — and really any parental controls. For instance, she says, if you block Instagram on their phone, kids can log in via the web. If you block TikTok, they might watch TikTok videos in Pinterest. Kids can find \u003ca href=\"https://www.bark.us/blog/spotify-porn-problem/#:~:text=Spotify%2C%20Amazon%20Unlimited%2C%20YouTube%20Music,filter%20off%20after%20the%20fact.\">porn on Spotify\u003c/a>.\u003c/p>\n\u003cp>“Kids are way tech savvier than we are,” Cherkin wrote in an email. “Remember how we used to program the VCR for our parents?! Every single parent who comes to me for help has a variation of this same story: ‘We had X parental controls; we blocked X sites; our child figured out how to access them anyway.’ … It’s impossible to successfully block everything — and once you do, a replacement will pop up in its place.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In other words, once you give your child a smartphone, you will likely be setting up yourself for a whole new series of parenting tasks and worries. Even Meta reveals this in its April \u003ca href=\"https://www.youtube.com/watch?v=gxy14wjki6s\">ad for parental controls\u003c/a>: The mom in the ad is monitoring her son’s Instagram account while doing the dishes.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=So+your+tween+wants+a+smartphone%3F+Read+this+first&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"When's the right time to start your child with a phone? Is 12 too young? Here's what a professional screen time consultant tells parents about the risks kids face online.","status":"publish","parent":0,"modified":1689282003,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":2147},"headData":{"title":"So your tween wants a smartphone? Read this first | KQED","description":"When's the right time to start your child with a phone? Is 12 too young? Here's what a professional screen time consultant tells parents about the risks kids face online.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When's the right time to start your child with a phone? Is 12 too young? Here's what a professional screen time consultant tells parents about the risks kids face online."},"nprImageCredit":"Elva Etienne","nprByline":"Michaeleen Doucleff","nprImageAgency":"Getty Images","nprStoryId":"1187130983","nprApiLink":"http://api.npr.org/query?id=1187130983&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/07/12/1187130983/smartphone-tween-safe-alternatives?ft=nprml&f=1187130983","nprRetrievedStory":"1","nprPubDate":"Wed, 12 Jul 2023 19:02:00 -0400","nprStoryDate":"Wed, 12 Jul 2023 11:57:26 -0400","nprLastModifiedDate":"Wed, 12 Jul 2023 19:02:14 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/07/20230712_atc_so_your_tween_wants_a_smartphone_read_this_first.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=263&p=2&story=1187130983&ft=nprml&f=1187130983","nprAudioM3u":"http://api.npr.org/m3u/11187354682-3a9793.m3u?orgId=1&topicId=1128&aggIds=1176326550&d=263&p=2&story=1187130983&ft=nprml&f=1187130983","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/07/20230712_atc_so_your_tween_wants_a_smartphone_read_this_first.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=263&p=2&story=1187130983&ft=nprml&f=1187130983","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Your tween wants a smartphone \u003cem>very \u003c/em>badly. So badly that it physically hurts. And they’re giving you \u003cem>soooo \u003c/em>many reasons why.\u003c/p>\n\u003cp>They’re going to middle school … they need it to collaborate with peers on school projects … they need it to tell you where they are … when they’ll be home … when the school bus is late. It’ll help \u003cem>you,\u003c/em> dear parent, they vow. Plus, all their friends have one, and they feel left out. Come on! Pleeeeeease.\u003c/p>\n\u003cp>Before you click “place order” on that smartphone, pause and consider a few insights from a person who makes a living helping parents and tweens navigate the murky waters of smartphones and social media.\u003c/p>\n\u003cp>\u003ca href=\"https://www.thescreentimeconsultant.com/about-emily\">Emily Cherkin\u003c/a> spent more than a decade as a middle school teacher during the early aughts. She watched firsthand as the presence of smartphones transformed life for middle schoolers. For the past four years, she’s been working as screen-time consultant, coaching parents about digital technology.\u003c/p>\n\u003cp>Her first piece of advice about when to give a child a smartphone and allow them to access social media was reiterated by other experts over and over again: Delay, delay, delay.\u003c/p>\n\u003ch3>“I wish I knew then what I know now”\u003c/h3>\n\u003cp>“I have talked to hundreds of parents,” Cherkin explains, “and no one has ever said to me, ‘I wish I gave my kid a phone earlier’ or ‘I wish I’d given them social media access sooner.’ Never.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In fact, parents tell her the opposite. “I always hear, ‘I wish I had waited. I wish I knew then what I know now,’ ” she says, “because boy, once you give a child one of these devices or technologies, it is so much harder to take it back.”\u003c/p>\n\u003cp>Smartphones, social media and video games create large spikes in dopamine deep inside a child’s brain. As \u003ca href=\"https://www.kqed.org/mindshift/61863/anti-dopamine-parenting-can-curb-a-kids-craving-for-screens-or-sweets\">NPR has reported\u003c/a>, those spikes pull the child’s attention to the device or app, almost like a magnet. They tell the child’s brain that this activity is super critical – way more critical than other activities that trigger smaller spikes in dopamine, such as finishing homework, helping to clean up after dinner, or even playing outside with friends.\u003c/p>\n\u003cp>Thus, parents set themselves up for a constant struggle when a child starts having their own smartphone, Cherkin says. “It’s the dopamine you’re fighting. And that’s not a fair fight. So I tell parents, ‘Delay all of it just as long as you can,'” she emphasizes.\u003c/p>\n\u003cp>That means delaying, not just a smartphone, but \u003cem>any \u003c/em>device, including tablets, she suggests. By introducing a tablet at an early age, even for educational purposes, parents can establish a habit that may be hard to break later, Cherkin has observed.\u003c/p>\n\u003cp>“A child using a tablet at age 6 to 8 comes to expect screen time after school,” she says. “Flash forward to age 12, and now they have a phone. And when they come home from school, they’re likely engaging with social media, instead of educational videos.”\u003c/p>\n\u003cp>Neurologically, children’s brains haven’t developed enough to handle the magnetic pull of these devices and the apps on them, says neuroscientist \u003ca href=\"https://en.samaha-lab.com/\">Anne-Noël Samaha\u003c/a> at the University of Montreal.\u003c/p>\n\u003cp>“It’s almost as if you have the perfect storm,” Samaha explains. “You have games, social media and even pornography and shopping online, and the brains of children are just not yet ready to have the level of self-control needed to regulate their behavior with these activities. Even adults sometimes don’t have enough self-control to do that or handle some of the emotional impact of them.”\u003c/p>\n\u003ch3>Right-size your parenting fears\u003c/h3>\n\u003cp>Parents often feel like once their tween starts moving around more autonomously through their neighborhood or town more, the child needs a smartphone to be safe, Cherkin says. “They may think, ‘Oh, my gosh! My kid is going to be kidnapped on the way to school. They need a phone to call me.’\u003c/p>\n\u003cp>But Cherkin notes that parents tend to overestimate the dangers of the “real world” and \u003cem>underestimate\u003c/em> the dangers of a smartphone.\u003c/p>\n\u003cp>“I think our fears are very misplaced,” she says. “We need to think about what is statistically really likely to happen versus what’s really, really unlikely.”\u003c/p>\n\u003cp>Each year in the U.S. about a hundred children are abducted by strangers or people or slight acquaintances, the U.S. Department of Justice \u003ca href=\"https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/pubs/249249.pdf\">reported\u003c/a>. Given that 50 million children, ages 6 to 17, reside in the U.S, the risk of a child being kidnapped by a stranger is about 0.0002% each year. (By comparison, the risk of being struck by lightning each year is about 0.0001%.)\u003c/p>\n\u003cp>On the other hand, giving a child a phone comes with a whole new set of risks and dangers, Cherkin says. They can be difficult for some parents to understand because they may not have much firsthand experience with specific apps, and the new threats that are emerging.\u003c/p>\n\u003cp>Back in March, the nonprofit Common Sense Media \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/how-girls-really-feel-about-social-media-researchreport_web_final_2.pdf\">surveyed\u003c/a> about 1,300 girls, ages 11 to 15, about their experiences on social media. Nearly 60% of the girls who use Instagram, and nearly 60% of those who use Snapchat, said they had been contacted by a stranger that makes them uncomfortable. The same was true for 46% of those who use TikTok.\u003c/p>\n\u003ch3>Disturbing online encounters and influences\u003c/h3>\n\u003cp>The same survey found that these apps often expose girls to content they find disturbing or harmful. For those that use Instagram, TikTok or Snapchat, 12% to 15% of girls see or hear content related to suicide on a daily basis. About the same percentage asaid they see or hear content about eating disorders on a daily basis as well.\u003c/p>\n\u003cp>An investigation by the Center for Countering Digital Hate also found evidence that content related to suicide and disordered eating is relatively common on TikTok. In the \u003ca href=\"https://counterhate.com/research/deadly-by-design/\">investigation\u003c/a>, the nonprofit set up eight accounts ostensibly by 13-year-old children. Each user paused on and liked videos about body image and mental health. Within 30 minutes, TikTok recommended content about suicide and eating disorders to all eight accounts.\u003c/p>\n\u003cp>In one instance, this content began appearing in less than three minutes. On average, TikTok suggested content about eating disorders every four minutes to the teen accounts.\u003c/p>\n\u003cp>TikTok declined NPR’s request for an interview, but in an email, a spokesperson for the company wrote: “We’re committed to building age-appropriate experiences, while equipping parents with tools, like\u003ca href=\"https://urldefense.com/v3/__https:/newsroom.tiktok.com/en-us/new-features-for-teens-and-families-on-tiktok-us__;!!Iwwt!TXlWyyVqWw7ko1SLp-5LloOiRlujH57BqCCTBxgALe7v3MBnbuRJg9C_l2e_RGxD4vLurQazVw_k3BzUCiaeF4o%24\"> Family Pairing\u003c/a>, to support their teen’s experience on TikTok.”\u003c/p>\n\u003cp>Emma Lembke, age 20, says these findings line up with what she experienced when she first went on Instagram eight years ago. “As a 12-year-old girl, I felt like I was being constantly bombarded by bodies that I could never replicate or ones that I could try to, but it would lead me in a darker direction.”\u003c/p>\n\u003cp>She remembers just trying to look up a healthy recipe. “And from that one search, I remember being fed constant stuff about my ‘200-calorie day’ or intermittent fasting.”\u003c/p>\n\u003cp>Eventually, she says, her feed was “covered with anorexic, thin, tiny women. Dieting pills, lollipops to suppress my appetite.”\u003c/p>\n\u003cp>Lembke developed an eating disorder. She has recovered and now is a digital advocate and founder of the \u003ca href=\"https://www.logoffmovement.org/\">Log OFF\u003c/a> project, which helps teens build healthier relationships with social media.\u003c/p>\n\u003cp>“When I was younger, I was being prodded and poked and fed material [on social media] that was really leading me in a direction toward an eating disorder,” she says. “I think for a lot of young women, even if it doesn’t materialize into a fully fledged eating disorder, it painfully warps their sense of self by harming their body image. ”\u003c/p>\n\u003cp>Instagram’s parent company, Meta, declined a request for an interview. But in an email, a spokesperson said the company has invested in technology that finds and removes content related to suicide, self-injury or eating disorders before anyone reports it. “We want to reassure every parent that we have their interests at heart in the work we’re doing to provide teens with safe, supportive experiences online,” they wrote.\u003c/p>\n\u003ch3>A whole world of sexually explicit content\u003c/h3>\n\u003cp>Many children also come across sexualized content, even porn, on social media apps, Cherkin says.\u003c/p>\n\u003cp>If you want to get a sense for what your kid might encounter once you let them have a phone and popular apps, Cherkin recommends trying this: Set up a test account in one of the apps, setting the age of the user to your child’s age, and then use the account yourself for a few weeks.\u003c/p>\n\u003cp>“I did that with Snapchat. I set up an account, pretending to be 15. Then I just went to the Discover feed, where it pushes content to you based on your age,” she explains. Within seconds, sexualized content and vulgar images appeared, she says. “And I thought, ‘No, this is not appropriate for a 15-year-old.”\u003c/p>\n\u003cp>Snapchat’s parent company, Snap, also declined a request for an interview with NPR. A spokesperson wrote in an email: “We have largely kept misinformation, hate speech and other potentially harmful content from spreading on Snapchat. That said, we completely understand concerns about the appropriateness of the content that may be featured, and are working to strengthen protections for teens with the aim of offering them a more age-appropriate experience.”\u003c/p>\n\u003cp>Personally, Cherkin uses Instagram for her business. And back in March, despite all her knowledge about the traps on social media, she says she “got catfished.” She engaged with a stranger who seemed to be a teen in her DMs and eventually received obscene and disturbing photos of a man’s genitalia.\u003c/p>\n\u003cp>She \u003ca href=\"https://www.thescreentimeconsultant.com/think-your-kid-wont-get-porn-in-their-dms-6fd96a4dc330sourcerss-43e8070c4854------2\">writes\u003c/a> on her blog: “It’s graphic. It’s gross. And this is one teeny (lol) example of what kids and teens see ALL THE TIME.”\u003c/p>\n\u003ch3>What’s a parent to do? Consider smartphone alternatives\u003c/h3>\n\u003cp>In the end, Cherkin says, there are several other in-between options for tweens besides giving them their own smartphone or denying them a phone altogether. You can:\u003c/p>\n\u003col>\n\u003cli>Share your phone with your tween so they can text with and call friends.\u003c/li>\n\u003c/ol>\n\u003col>\n\u003cli>Give your tween a “dumb phone” that only allows texting and calling. For example, buy an old-school flip phone. But if that’s out of the question because it’s not cool enough (and you have extra cash to spare), you can now buy dumb phones that look like smartphones but have extremely limited functions — no easy-access to the internet, no social media. And very little risk of inappropriate content.\u003c/li>\n\u003c/ol>\n\u003ch3>Try to limit the apps your child uses, but get ready to be busy monitoring them\u003c/h3>\n\u003cp>If you do end up getting your tween a smartphone, Cherkin says, you might be tempted to simply “block” children from downloading particular apps on their phones. And in theory, this works. Parental control apps, such as \u003ca href=\"https://www.bark.us/\">Bark,\u003c/a> can notify you when an app is installed.\u003c/p>\n\u003cp>But, she says, many kids find workarounds to this approach — and really any parental controls. For instance, she says, if you block Instagram on their phone, kids can log in via the web. If you block TikTok, they might watch TikTok videos in Pinterest. Kids can find \u003ca href=\"https://www.bark.us/blog/spotify-porn-problem/#:~:text=Spotify%2C%20Amazon%20Unlimited%2C%20YouTube%20Music,filter%20off%20after%20the%20fact.\">porn on Spotify\u003c/a>.\u003c/p>\n\u003cp>“Kids are way tech savvier than we are,” Cherkin wrote in an email. “Remember how we used to program the VCR for our parents?! Every single parent who comes to me for help has a variation of this same story: ‘We had X parental controls; we blocked X sites; our child figured out how to access them anyway.’ … It’s impossible to successfully block everything — and once you do, a replacement will pop up in its place.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In other words, once you give your child a smartphone, you will likely be setting up yourself for a whole new series of parenting tasks and worries. Even Meta reveals this in its April \u003ca href=\"https://www.youtube.com/watch?v=gxy14wjki6s\">ad for parental controls\u003c/a>: The mom in the ad is monitoring her son’s Instagram account while doing the dishes.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=So+your+tween+wants+a+smartphone%3F+Read+this+first&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first","authors":["byline_mindshift_62004"],"categories":["mindshift_21445","mindshift_21385","mindshift_20874"],"tags":["mindshift_866","mindshift_822","mindshift_691","mindshift_21473","mindshift_145","mindshift_20568","mindshift_290","mindshift_20816","mindshift_393","mindshift_30","mindshift_21680"],"featImg":"mindshift_62005","label":"mindshift"},"mindshift_61654":{"type":"posts","id":"mindshift_61654","meta":{"index":"posts_1591205157","site":"mindshift","id":"61654","score":null,"sort":[1685331951000]},"guestAuthors":[],"slug":"what-happens-when-one-twin-scorns-social-media-and-the-other-embraces-it","title":"What happens when one twin scorns social media and the other embraces it","publishDate":1685331951,"format":"standard","headTitle":"What happens when one twin scorns social media and the other embraces it | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Meet Xenia, a junior at Northwestern University, who leans into math and science, runs dutifully in her spare time and tends toward introversion. Now meet her fraternal twin, Madeleine, a double major in English and Philosophy at Johns Hopkins, who prefers reading and writing over sports and as a child was dubbed the school’s mayor by her father after he noticed her making the rounds in the cafeteria during a second-grade parent/child lunch. The girls get along, their personality differences allowing each to carve out an independent identity and buffering both from excessive rivalry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way these twins differ? When they were in high school, Xenia spurned all social media, the only girl in her grade, she thought, without Snapchat, Instagram, Facebook, TikTok, Houseparty and all other social media sites on her phone. “I was never interested in it,” she told me. Madeleine, on the other hand, while not a devotee, relied on Snapchat to keep in touch with distant friends and used Instagram and other sites to stay on top of school gossip, fashion trends and entertainment news. “Interfacing with technology is Madeleine’s varsity sport,” her father said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most adolescents would seem to follow Madeleine’s path. Almost all teenagers\u003c/span> \u003cspan style=\"font-weight: 400\">used\u003c/span>\u003cspan style=\"font-weight: 400\"> smart phones in 2022, the Pew Research Center \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2022/08/10/teens-social-media-and-technology-2022/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and 53% of kids in cities acknowledged being online “almost constantly.” As for social media, most teenagers are all in: TikTok is now the most favored platform, used by 67% of 13-17 year olds, followed by Instagram, Snapchat and Facebook, whose popularity has declined dramatically. More and more \u003c/span>\u003ca href=\"https://jonathanhaidt.substack.com/p/the-teen-mental-illness-epidemic?utm_source=substack&utm_medium=email\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has shown that excessive use of social media undermines kids’ mental health. A British \u003c/span>\u003ca href=\"https://www.thelancet.com/journals/lanchi/article/PIIS2352-4642(19)30186-5/fulltext\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of nearly 12,000 teenagers found that frequent social media use is associated with a lower sense of well-being, especially among girls who experienced cyberbullying or diminished sleep. Social psychologist and author \u003c/span>\u003ca href=\"https://twitter.com/jean_twenge\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Jean Twenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who has explored the link between excessive screen use and deteriorating mental health, \u003c/span>\u003ca href=\"https://www.washingtonpost.com/national/health-science/teenage-depression-and-suicide-are-way-up--and-so-is-smartphone-use/2017/11/17/624641ea-ca13-11e7-8321-481fd63f174d_story.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">blames\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the former for triggering the latter, noting that rates of depression and suicide among teenagers have increased since smart phones became ubiquitous. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though far from a controlled lab experiment, twins who grew up in the same house and diverged over their phone use offer interesting insights into how Instagram and its ilk can amplify what’s already there. How the two have adapted their social media patterns during college also reveals how the wider environment can shape its use. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In high school, Madeleine was the first to admit that she was easily distracted and bored, as well as quick to lose things, including the phone she relied on to stay in touch with friends. “I tend to leave my phone everywhere,” she told me. She wasn’t one to post pictures often, a habit that annoyed some of her friends, but she did check Instagram and Snapchat once or twice a day, she said, for up to an hour in total time. That was a far cry from many girls Madeleine knew, including some who tracked their accounts for six hours a day, she said. She liked the way big stories on Instagram or Snapchat sparked conversation and mentioned that a public spat on YouTube among dueling makeup artists preoccupied her entire grade. What Madeleine enjoyed most, though, was how these platforms allowed her to stay connected with the friends in Australia she met during a student exchange program. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Xenia, on the other hand, is a minimalist, and not just with her phone, which she used about 90 minutes per week in high school. She didn’t care to be photographed, was oblivious to fashion trends, and didn’t fret over being last to the latest Instagram kerfuffle. “It’s not that I don’t hear about it,” she said at the time, “it’s just delayed.” Her sister Madeleine acted as a kind of social media screener, sharing highlights she knew Xenia would appreciate but leaving out Hollywood gossip and trivial YouTube quarrels. Xenia had no regrets: “I have better stuff to worry about than who opened my TikTok,” she said. She was mystified by those who lingered on social media and then whimpered about their limited time. “You intentionally chose to be on some site for many hours on the weekend; that’s a decision you made,” she said. And though she acquiesced to the group when friends chose a restaurant based on its Instagram appeal rather than its menu, she was baffled by the reasoning. “I don’t understand that aspect of it, the pointlessness,” she told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A funny thing happened when the girls went to college. Xenia was forced to join Facebook for her COVID-era freshman orientation and ultimately caved to adopting Instagram: it was the most efficient way of staying in touch with friends from home. Had she finally fallen sway to its obsessive power, sharing shots of the day’s breakfast and choice of shoes? “I’m on it about 10 to 20 minutes a week,” she told me. “I’ve never posted anything.” As in high school, her college friends admired Xenia’s apathy towards social media, and many enjoyed studying with her; she was less distracted, and her avoidance of the platforms was contagious. At the same time, Xenia is on her phone more, in part because some professors use them for coursework and exams. But she remains bewildered by the power social media seems to wield over her peers. “I feel like it’s an addiction,” she told me.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">College has changed Madeleine more dramatically. No longer surrounded by disapproving family members who discouraged excessive phone use, at first she found it harder to control herself. She fell deeper into time-consuming rabbit holes and got wrapped up in distant, trivial dramas. But it began to dawn on her that the curated lives she witnessed on Instagram weren’t important or real. By the middle of her first semester at college, she deleted the app. From Xenia’s vantage point, Madeleine is happier and her friendships seem more solid than the ones she had in high school. “Whether academically or socially, she’s a lot freer,” Xenia said. Madeleine said this: “My brain is way less cluttered.” \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Though far from a controlled lab experiment, twins who grew up in the same house and diverged over their phone use offer interesting insights into how Instagram and its ilk can amplify what’s already there.","status":"publish","parent":0,"modified":1685332564,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":1097},"headData":{"title":"What happens when one twin scorns social media and the other embraces it | KQED","description":"In high school, Xenia spurned all social media. Madeleine, on the other hand, used popular apps to keep up with distant friends, school gossip, fashion trends and entertainment news.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In high school, Xenia spurned all social media. Madeleine, on the other hand, used popular apps to keep up with distant friends, school gossip, fashion trends and entertainment news."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61654/what-happens-when-one-twin-scorns-social-media-and-the-other-embraces-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Meet Xenia, a junior at Northwestern University, who leans into math and science, runs dutifully in her spare time and tends toward introversion. Now meet her fraternal twin, Madeleine, a double major in English and Philosophy at Johns Hopkins, who prefers reading and writing over sports and as a child was dubbed the school’s mayor by her father after he noticed her making the rounds in the cafeteria during a second-grade parent/child lunch. The girls get along, their personality differences allowing each to carve out an independent identity and buffering both from excessive rivalry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way these twins differ? When they were in high school, Xenia spurned all social media, the only girl in her grade, she thought, without Snapchat, Instagram, Facebook, TikTok, Houseparty and all other social media sites on her phone. “I was never interested in it,” she told me. Madeleine, on the other hand, while not a devotee, relied on Snapchat to keep in touch with distant friends and used Instagram and other sites to stay on top of school gossip, fashion trends and entertainment news. “Interfacing with technology is Madeleine’s varsity sport,” her father said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most adolescents would seem to follow Madeleine’s path. Almost all teenagers\u003c/span> \u003cspan style=\"font-weight: 400\">used\u003c/span>\u003cspan style=\"font-weight: 400\"> smart phones in 2022, the Pew Research Center \u003c/span>\u003ca href=\"https://www.pewresearch.org/internet/2022/08/10/teens-social-media-and-technology-2022/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and 53% of kids in cities acknowledged being online “almost constantly.” As for social media, most teenagers are all in: TikTok is now the most favored platform, used by 67% of 13-17 year olds, followed by Instagram, Snapchat and Facebook, whose popularity has declined dramatically. More and more \u003c/span>\u003ca href=\"https://jonathanhaidt.substack.com/p/the-teen-mental-illness-epidemic?utm_source=substack&utm_medium=email\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has shown that excessive use of social media undermines kids’ mental health. A British \u003c/span>\u003ca href=\"https://www.thelancet.com/journals/lanchi/article/PIIS2352-4642(19)30186-5/fulltext\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of nearly 12,000 teenagers found that frequent social media use is associated with a lower sense of well-being, especially among girls who experienced cyberbullying or diminished sleep. Social psychologist and author \u003c/span>\u003ca href=\"https://twitter.com/jean_twenge\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Jean Twenge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who has explored the link between excessive screen use and deteriorating mental health, \u003c/span>\u003ca href=\"https://www.washingtonpost.com/national/health-science/teenage-depression-and-suicide-are-way-up--and-so-is-smartphone-use/2017/11/17/624641ea-ca13-11e7-8321-481fd63f174d_story.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">blames\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the former for triggering the latter, noting that rates of depression and suicide among teenagers have increased since smart phones became ubiquitous. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though far from a controlled lab experiment, twins who grew up in the same house and diverged over their phone use offer interesting insights into how Instagram and its ilk can amplify what’s already there. How the two have adapted their social media patterns during college also reveals how the wider environment can shape its use. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In high school, Madeleine was the first to admit that she was easily distracted and bored, as well as quick to lose things, including the phone she relied on to stay in touch with friends. “I tend to leave my phone everywhere,” she told me. She wasn’t one to post pictures often, a habit that annoyed some of her friends, but she did check Instagram and Snapchat once or twice a day, she said, for up to an hour in total time. That was a far cry from many girls Madeleine knew, including some who tracked their accounts for six hours a day, she said. She liked the way big stories on Instagram or Snapchat sparked conversation and mentioned that a public spat on YouTube among dueling makeup artists preoccupied her entire grade. What Madeleine enjoyed most, though, was how these platforms allowed her to stay connected with the friends in Australia she met during a student exchange program. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Xenia, on the other hand, is a minimalist, and not just with her phone, which she used about 90 minutes per week in high school. She didn’t care to be photographed, was oblivious to fashion trends, and didn’t fret over being last to the latest Instagram kerfuffle. “It’s not that I don’t hear about it,” she said at the time, “it’s just delayed.” Her sister Madeleine acted as a kind of social media screener, sharing highlights she knew Xenia would appreciate but leaving out Hollywood gossip and trivial YouTube quarrels. Xenia had no regrets: “I have better stuff to worry about than who opened my TikTok,” she said. She was mystified by those who lingered on social media and then whimpered about their limited time. “You intentionally chose to be on some site for many hours on the weekend; that’s a decision you made,” she said. And though she acquiesced to the group when friends chose a restaurant based on its Instagram appeal rather than its menu, she was baffled by the reasoning. “I don’t understand that aspect of it, the pointlessness,” she told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A funny thing happened when the girls went to college. Xenia was forced to join Facebook for her COVID-era freshman orientation and ultimately caved to adopting Instagram: it was the most efficient way of staying in touch with friends from home. Had she finally fallen sway to its obsessive power, sharing shots of the day’s breakfast and choice of shoes? “I’m on it about 10 to 20 minutes a week,” she told me. “I’ve never posted anything.” As in high school, her college friends admired Xenia’s apathy towards social media, and many enjoyed studying with her; she was less distracted, and her avoidance of the platforms was contagious. At the same time, Xenia is on her phone more, in part because some professors use them for coursework and exams. But she remains bewildered by the power social media seems to wield over her peers. “I feel like it’s an addiction,” she told me.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">College has changed Madeleine more dramatically. No longer surrounded by disapproving family members who discouraged excessive phone use, at first she found it harder to control herself. She fell deeper into time-consuming rabbit holes and got wrapped up in distant, trivial dramas. But it began to dawn on her that the curated lives she witnessed on Instagram weren’t important or real. By the middle of her first semester at college, she deleted the app. From Xenia’s vantage point, Madeleine is happier and her friendships seem more solid than the ones she had in high school. “Whether academically or socially, she’s a lot freer,” Xenia said. Madeleine said this: “My brain is way less cluttered.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61654/what-happens-when-one-twin-scorns-social-media-and-the-other-embraces-it","authors":["4613"],"categories":["mindshift_21445"],"tags":["mindshift_866","mindshift_20865","mindshift_20816","mindshift_393","mindshift_30"],"featImg":"mindshift_61655","label":"mindshift"},"mindshift_60436":{"type":"posts","id":"mindshift_60436","meta":{"index":"posts_1591205157","site":"mindshift","id":"60436","score":null,"sort":[1678845043000]},"guestAuthors":[],"slug":"when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family","title":"When parents practice good screen habits, it rubs off on the whole family","publishDate":1678845043,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\" target=\"_blank\" rel=\"noopener noreferrer\">Generation Sleepless”\u003c/a> (Penguin, 2022) by Heather Turgeon and Julie Wright.\u003c/em>\u003c/p>\n\u003cp>Little kids and teenagers model their behaviors (often subconsciously) after their parents, so if your phone is an appendage and your attention is continually drawn to it, this behavior pattern is more likely to be adopted by your kids. When you practice basic boundaries and good screen habits, this also rubs off on the whole family. Not only that, it signifies to your teen that your own sleep and well-being are a priority.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60810 size-thumbnail alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gen-sleepless-160x242.png\" alt=\"\" width=\"160\" height=\"242\">Parents have room for improvement in this arena: the majority of parents say they sleep with a mobile device next to their bed, and about 1 in 4 say they wake up to check their phone in the night. If you ask children about their parents’ screen behaviors, many will express disdain for the phone and say their mom or dad is always on it, and it’s hard to get their attention. Half of adolescents say their parent or caregiver is distracted by their cell phone when they’re trying to have a conversation with them.\u003c/p>\n\u003cp>Most parents are aware that babies and little kids need our attention, but we don’t appreciate how much teenagers do, too. They pick up on signs of distraction, like when our eyes are glued to a screen, when it takes many attempts to get our attention, or when we pick up our phones in every down moment as if the device is more interesting than the moment in front of us. It’s a huge relief to kids when we watch and listen. It makes them feel seen, validated, and understood. This is not just something we save for a big moment of “Hey, Mom, I need to talk to you.” Rather, teens pick up on our nuanced distraction all the time. In addition, if you regularly talk, text, and type in designations on your phone while you’re driving, your teen won’t take you seriously when you tell him how dangerous distracted driving is.\u003c/p>\n\u003cp>The irony is that parents are much more likely to turn to their phone when a child is acting out or a teen is non-responsive or withdrawn, creating a further breakdown in communication when they need us most. In these difficult moments, it’s easier to retreat to our corners and not to deal with what’s going on under the surface. It makes perfect sense that our instinct is to distract ourselves from the reality of how hard these moments can feel, but as we grow the habit of escaping to our screens, we get rustier and rustier at effective communication with our kids. By not giving up and turning to your own devices, you are refusing to be influenced by a force, created by technology, that is carrying you further and further from your teen.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The antidote to this powerful pull of technology is two-fold. One, healthy screen habits, and two, the broader family elements that lead to greater well-being, connection, and sleep. We think of these elements like daily vitamin doses that keep everyone F-O-N-D of each other:\u003c/p>\n\u003cp>\u003cstrong>Family rituals:\u003c/strong> Teenagers grow more independent, but they continue to need the primary attachment to family. As kids get older, it’s important to protect the rituals of dinner together, movie night, Sunday morning hikes or throwing a baseball, bedtime routines, and so forth. Rituals are different from spontaneous times together, which are important too, because they are predictable and lead to a feeling of belonging and security. Too often we see families grow disconnected from each other while living under the same roof, and this is accentuated by electronic media. Research has found that kids who spent more time on non-screen activities, like in-person social interactions, sports or exercise, print media, and attending religious services, were less likely to have mental health issues. These real-world routines and rituals have clear benefits and help our kids grow a healthy sense of self, purpose, and connection to our family and community.\u003c/p>\n\u003cp>\u003cstrong>Open play:\u003c/strong> Play is an intrinsic human drive and it’s essential to the brain. \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\" target=\"_blank\" rel=\"noopener noreferrer\">Through play, kids learn to solve problems, stretch creativity, sustain attention, and feel joy, satisfaction, and accomplishment\u003c/a>. The trouble is that play (of the non-digital variety) can easily disappear as kids get older. Most people know that \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\" target=\"_blank\" rel=\"noopener noreferrer\">little kids need to play\u003c/a>, but as they mature, \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\" target=\"_blank\" rel=\"noopener noreferrer\">we respect this need less and less\u003c/a>. Psychologist Stuart Brown has researched play for decades, finding many connections between play (at all ages) and our happiness and fulfillment as individuals, resilience, flexibility and connection to each other as social beings. And says, “Nothing lights up the brain like play,” says Brown. What constitutes play is that it’s done for enjoyment and exploration (not necessarily an organized sport). Building a model robot, finding random materials to make a hangout spot, climbing a hill and rolling down, or just riding bikes around the neighborhood are examples. “The opposite of play is not work,” says Brown. “It’s depression.” Play is a component of happiness and it leads our kids, teens, and us as adults to feel better regulated, connected, and healthier — it’s basically an antidepressant, and should be protected as kids get older. Play — especially outdoors — improves our sleep. What’s amazing is how natural the drive is to play, so promoting it does not have to be fancy at all. All you need is the opportunity for play: time and space away from screens. When kids are together, without screens, they play together instinctively (as they get older, they just need a little warm up time). Don’t worry about the complaints of being bored or the resistance to getting outside. With time, the drive to play takes over.\u003c/p>\n\u003cp>\u003cstrong>Nature:\u003c/strong> Being in nature has been found to lower levels of stress hormones (which also helps us sleep), increase cognitive abilities, and improve mood. One study found that gardening for thirty minutes significantly reduced stress chemicals, even more than reading for the same amount of time. Another found that walking in nature reduced activity in the part of the brain responsible for rumination (continuously thinking about something that bothers you). Sunlight early in the day stimulates the brain to become alert, increases mood-improving neurochemicals, and deepens our sleep in the forthcoming night.\u003c/p>\n\u003cp>\u003cstrong>Downtime:\u003c/strong> If every moment of your day is accounted for, there is no opportunity to become bored, have a new idea or a spontaneous experience that isn’t pre-scripted. Downtime is easily squeezed by busy family life, but we find it helps everyone feel better when there’s some downtime built into each week. It sounds counterintuitive to schedule downtime, but that’s what most families need to do, and it works well.\u003c/p>\n\u003cp>The combination of healthy screen habits and F-O-N-D family elements improves sleep by feeding family connection, fun, and meaning, as well as keeping us in control of our devices, so we can enjoy their benefits, and then put them away.\u003c/p>\n\u003cfigure id=\"attachment_60437\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60437 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg\" alt=\"\" width=\"160\" height=\"114\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos.jpeg 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">\"Generation Sleepless\" authors Heather Turgeon and Julie Wright\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.thehappysleeper.com/\">Heather Turgeon and Julie Wright\u003c/a> are psychotherapists, sleep specialists and authors of the popular parenting books, \"The Happy Sleeper\" and \"Now Say This.\" Their work has appeared in The New York Times, The Wall Street Journal, The Atlantic, The Washington Post and on several NPR shows. Turgeon lives in Los Angeles and has a (well-rested) tween and teen. Wright is the creator of one of LA’s best known parenting programs, The Wright Mommy and Me. She lives in New York City and has a young adult son.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Sleep therapists Heather Turgeon and Julie Wright offer strategies caregivers can use to shape family practices around phones, social media, and screen time.","status":"publish","parent":0,"modified":1678987452,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1318},"headData":{"title":"When parents practice good screen habits, it rubs off on the whole family | KQED","description":"Sleep therapists Heather Turgeon and Julie Wright offer strategies caregivers can use to shape family practices around phones, social media, and screen time.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\" target=\"_blank\" rel=\"noopener noreferrer\">Generation Sleepless”\u003c/a> (Penguin, 2022) by Heather Turgeon and Julie Wright.\u003c/em>\u003c/p>\n\u003cp>Little kids and teenagers model their behaviors (often subconsciously) after their parents, so if your phone is an appendage and your attention is continually drawn to it, this behavior pattern is more likely to be adopted by your kids. When you practice basic boundaries and good screen habits, this also rubs off on the whole family. Not only that, it signifies to your teen that your own sleep and well-being are a priority.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60810 size-thumbnail alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gen-sleepless-160x242.png\" alt=\"\" width=\"160\" height=\"242\">Parents have room for improvement in this arena: the majority of parents say they sleep with a mobile device next to their bed, and about 1 in 4 say they wake up to check their phone in the night. If you ask children about their parents’ screen behaviors, many will express disdain for the phone and say their mom or dad is always on it, and it’s hard to get their attention. Half of adolescents say their parent or caregiver is distracted by their cell phone when they’re trying to have a conversation with them.\u003c/p>\n\u003cp>Most parents are aware that babies and little kids need our attention, but we don’t appreciate how much teenagers do, too. They pick up on signs of distraction, like when our eyes are glued to a screen, when it takes many attempts to get our attention, or when we pick up our phones in every down moment as if the device is more interesting than the moment in front of us. It’s a huge relief to kids when we watch and listen. It makes them feel seen, validated, and understood. This is not just something we save for a big moment of “Hey, Mom, I need to talk to you.” Rather, teens pick up on our nuanced distraction all the time. In addition, if you regularly talk, text, and type in designations on your phone while you’re driving, your teen won’t take you seriously when you tell him how dangerous distracted driving is.\u003c/p>\n\u003cp>The irony is that parents are much more likely to turn to their phone when a child is acting out or a teen is non-responsive or withdrawn, creating a further breakdown in communication when they need us most. In these difficult moments, it’s easier to retreat to our corners and not to deal with what’s going on under the surface. It makes perfect sense that our instinct is to distract ourselves from the reality of how hard these moments can feel, but as we grow the habit of escaping to our screens, we get rustier and rustier at effective communication with our kids. By not giving up and turning to your own devices, you are refusing to be influenced by a force, created by technology, that is carrying you further and further from your teen.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The antidote to this powerful pull of technology is two-fold. One, healthy screen habits, and two, the broader family elements that lead to greater well-being, connection, and sleep. We think of these elements like daily vitamin doses that keep everyone F-O-N-D of each other:\u003c/p>\n\u003cp>\u003cstrong>Family rituals:\u003c/strong> Teenagers grow more independent, but they continue to need the primary attachment to family. As kids get older, it’s important to protect the rituals of dinner together, movie night, Sunday morning hikes or throwing a baseball, bedtime routines, and so forth. Rituals are different from spontaneous times together, which are important too, because they are predictable and lead to a feeling of belonging and security. Too often we see families grow disconnected from each other while living under the same roof, and this is accentuated by electronic media. Research has found that kids who spent more time on non-screen activities, like in-person social interactions, sports or exercise, print media, and attending religious services, were less likely to have mental health issues. These real-world routines and rituals have clear benefits and help our kids grow a healthy sense of self, purpose, and connection to our family and community.\u003c/p>\n\u003cp>\u003cstrong>Open play:\u003c/strong> Play is an intrinsic human drive and it’s essential to the brain. \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\" target=\"_blank\" rel=\"noopener noreferrer\">Through play, kids learn to solve problems, stretch creativity, sustain attention, and feel joy, satisfaction, and accomplishment\u003c/a>. The trouble is that play (of the non-digital variety) can easily disappear as kids get older. Most people know that \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\" target=\"_blank\" rel=\"noopener noreferrer\">little kids need to play\u003c/a>, but as they mature, \u003ca href=\"https://www.kqed.org/mindshift/60253/play-is-crucial-for-middle-schoolers-too\" target=\"_blank\" rel=\"noopener noreferrer\">we respect this need less and less\u003c/a>. Psychologist Stuart Brown has researched play for decades, finding many connections between play (at all ages) and our happiness and fulfillment as individuals, resilience, flexibility and connection to each other as social beings. And says, “Nothing lights up the brain like play,” says Brown. What constitutes play is that it’s done for enjoyment and exploration (not necessarily an organized sport). Building a model robot, finding random materials to make a hangout spot, climbing a hill and rolling down, or just riding bikes around the neighborhood are examples. “The opposite of play is not work,” says Brown. “It’s depression.” Play is a component of happiness and it leads our kids, teens, and us as adults to feel better regulated, connected, and healthier — it’s basically an antidepressant, and should be protected as kids get older. Play — especially outdoors — improves our sleep. What’s amazing is how natural the drive is to play, so promoting it does not have to be fancy at all. All you need is the opportunity for play: time and space away from screens. When kids are together, without screens, they play together instinctively (as they get older, they just need a little warm up time). Don’t worry about the complaints of being bored or the resistance to getting outside. With time, the drive to play takes over.\u003c/p>\n\u003cp>\u003cstrong>Nature:\u003c/strong> Being in nature has been found to lower levels of stress hormones (which also helps us sleep), increase cognitive abilities, and improve mood. One study found that gardening for thirty minutes significantly reduced stress chemicals, even more than reading for the same amount of time. Another found that walking in nature reduced activity in the part of the brain responsible for rumination (continuously thinking about something that bothers you). Sunlight early in the day stimulates the brain to become alert, increases mood-improving neurochemicals, and deepens our sleep in the forthcoming night.\u003c/p>\n\u003cp>\u003cstrong>Downtime:\u003c/strong> If every moment of your day is accounted for, there is no opportunity to become bored, have a new idea or a spontaneous experience that isn’t pre-scripted. Downtime is easily squeezed by busy family life, but we find it helps everyone feel better when there’s some downtime built into each week. It sounds counterintuitive to schedule downtime, but that’s what most families need to do, and it works well.\u003c/p>\n\u003cp>The combination of healthy screen habits and F-O-N-D family elements improves sleep by feeding family connection, fun, and meaning, as well as keeping us in control of our devices, so we can enjoy their benefits, and then put them away.\u003c/p>\n\u003cfigure id=\"attachment_60437\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60437 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg\" alt=\"\" width=\"160\" height=\"114\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos-160x114.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Wright-Turgeon-author-photos.jpeg 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">\"Generation Sleepless\" authors Heather Turgeon and Julie Wright\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.thehappysleeper.com/\">Heather Turgeon and Julie Wright\u003c/a> are psychotherapists, sleep specialists and authors of the popular parenting books, \"The Happy Sleeper\" and \"Now Say This.\" Their work has appeared in The New York Times, The Wall Street Journal, The Atlantic, The Washington Post and on several NPR shows. Turgeon lives in Los Angeles and has a (well-rested) tween and teen. Wright is the creator of one of LA’s best known parenting programs, The Wright Mommy and Me. She lives in New York City and has a young adult son.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family","authors":["4354"],"categories":["mindshift_21445","mindshift_21491","mindshift_21385"],"tags":["mindshift_866","mindshift_21230","mindshift_20568","mindshift_21116","mindshift_498","mindshift_20816","mindshift_991","mindshift_21373","mindshift_166"],"featImg":"mindshift_60440","label":"mindshift"},"mindshift_59625":{"type":"posts","id":"mindshift_59625","meta":{"index":"posts_1591205157","site":"mindshift","id":"59625","score":null,"sort":[1660029478000]},"guestAuthors":[],"slug":"three-reasons-teens-need-later-school-start-times","title":"Three reasons teens need later school start times","publishDate":1660029478,"format":"audio","headTitle":"Three reasons teens need later school start times | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">When Amelia thinks about her freshman year two years ago, she remembers always being tardy to her 8 a.m. first period class. Encinal Junior Senior High School in Alameda is across town from her home. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It was so hard to wake up in the morning,” she said. “I had to bike to school and I live on the other side of the island.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Like other teens, mornings are a struggle because she had several hours of homework and extracurriculars the night before, but research shows that’s not the entire story. High schoolers are going to sleep later and waking up early to make it on time for first period classes. Starting school at 8 a.m. was early for Amelia, but some high schools begin at 7:30 a.m. According to psychotherapists Heather Turgeon and Julie Wright in their book “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\">Generation Sleepless\u003c/a>,” today’s teens are sleepier than ever and these earlier school start times are interfering with their body’s circadian rhythm. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“One of the things that happens somewhere around age 12 is that their brain clock becomes set to a later pace,” said Turgeon, which puts a teen about two hours behind the sleep schedule of a young child or adult. “That means they want to go to sleep later and they want to wake up later,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It may seem excessive, but teens are supposed to sleep nine to ten hours a night. “We consider adequate sleep – the very lowest amount – to be about eight hours,” said Wright. Almost \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400;\">70% of U.S. high school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> don’t get the minimum amount of sleep they need each night. Between homework, after school activities and early school start times, the average high schooler usually gets about 6.5 hours of sleep. And missing out on just a couple hours of rest each night has negative consequences for developing teenage brains. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When a teen is tired, the amygdala – which is the part of the brain that responds to danger – becomes more active. And parts of the brain that are in charge of judgment become less active. Sleep issues are commonly associated with anxiety, depression, bipolar disorder and ADHD. “We see teens with issues like really \u003c/span>\u003ca href=\"https://www.apa.org/monitor/oct01/sleepteen\">\u003cspan style=\"font-weight: 400;\">critical mental health issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2013/05/20/185572055/less-sleep-for-teens-means-higher-risk-for-car-crashes#:~:text=Press-,Less%20Sleep%20For%20Teens%20Means%20Higher%20Risk%20For%20Car%20Crashes,an%20equivalent%20lack%20of%20sleep.\">\u003cspan style=\"font-weight: 400;\">accidents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3296786/\">\u003cspan style=\"font-weight: 400;\">suicidality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> – things that parents really worry about – and getting enough sleep addresses those issues.”\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Debate Over School Start Times\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Bw_3Q6CRxGA?start=22&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In an effort to curb teens’ sleep deprivation, California Gov. Gavin Newsom passed a \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB328\">\u003cspan style=\"font-weight: 400;\">first-of-its-kind law in 2019\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> prohibiting high schools from starting before 8:30 a.m. Other states such as\u003c/span>\u003ca href=\"https://abcnews.go.com/Health/school-start-times-eyed-address-youth-mental-health/story?id=83791358\">\u003cspan style=\"font-weight: 400;\"> New Jersey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.nysenate.gov/legislation/bills/2021/A8202\">\u003cspan style=\"font-weight: 400;\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://wapp.capitol.tn.gov/apps/BillInfo/Default.aspx?BillNumber=SB1818\">\u003cspan style=\"font-weight: 400;\">Tennessee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are looking to follow California’s lead. Even with research showing that letting students sleep in contributes to better academic performance, lower truancy rates and improved mental health, there has been push back from parents and school districts about delaying the start of the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the obstacles to earlier school start times is long-held beliefs about teens and school. So I asked Turgeon and Wright to clear up some common claims. Their responses have been edited for clarity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>CLAIM: We don’t need late school starts because teenagers can just sleep in on the weekends.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: On Saturday or Sunday, a teenager might sleep for 10 hours. There is such a thing as rebound sleep, which is what happens when you finally sleep well and then you’re like, “Oh my God, I feel so much better.” But, you can’t go back in time and erase the toll that happened to your body during the week. Because of the chronic sleep loss that you had from Monday to Friday, your body and your brain were still under stress. Toxins were building up in the brain. All those effects throughout the week do not go away. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What would happen if you didn’t sleep? - Claudia Aguirre\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dqONk48l5vY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>CLAIM: If school start times are later, teens will just stay up later on their phone or play video games.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">WRIGHT: \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/383436\">\u003cspan style=\"font-weight: 400;\">The research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in areas where schools have moved to a later start time shows that the kids are going to bed at about the same time, so they are getting more sleep overall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We also want to help families find a way to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400;\">create some structure around technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and not be afraid of their kids being unhappy about it. It all depends on where parents are in the process, how old their kids are and how much independence they’ve given their child. We really recommend holding on to bedtimes and sleep routines longer than most modern parents seem to be doing. Don’t be afraid that your child won’t love you anymore if you say that the devices have to be parked at 9 p.m. and bedtime is at 10 p.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We are creatures of habit and technology is very addictive, so changing the way that evenings unfold and changing our habits is not easy. It takes time and takes a lot of attention and takes parents really being involved and creating some activities to do once those devices are put away. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">I do hear a lot of parents are a little bit afraid of their kids, and they’re also often in their own room on their own devices. We can control technology use rather than having it control us; and our kids need to see that we can do that and that we’re not afraid of helping them do that. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>CLAIM: Later school start times will affect bus schedules and after school activities such as sports. \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: When schools are making the change, there’s a lot of confusion about it or mixed feelings and concerns on the part of parents about sports, bussing, logistics and traffic. The typical result has been that it all works out and everyone’s happier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In some cases, \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2109.html\">bus routes need to be planned a little differently\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400;\">. For sports teams in the same league or district, schools can make the change together and coordinate practices and games. I think it’s just really important to know that all those concerns are logistical concerns. And so which do we weigh more? Do we weigh logistics and grown up concerns and those things that are adult centered or do we want to weigh the mental health of teenagers? And I think if you put it that way to parents, there’s no question what the answer should be. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>What Students Have to Say After Getting a Later Start Time \u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Encinal Junior Senior High School moved their start time from 8 a.m. to 8:30 a.m the year students returned to school buildings after distance learning. Thirty extra minutes might not seem like much, but some teens had more time to eat breakfast, which they would often skip when they had to be at school earlier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times helped teens who have bigger roles in their households, such as helping younger siblings get ready for school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I wake up around 6:30 a.m. or 6:45 a.m. because my little brother comes over and he has to get dropped off at school. I have to get him ready and make his lunch,” Encinal High School junior Kavanti told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times also help students who have to take public transportation. Research has shown that students who\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0739456X17725148?journalCode=jpea&\">\u003cspan style=\"font-weight: 400;\"> have to travel further for school, especially using public transportation, get less sleep than their peers \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">who live closer and have more private transportation options. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even on the slightly later schedule, students are just barely reaching the recommended sleep minimum of eight hours per night. Students may aspire to get to bed earlier, but then students have after school obligations. \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2020/09/01/does-homework-work-when-kids-are-learning-all-day-home/\">\u003cspan style=\"font-weight: 400;\">Students report having around three hours of homework each night.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On top of that, they play sports with demanding practice schedules and after school games. “When I come home from practice, it’s already night,” said Kameron, a senior at Encinal High School. He said he usually falls asleep around 11 p.m. or 12 a.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teenage students will be the first to admit that phones steal away precious hours of sleep. Texting friends and scrolling through social media tempts many teens away from counting sheep. “My dad would come to my room and be like, ‘Get off your phone,’” said Kavanti. “Then I go back right after he leaves. I think that is why I go to sleep so late.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But high schools that have pushed back their start times have already seen positive results like a decrease in \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2020/02/200218125312.htm\">\u003cspan style=\"font-weight: 400;\">teen car crashes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.sph.umn.edu/news/delaying-high-school-start-times-reduces-sleepiness-and-tardiness/#:~:text=A%20new%20study%20from%20the,PhD%20student%20Kaitlyn%20Berry.\">\u003cspan style=\"font-weight: 400;\">tardiness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6195354/#:~:text=Depression%20and%20anxiety,students%20in%20earlier%20starting%20schools.\">\u003cspan style=\"font-weight: 400;\">depression symptoms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Teenagers’ health hangs in the balance and students’ ability to hit their snooze button may be the tipping point. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Sleep experts Heather Turgeon and Julie Wright clear up common claims about teen sleep habits and later school start times. ","status":"publish","parent":0,"modified":1700528891,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1521},"headData":{"title":"Three reasons teens need later school start times | KQED","description":"Sleep experts Heather Turgeon and Julie Wright clear up common claims about teen sleep habits and later school start times.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Sleep experts Heather Turgeon and Julie Wright clear up common claims about teen sleep habits and later school start times."},"audioUrl":"https://dcs.megaphone.fm/KQINC8589991528.mp3?key=4b033e708927cde4cc2353b11d3988c5","excludeFromSiteSearch":"Include","path":"/mindshift/59625/three-reasons-teens-need-later-school-start-times","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">When Amelia thinks about her freshman year two years ago, she remembers always being tardy to her 8 a.m. first period class. Encinal Junior Senior High School in Alameda is across town from her home. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It was so hard to wake up in the morning,” she said. “I had to bike to school and I live on the other side of the island.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Like other teens, mornings are a struggle because she had several hours of homework and extracurriculars the night before, but research shows that’s not the entire story. High schoolers are going to sleep later and waking up early to make it on time for first period classes. Starting school at 8 a.m. was early for Amelia, but some high schools begin at 7:30 a.m. According to psychotherapists Heather Turgeon and Julie Wright in their book “\u003ca href=\"https://www.penguinrandomhouse.com/books/647334/generation-sleepless-by-heather-turgeon-mft-and-julie-wright-mft-foreword-by-daniel-j-siegel/\">Generation Sleepless\u003c/a>,” today’s teens are sleepier than ever and these earlier school start times are interfering with their body’s circadian rhythm. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“One of the things that happens somewhere around age 12 is that their brain clock becomes set to a later pace,” said Turgeon, which puts a teen about two hours behind the sleep schedule of a young child or adult. “That means they want to go to sleep later and they want to wake up later,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It may seem excessive, but teens are supposed to sleep nine to ten hours a night. “We consider adequate sleep – the very lowest amount – to be about eight hours,” said Wright. Almost \u003c/span>\u003ca href=\"https://publications.aap.org/aapnews/news/13792?autologincheck=redirected\">\u003cspan style=\"font-weight: 400;\">70% of U.S. high school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> don’t get the minimum amount of sleep they need each night. Between homework, after school activities and early school start times, the average high schooler usually gets about 6.5 hours of sleep. And missing out on just a couple hours of rest each night has negative consequences for developing teenage brains. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When a teen is tired, the amygdala – which is the part of the brain that responds to danger – becomes more active. And parts of the brain that are in charge of judgment become less active. Sleep issues are commonly associated with anxiety, depression, bipolar disorder and ADHD. “We see teens with issues like really \u003c/span>\u003ca href=\"https://www.apa.org/monitor/oct01/sleepteen\">\u003cspan style=\"font-weight: 400;\">critical mental health issues\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2013/05/20/185572055/less-sleep-for-teens-means-higher-risk-for-car-crashes#:~:text=Press-,Less%20Sleep%20For%20Teens%20Means%20Higher%20Risk%20For%20Car%20Crashes,an%20equivalent%20lack%20of%20sleep.\">\u003cspan style=\"font-weight: 400;\">accidents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3296786/\">\u003cspan style=\"font-weight: 400;\">suicidality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> – things that parents really worry about – and getting enough sleep addresses those issues.”\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"The Debate Over School Start Times\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Bw_3Q6CRxGA?start=22&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In an effort to curb teens’ sleep deprivation, California Gov. Gavin Newsom passed a \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB328\">\u003cspan style=\"font-weight: 400;\">first-of-its-kind law in 2019\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> prohibiting high schools from starting before 8:30 a.m. Other states such as\u003c/span>\u003ca href=\"https://abcnews.go.com/Health/school-start-times-eyed-address-youth-mental-health/story?id=83791358\">\u003cspan style=\"font-weight: 400;\"> New Jersey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.nysenate.gov/legislation/bills/2021/A8202\">\u003cspan style=\"font-weight: 400;\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://wapp.capitol.tn.gov/apps/BillInfo/Default.aspx?BillNumber=SB1818\">\u003cspan style=\"font-weight: 400;\">Tennessee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are looking to follow California’s lead. Even with research showing that letting students sleep in contributes to better academic performance, lower truancy rates and improved mental health, there has been push back from parents and school districts about delaying the start of the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">One of the obstacles to earlier school start times is long-held beliefs about teens and school. So I asked Turgeon and Wright to clear up some common claims. Their responses have been edited for clarity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>CLAIM: We don’t need late school starts because teenagers can just sleep in on the weekends.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: On Saturday or Sunday, a teenager might sleep for 10 hours. There is such a thing as rebound sleep, which is what happens when you finally sleep well and then you’re like, “Oh my God, I feel so much better.” But, you can’t go back in time and erase the toll that happened to your body during the week. Because of the chronic sleep loss that you had from Monday to Friday, your body and your brain were still under stress. Toxins were building up in the brain. All those effects throughout the week do not go away. \u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What would happen if you didn’t sleep? - Claudia Aguirre\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/dqONk48l5vY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>CLAIM: If school start times are later, teens will just stay up later on their phone or play video games.\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">WRIGHT: \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/383436\">\u003cspan style=\"font-weight: 400;\">The research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in areas where schools have moved to a later start time shows that the kids are going to bed at about the same time, so they are getting more sleep overall. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We also want to help families find a way to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59094/does-my-kid-have-a-tech-addiction\">\u003cspan style=\"font-weight: 400;\">create some structure around technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and not be afraid of their kids being unhappy about it. It all depends on where parents are in the process, how old their kids are and how much independence they’ve given their child. We really recommend holding on to bedtimes and sleep routines longer than most modern parents seem to be doing. Don’t be afraid that your child won’t love you anymore if you say that the devices have to be parked at 9 p.m. and bedtime is at 10 p.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">We are creatures of habit and technology is very addictive, so changing the way that evenings unfold and changing our habits is not easy. It takes time and takes a lot of attention and takes parents really being involved and creating some activities to do once those devices are put away. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">I do hear a lot of parents are a little bit afraid of their kids, and they’re also often in their own room on their own devices. We can control technology use rather than having it control us; and our kids need to see that we can do that and that we’re not afraid of helping them do that. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8589991528\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cb>CLAIM: Later school start times will affect bus schedules and after school activities such as sports. \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">TURGEON: When schools are making the change, there’s a lot of confusion about it or mixed feelings and concerns on the part of parents about sports, bussing, logistics and traffic. The typical result has been that it all works out and everyone’s happier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In some cases, \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2109.html\">bus routes need to be planned a little differently\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400;\">. For sports teams in the same league or district, schools can make the change together and coordinate practices and games. I think it’s just really important to know that all those concerns are logistical concerns. And so which do we weigh more? Do we weigh logistics and grown up concerns and those things that are adult centered or do we want to weigh the mental health of teenagers? And I think if you put it that way to parents, there’s no question what the answer should be. \u003c/span>\u003c/p>\n\u003ch4>\u003cb>What Students Have to Say After Getting a Later Start Time \u003c/b>\u003c/h4>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Encinal Junior Senior High School moved their start time from 8 a.m. to 8:30 a.m the year students returned to school buildings after distance learning. Thirty extra minutes might not seem like much, but some teens had more time to eat breakfast, which they would often skip when they had to be at school earlier. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times helped teens who have bigger roles in their households, such as helping younger siblings get ready for school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I wake up around 6:30 a.m. or 6:45 a.m. because my little brother comes over and he has to get dropped off at school. I have to get him ready and make his lunch,” Encinal High School junior Kavanti told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Later start times also help students who have to take public transportation. Research has shown that students who\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0739456X17725148?journalCode=jpea&\">\u003cspan style=\"font-weight: 400;\"> have to travel further for school, especially using public transportation, get less sleep than their peers \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">who live closer and have more private transportation options. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even on the slightly later schedule, students are just barely reaching the recommended sleep minimum of eight hours per night. Students may aspire to get to bed earlier, but then students have after school obligations. \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2020/09/01/does-homework-work-when-kids-are-learning-all-day-home/\">\u003cspan style=\"font-weight: 400;\">Students report having around three hours of homework each night.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">On top of that, they play sports with demanding practice schedules and after school games. “When I come home from practice, it’s already night,” said Kameron, a senior at Encinal High School. He said he usually falls asleep around 11 p.m. or 12 a.m.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teenage students will be the first to admit that phones steal away precious hours of sleep. Texting friends and scrolling through social media tempts many teens away from counting sheep. “My dad would come to my room and be like, ‘Get off your phone,’” said Kavanti. “Then I go back right after he leaves. I think that is why I go to sleep so late.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But high schools that have pushed back their start times have already seen positive results like a decrease in \u003c/span>\u003ca href=\"https://www.sciencedaily.com/releases/2020/02/200218125312.htm\">\u003cspan style=\"font-weight: 400;\">teen car crashes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.sph.umn.edu/news/delaying-high-school-start-times-reduces-sleepiness-and-tardiness/#:~:text=A%20new%20study%20from%20the,PhD%20student%20Kaitlyn%20Berry.\">\u003cspan style=\"font-weight: 400;\">tardiness\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6195354/#:~:text=Depression%20and%20anxiety,students%20in%20earlier%20starting%20schools.\">\u003cspan style=\"font-weight: 400;\">depression symptoms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Teenagers’ health hangs in the balance and students’ ability to hit their snooze button may be the tipping point. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59625/three-reasons-teens-need-later-school-start-times","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21445","mindshift_21130","mindshift_21385","mindshift_21848"],"tags":["mindshift_20589","mindshift_866","mindshift_563","mindshift_20865","mindshift_46","mindshift_991","mindshift_990","mindshift_393"],"featImg":"mindshift_59626","label":"mindshift_21847"},"mindshift_34469":{"type":"posts","id":"mindshift_34469","meta":{"index":"posts_1591205157","site":"mindshift","id":"34469","score":null,"sort":[1394652703000]},"guestAuthors":[],"slug":"should-handheld-devices-for-kids-under-12-be-banned","title":"Should Handheld Devices for Kids Under 12 Be Banned? ","publishDate":1394652703,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">Huffington Post\u003c/a> article, \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">10 Reasons Why Handheld Devices Should Be Banned,\u003c/a> from a couple of days ago has clearly hit a nerve. The link has spread far and wide, with hundreds of thousands of social media shares.\u003c/p>\n\u003cp>The author links to studies from the American Academy of Pediatrics, the Canadian Society of Pediatrics, Kaiser Foundation, Active Healthy Kids Canada, and Common Sense Media as the primary sources that back up her call to ban the use of all handheld devices for children under the age of 12 years. She cites sleep deprivation, obesity, delayed brain development, mental illness, aggression, addiction, and digital dementia as just a few of the detrimental consequences of allowing kids under 12 to use handheld devices.\u003c/p>\n\u003cp>(Since the post was published, \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/10-reasons-why-we-need-re_b_4940987.html?utm_hp_ref=technology&ir=Technology\">many have written responses\u003c/a> that refute both the factual assertions and the conclusions the author makes.)\u003c/p>\n\u003cp>The article comes at a pivotal moment when schools, teachers, and parents are figuring out how \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/tablets-for-fifth-graders-teachers-try-different-tactics/\">students can use mobile devices\u003c/a> -- specifically \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">smartphones\u003c/a> or \u003ca href=\"http://wp.me/p2io8W-8K5\">tablets\u003c/a> -- for the purposes of learning: to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">create\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\">collaborate\u003c/a>, research, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/tablets-for-learning-emphasis-on-capturing-students-voices/\">share information and opinion\u003c/a>, and possibly as an \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">equalizing force in the digital divide\u003c/a>.\u003c/p>\n\u003cp>How does this call for a ban on handheld devices square with what parents and teachers believe about the value of devices towards the purposes of learning, whether in or out of school? Should mobile devices be kept from students below the sixth grade altogether? Is a child's age a valid determining factor in answering these questions?\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://i.huffpost.com/gen/1663311/thumbs/o-KIDS-ON-CELL-PHONE-facebook.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">10 Reasons Why Handheld Devices Should Be Banned for Children Under the Age of 12\u003c/a>Posted: Print Article The American Academy of Pediatrics and the Canadian Society of Pediatrics state infants aged 0-2 years should not have any exposure to technology, 3-5 years be restricted to one hour per day, and 6-18 years restricted to 2 hours per day (AAP 2001/13, CPS 2010).\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.huffingtonpost.com%2Fcris-rowan%2F10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.huffingtonpost.com\" target=\"_blank\">Huffingtonpost\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1416620609,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":317},"headData":{"title":"Should Handheld Devices for Kids Under 12 Be Banned? | KQED","description":"A Huffington Post article, 10 Reasons Why Handheld Devices Should Be Banned, from a couple of days ago has clearly hit a nerve. The link has spread far and wide, with hundreds of thousands of social media shares. The author links to studies from the American Academy of Pediatrics, the Canadian Society of Pediatrics, Kaiser","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"34469 http://blogs.kqed.org/mindshift/?p=34469","disqusUrl":"https://ww2.kqed.org/mindshift/2014/03/12/should-handheld-devices-for-kids-under-12-be-banned/","disqusTitle":"Should Handheld Devices for Kids Under 12 Be Banned? ","path":"/mindshift/34469/should-handheld-devices-for-kids-under-12-be-banned","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">Huffington Post\u003c/a> article, \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">10 Reasons Why Handheld Devices Should Be Banned,\u003c/a> from a couple of days ago has clearly hit a nerve. The link has spread far and wide, with hundreds of thousands of social media shares.\u003c/p>\n\u003cp>The author links to studies from the American Academy of Pediatrics, the Canadian Society of Pediatrics, Kaiser Foundation, Active Healthy Kids Canada, and Common Sense Media as the primary sources that back up her call to ban the use of all handheld devices for children under the age of 12 years. She cites sleep deprivation, obesity, delayed brain development, mental illness, aggression, addiction, and digital dementia as just a few of the detrimental consequences of allowing kids under 12 to use handheld devices.\u003c/p>\n\u003cp>(Since the post was published, \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/10-reasons-why-we-need-re_b_4940987.html?utm_hp_ref=technology&ir=Technology\">many have written responses\u003c/a> that refute both the factual assertions and the conclusions the author makes.)\u003c/p>\n\u003cp>The article comes at a pivotal moment when schools, teachers, and parents are figuring out how \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/tablets-for-fifth-graders-teachers-try-different-tactics/\">students can use mobile devices\u003c/a> -- specifically \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">smartphones\u003c/a> or \u003ca href=\"http://wp.me/p2io8W-8K5\">tablets\u003c/a> -- for the purposes of learning: to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">create\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\">collaborate\u003c/a>, research, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/tablets-for-learning-emphasis-on-capturing-students-voices/\">share information and opinion\u003c/a>, and possibly as an \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">equalizing force in the digital divide\u003c/a>.\u003c/p>\n\u003cp>How does this call for a ban on handheld devices square with what parents and teachers believe about the value of devices towards the purposes of learning, whether in or out of school? Should mobile devices be kept from students below the sixth grade altogether? Is a child's age a valid determining factor in answering these questions?\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://i.huffpost.com/gen/1663311/thumbs/o-KIDS-ON-CELL-PHONE-facebook.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">10 Reasons Why Handheld Devices Should Be Banned for Children Under the Age of 12\u003c/a>Posted: Print Article The American Academy of Pediatrics and the Canadian Society of Pediatrics state infants aged 0-2 years should not have any exposure to technology, 3-5 years be restricted to one hour per day, and 6-18 years restricted to 2 hours per day (AAP 2001/13, CPS 2010).\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.huffingtonpost.com%2Fcris-rowan%2F10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.huffingtonpost.com\" target=\"_blank\">Huffingtonpost\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34469/should-handheld-devices-for-kids-under-12-be-banned","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_866","mindshift_1040","mindshift_187","mindshift_20528"],"label":"mindshift"},"mindshift_28585":{"type":"posts","id":"mindshift_28585","meta":{"index":"posts_1591205157","site":"mindshift","id":"28585","score":null,"sort":[1367938814000]},"guestAuthors":[],"slug":"parents-want-kids-to-use-mobile-devices-in-schools","title":"Parents Want Kids to Use Mobile Devices in Schools ","publishDate":1367938814,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28634\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jhaymesisvip/6497720753/http://\">\u003cimg class=\"size-large wp-image-28634\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6497720753_fbaea0598e_z-620x414.jpg\" alt=\"6497720753_fbaea0598e_z\" width=\"620\" height=\"414\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Smartphones, tablets, and other mobile devices have gained popularity as educational tools in part because of the belief those devices \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">could cut across the digital divide\u003c/a> created by socioeconomic boundaries.\u003c/p>\n\u003cp>Now a new study reinforces that perspective, finding that students' access to mobile devices, in this country anyway, is more often a question of parents' attitudes toward mobile learning than a family's income or the mobile device provisions of that family's local school district.\u003c/p>\n\u003cp>\u003ca href=\"http://www.grunwald.com/pdfs/Grunwald%20LandL%20public%20report.pdf\">The report\u003c/a> published by \u003ca href=\"http://www.grunwald.com/\">Grunwald Associates\u003c/a> and the \u003ca href=\"http://www.learningfirst.org/\">Learning First Alliance\u003c/a> with support from AT&T, found that, according to data from a representative nationwide sample of nearly 2,400 parents, more than four in five K-12 students at least occasionally use some sort of computing device, including mobile devices like tablets or smartphones, or laptop computers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/strong>\u003c/aside>\n\u003cp>Further, although there was some association between parent income and the 18 percent of students who don't use devices at home, more than half of those non-using students were found to live in houses where parents own at least one such device, often a smartphone.\u003c/p>\n\u003cp>The cause of non-use in those cases is “some other reason that probably revolves around the attitudes of parents and, by extension, the students toward the smartphone,” said Peter Grunwald, the president and founder of Grunwald Associates, a research firm based in Bethesda, Md., known for its work on ed-tech related projects. “The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Income did affect the number of computing devices per household, however. Overall, the study found families with an income of under $25,000 were found to own an average of 3.3 devices per household, a figure that includes desktop and laptop computers, tablets, and smartphones and \u003c!--more-->other mobile devices. Families with an annual income of more than $150,000 had nearly twice that many devices, on average.\u003c/p>\n\u003cp>In terms of support, a majority of responding parents saying they believed mobile devices could be positive educational tools for their children. \"Majorities of parents believe that mobile devices and applications offer fun, engaging ways of learning, connecting and communicating,\" the report states. \"When it comes to mobile devices and education, most parents believe that these devices open up learning opportunities, benefit students’ learning and can engage students in the classroom. Many parents also believe that mobiles and apps teach academic skills and content.\"\u003c/p>\n\u003cp>Further, although parents' attitudes toward mobile learning were found to be influenced by whether their children experienced mobile learning opportunities at school, parents also reported being far more likely to consider supporting their students' education with a mobile device than their children's school districts.\u003c/p>\n\u003cp>Some 45 percent of parents said they either had already purchased or planned to purchase a mobile device to support their children's education, and 56 percent said they'd be willing to purchase a mobile device if their child's school required it. About half of parents' high school students carry smartphones to school, parents said.\u003c/p>\n\u003cp>By contrast, only 16 percent of schools had a policy that allowed students to use their own mobile devices in class, according to parents, while only 17 percent said their children were required to use a mobile device—owned either by the school or the student—as part of their education.\u003c/p>\n\u003cp>“I think it reflects … the disconnect between the school environment and the broader household environment in which kids exist,” Grunwald said.\u003c/p>\n\u003cp>More from the study:\u003c/p>\n\u003cp>\u003cstrong>MOBILE IN SCHOOLS:\u003c/strong> By high school, half of all students (51 percent) carry a smartphone to school with them every day. So do more than one in four middle school students (28 percent). Overall, 25 percent of all K–12 students take a smartphone to school every day, according to their parents, including 8 percent of students in grades 3–5.\u003c/p>\n\u003cp>Sixteen percent of all K–12 parents, and almost one in four parents of high school students (24 percent), report that their child’s school allows students to use family-owned mobile devices in the classroom—often called a “bring your own device” (BYOD) approach. Given that half of all high school students take a smartphone to school every day, however, some students seem to be powering down their devices in the classroom, or using them under the radar.\u003c/p>\n\u003cp>Some schools require students to use portable or mobile devices—which could be school- or family-owned—in the classroom. This could be a signal that technology that can move between homes and schools could become essential for academic learning. Overall, 17 percent of K–12 parents report that their child’s school requires students to use at least one portable device (such as a laptop, notebook, netbook or ultrabook) or mobile device in the classroom.\u003c/p>\n\u003cp>More than half of parents believe that schools should make more use of mobile devices in education. At the same time, many parents look to teachers and schools for guidance on helping children use mobiles and apps for educational purposes.\u003c/p>\n\u003cp>Parents aren’t waiting for schools to make the move to mobile learning. Already, 45 percent of parents report that they plan to buy, or already have bought, a mobile device to support their child’s learning. Fifty-six percent of parents say they’d be willing to purchase a mobile device for their child to use in the classroom if the school required it.\u003c/p>\n\u003cp>\u003cstrong>GIRLS VS. BOYS:\u003c/strong> Parents of girls were slightly more likely to support the use of mobile devices for education than were parents of boys. Grunwald said the finding is consistent with past research that has shown girls to be more consistent and more intense users of social media for the sake of socialization and community building.\u003c/p>\n\u003cp>\u003cstrong>YOUNG VS. YOUNGER:\u003c/strong> Parents of students in grades K-2 were more likely to vouch for the effectiveness of mobile education than parents of students in grades 3-12. Although the study did not directly explore the reasons why parents of younger students showed that response, Grunwald said the discrepancy goes beyond parents of younger children simply being younger themselves, and thus more tech savvy.\u003c/p>\n\u003cp>“A substantial part of this correlation is attributable to the perception that some of the newer devices, in particular tablets, do in fact lend themselves to younger kids' use,” he said. The evidence for that conclusion comes from previous research in the field, he added.\u003c/p>\n\u003cp>\u003cstrong>LACK OF INFLUENCE:\u003c/strong> While the study focuses mainly on quantifying use habits and attitudes of parents and children, there is little direct data to explain what influences these, Grunwald said, meaning any conclusions as such are educated guesses at best.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We'd also like to look at this notion of influence in greater detail,” he said. “The influence of parents on kids, the influence of families on schools, and also the degree to which schools are going to be looked to for guidance by parents in terms of selection of education applications and the like.”\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1368050085,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1242},"headData":{"title":"Parents Want Kids to Use Mobile Devices in Schools | KQED","description":"Smartphones, tablets, and other mobile devices have gained popularity as educational tools in part because of the belief those devices could cut across the digital divide created by socioeconomic boundaries. Now a new study reinforces that perspective, finding that students' access to mobile devices, in this country anyway, is more often a question of parents'","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"28585 http://blogs.kqed.org/mindshift/?p=28585","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/07/parents-want-kids-to-use-mobile-devices-in-schools/","disqusTitle":"Parents Want Kids to Use Mobile Devices in Schools ","path":"/mindshift/28585/parents-want-kids-to-use-mobile-devices-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28634\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jhaymesisvip/6497720753/http://\">\u003cimg class=\"size-large wp-image-28634\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6497720753_fbaea0598e_z-620x414.jpg\" alt=\"6497720753_fbaea0598e_z\" width=\"620\" height=\"414\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Smartphones, tablets, and other mobile devices have gained popularity as educational tools in part because of the belief those devices \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">could cut across the digital divide\u003c/a> created by socioeconomic boundaries.\u003c/p>\n\u003cp>Now a new study reinforces that perspective, finding that students' access to mobile devices, in this country anyway, is more often a question of parents' attitudes toward mobile learning than a family's income or the mobile device provisions of that family's local school district.\u003c/p>\n\u003cp>\u003ca href=\"http://www.grunwald.com/pdfs/Grunwald%20LandL%20public%20report.pdf\">The report\u003c/a> published by \u003ca href=\"http://www.grunwald.com/\">Grunwald Associates\u003c/a> and the \u003ca href=\"http://www.learningfirst.org/\">Learning First Alliance\u003c/a> with support from AT&T, found that, according to data from a representative nationwide sample of nearly 2,400 parents, more than four in five K-12 students at least occasionally use some sort of computing device, including mobile devices like tablets or smartphones, or laptop computers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/strong>\u003c/aside>\n\u003cp>Further, although there was some association between parent income and the 18 percent of students who don't use devices at home, more than half of those non-using students were found to live in houses where parents own at least one such device, often a smartphone.\u003c/p>\n\u003cp>The cause of non-use in those cases is “some other reason that probably revolves around the attitudes of parents and, by extension, the students toward the smartphone,” said Peter Grunwald, the president and founder of Grunwald Associates, a research firm based in Bethesda, Md., known for its work on ed-tech related projects. “The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Income did affect the number of computing devices per household, however. Overall, the study found families with an income of under $25,000 were found to own an average of 3.3 devices per household, a figure that includes desktop and laptop computers, tablets, and smartphones and \u003c!--more-->other mobile devices. Families with an annual income of more than $150,000 had nearly twice that many devices, on average.\u003c/p>\n\u003cp>In terms of support, a majority of responding parents saying they believed mobile devices could be positive educational tools for their children. \"Majorities of parents believe that mobile devices and applications offer fun, engaging ways of learning, connecting and communicating,\" the report states. \"When it comes to mobile devices and education, most parents believe that these devices open up learning opportunities, benefit students’ learning and can engage students in the classroom. Many parents also believe that mobiles and apps teach academic skills and content.\"\u003c/p>\n\u003cp>Further, although parents' attitudes toward mobile learning were found to be influenced by whether their children experienced mobile learning opportunities at school, parents also reported being far more likely to consider supporting their students' education with a mobile device than their children's school districts.\u003c/p>\n\u003cp>Some 45 percent of parents said they either had already purchased or planned to purchase a mobile device to support their children's education, and 56 percent said they'd be willing to purchase a mobile device if their child's school required it. About half of parents' high school students carry smartphones to school, parents said.\u003c/p>\n\u003cp>By contrast, only 16 percent of schools had a policy that allowed students to use their own mobile devices in class, according to parents, while only 17 percent said their children were required to use a mobile device—owned either by the school or the student—as part of their education.\u003c/p>\n\u003cp>“I think it reflects … the disconnect between the school environment and the broader household environment in which kids exist,” Grunwald said.\u003c/p>\n\u003cp>More from the study:\u003c/p>\n\u003cp>\u003cstrong>MOBILE IN SCHOOLS:\u003c/strong> By high school, half of all students (51 percent) carry a smartphone to school with them every day. So do more than one in four middle school students (28 percent). Overall, 25 percent of all K–12 students take a smartphone to school every day, according to their parents, including 8 percent of students in grades 3–5.\u003c/p>\n\u003cp>Sixteen percent of all K–12 parents, and almost one in four parents of high school students (24 percent), report that their child’s school allows students to use family-owned mobile devices in the classroom—often called a “bring your own device” (BYOD) approach. Given that half of all high school students take a smartphone to school every day, however, some students seem to be powering down their devices in the classroom, or using them under the radar.\u003c/p>\n\u003cp>Some schools require students to use portable or mobile devices—which could be school- or family-owned—in the classroom. This could be a signal that technology that can move between homes and schools could become essential for academic learning. Overall, 17 percent of K–12 parents report that their child’s school requires students to use at least one portable device (such as a laptop, notebook, netbook or ultrabook) or mobile device in the classroom.\u003c/p>\n\u003cp>More than half of parents believe that schools should make more use of mobile devices in education. At the same time, many parents look to teachers and schools for guidance on helping children use mobiles and apps for educational purposes.\u003c/p>\n\u003cp>Parents aren’t waiting for schools to make the move to mobile learning. Already, 45 percent of parents report that they plan to buy, or already have bought, a mobile device to support their child’s learning. Fifty-six percent of parents say they’d be willing to purchase a mobile device for their child to use in the classroom if the school required it.\u003c/p>\n\u003cp>\u003cstrong>GIRLS VS. BOYS:\u003c/strong> Parents of girls were slightly more likely to support the use of mobile devices for education than were parents of boys. Grunwald said the finding is consistent with past research that has shown girls to be more consistent and more intense users of social media for the sake of socialization and community building.\u003c/p>\n\u003cp>\u003cstrong>YOUNG VS. YOUNGER:\u003c/strong> Parents of students in grades K-2 were more likely to vouch for the effectiveness of mobile education than parents of students in grades 3-12. Although the study did not directly explore the reasons why parents of younger students showed that response, Grunwald said the discrepancy goes beyond parents of younger children simply being younger themselves, and thus more tech savvy.\u003c/p>\n\u003cp>“A substantial part of this correlation is attributable to the perception that some of the newer devices, in particular tablets, do in fact lend themselves to younger kids' use,” he said. The evidence for that conclusion comes from previous research in the field, he added.\u003c/p>\n\u003cp>\u003cstrong>LACK OF INFLUENCE:\u003c/strong> While the study focuses mainly on quantifying use habits and attitudes of parents and children, there is little direct data to explain what influences these, Grunwald said, meaning any conclusions as such are educated guesses at best.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We'd also like to look at this notion of influence in greater detail,” he said. “The influence of parents on kids, the influence of families on schools, and also the degree to which schools are going to be looked to for guidance by parents in terms of selection of education applications and the like.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28585/parents-want-kids-to-use-mobile-devices-in-schools","authors":["4411"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_866","mindshift_187"],"featImg":"mindshift_28634","label":"mindshift"},"mindshift_25253":{"type":"posts","id":"mindshift_25253","meta":{"index":"posts_1591205157","site":"mindshift","id":"25253","score":null,"sort":[1354218929000]},"guestAuthors":[],"slug":"four-smart-ways-to-use-cell-phones-in-class","title":"Four Smart Ways to Use Cell Phones in Class","publishDate":1354218929,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_25260\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/four-smart-ways-to-use-cell-phones-in-class/cellphone-2/\" rel=\"attachment wp-att-25260\">\u003cimg class=\"size-large wp-image-25260\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://plpnetwork.com/author/jennifer-carey/\">Jennifer Carey\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">A good rule of thumb for any classroom use of cellphones: the lesson/activity must be engaging as well as productive. You don’t want technology for the sake of technology (and students aren’t going to be intrinsically fascinated with a device they use routinely when they’re outside of school). If the students don’t enjoy what they’re doing, they will be more tempted to use their phones inappropriately.\u003c/p>\n\u003cp>Here are some ideas:\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS POLLING/QUIZZING\u003c/strong>\u003cem>\u003cstrong>.\u003c/strong>\u003c/em> Educators like using the program called \u003ca href=\"http://www.polleverywhere.com\">Poll Everywhere\u003c/a>. It’s free for audiences up to 40, and allows you to create quiz questions for which students text in their answers. No expensive clicker systems to buy, set up, and maintain. If students register their cellphone numbers (a requirement in my class) you can even track their answers for impromptu quizzes or review.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS BACK-CHANNELING\u003cem>: \u003c/em>\u003c/strong>\u003ca href=\"http://en.wikipedia.org/wiki/Backchannel\">Backchanneling\u003c/a> refers to the use of networks & social media to maintain an online, real-time conversation alongside spoken remarks. For example, if you attend a keynote presentation at a conference, you’ll often find that some listeners in the audience are using their mobile devices to comment to other audience members about things the speaker is saying, while the speaker is saying them.\u003c/p>\n\u003cp>Backchanneling can be a great way to give quiet students a voice, to introduce additional facts and insights during a lesson, or simply to encourage “conversation” during lecture or group readings when you don’t want to actually interrupt the presentation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While \u003ca href=\"https://twitter.com/TeacherJenCarey\">Twitter\u003c/a> is probably the most popular medium for backchanneling news and entertainment events (using #hashtags to create an instant network), teachers may want a more controllable \u003c!--more-->platform than Twitter provides. Teachers can set up a variety of a private backchannel using free webtools, like \u003ca href=\"http://todaysmeet.com\">Today’s Meet\u003c/a>, which allows individuals to create temporary rooms to host backchannel discussions.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>MORE READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in Class\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, Turn on Your Cell Phones: It's Time to Text\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Poll Everywhere can also be used for this purpose. Plus, it allows you to moderate comments and prohibits any anonymous contributions.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS READINGS AND HANDOUTS.\u003c/strong> Smartphones can also be used productively in the classroom as eReaders for books and handouts. You can place all student handouts into DropBox folders (see “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/dropbox-a-multi-tool-for-educators/\">Dropbox A Multi-Tool for Educators\u003c/a>”). Students can access Dropbox space and open reference material without printing it up or asking for a new copy during class assignments.\u003c/p>\n\u003cp>Of course, for traditional reading materials (textbooks and paperbacks), you can use mobile apps like \u003ca href=\"http://www.amazon.com/gp/feature.html/ref=sa_menu_karl3?ie=UTF8&docId=1000493771\">Kindle eReader\u003c/a>, \u003ca href=\"http://www.barnesandnoble.com/u/nook-mobile-apps/379003593\">Nook App\u003c/a>, \u003ca href=\"https://itunes.apple.com/us/app/ibooks/id364709193?mt=8\">iBooks\u003c/a>, or \u003ca href=\"https://play.google.com/store/books?utm_source=HA_Desktop_US&utm_medium=SEM&utm_campaign=gplaunch\">Google’s Play Books\u003c/a> (just to name a few). Many of them host free content and some allow you to load content of your own. This is a great way to save money on book purchases and photocopies. Using these apps, students can even highlight and annotate.\u003c/p>\n\u003cp>\u003cstrong>ORGANIZING RESEARCH. \u003c/strong>“Camera scanners,”which capture information using the phone’s built-in camera, allows students to take pictures of documents (even books with those bendy pages), crop them, and then enhance them for ready viewing. You can create notebooks of documents (if you are copying sections of a book or article) and then store them on the device or export them (as a photo image or PDF) to \u003ca href=\"http://drive.google.com\">Google Docs\u003c/a>, \u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">DropBox\u003c/a>, \u003ca href=\"http://www.evernote.com\">Evernote\u003c/a>, and more. It’s a great tool for you or your students to organize research materials. One of the best apps for this purpose is\u003ca href=\"http://www.thegrizzlylabs.com\">Genius Scan+\u003c/a> – available for iOS, Android, and Windows based phones.\u003c/p>\n\u003cp>\u003ca href=\"http://www.evernote.com\">Evernote\u003c/a> is another great application that students can use to organize their notes and images, take voice notes, write notes by hand, gather web clippings, sort emails, and more. You can put them into pre-categorized folders (class, project, theme, etc) as well as give them “\u003ca href=\"http://en.wikipedia.org/wiki/Tag_%28metadata%29\">tags\u003c/a>” which makes them easy to search and sort later.\u003c/p>\n\u003cp>Most people can grasp the power of having \u003ca href=\"http://www.google.com\">Google\u003c/a> in their pocket, but few recognize that the mobile version of Google is much more than a web browser. One of the cool features is its ability to perform searches using images. This feature, called \u003ca href=\"http://www.google.com/mobile/goggles/#text\">Google Goggles\u003c/a>, is a creative way to search the Internet for image-based content (watch the video). See how it was used in a \u003ca href=\"http://indianajen.com/?s=google+goggles\">creative field trip experiment at the local museum\u003c/a>.\u003c/p>\n\u003cp>These mobile Google capabilities offer a great way for students to explore material on the fly, using a variety of media. Any content, images, etc. that they find can be sent to a \u003ca href=\"https://www.google.com/intl/en_US/drive/start/index.html\">Google Drive\u003c/a> account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jennifer Carey teaches at Trinity Valley School in Ft. Worth, Texas and blogs at \u003ca href=\"http://indianajen.com/\">Indiana Jen\u003c/a>. A version of this post appeared on \u003ca href=\"http://plpnetwork.com/2012/11/21/teaching-smartphones/\">Voices in the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1354904408,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":817},"headData":{"title":"Four Smart Ways to Use Cell Phones in Class | KQED","description":"Erin Scott By Jennifer Carey A good rule of thumb for any classroom use of cellphones: the lesson/activity must be engaging as well as productive. You don’t want technology for the sake of technology (and students aren’t going to be intrinsically fascinated with a device they use routinely when they’re outside of school). If the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"25253 http://blogs.kqed.org/mindshift/?p=25253","disqusUrl":"https://ww2.kqed.org/mindshift/2012/11/29/four-smart-ways-to-use-cell-phones-in-class/","disqusTitle":"Four Smart Ways to Use Cell Phones in Class","path":"/mindshift/25253/four-smart-ways-to-use-cell-phones-in-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25260\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/four-smart-ways-to-use-cell-phones-in-class/cellphone-2/\" rel=\"attachment wp-att-25260\">\u003cimg class=\"size-large wp-image-25260\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://plpnetwork.com/author/jennifer-carey/\">Jennifer Carey\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">A good rule of thumb for any classroom use of cellphones: the lesson/activity must be engaging as well as productive. You don’t want technology for the sake of technology (and students aren’t going to be intrinsically fascinated with a device they use routinely when they’re outside of school). If the students don’t enjoy what they’re doing, they will be more tempted to use their phones inappropriately.\u003c/p>\n\u003cp>Here are some ideas:\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS POLLING/QUIZZING\u003c/strong>\u003cem>\u003cstrong>.\u003c/strong>\u003c/em> Educators like using the program called \u003ca href=\"http://www.polleverywhere.com\">Poll Everywhere\u003c/a>. It’s free for audiences up to 40, and allows you to create quiz questions for which students text in their answers. No expensive clicker systems to buy, set up, and maintain. If students register their cellphone numbers (a requirement in my class) you can even track their answers for impromptu quizzes or review.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS BACK-CHANNELING\u003cem>: \u003c/em>\u003c/strong>\u003ca href=\"http://en.wikipedia.org/wiki/Backchannel\">Backchanneling\u003c/a> refers to the use of networks & social media to maintain an online, real-time conversation alongside spoken remarks. For example, if you attend a keynote presentation at a conference, you’ll often find that some listeners in the audience are using their mobile devices to comment to other audience members about things the speaker is saying, while the speaker is saying them.\u003c/p>\n\u003cp>Backchanneling can be a great way to give quiet students a voice, to introduce additional facts and insights during a lesson, or simply to encourage “conversation” during lecture or group readings when you don’t want to actually interrupt the presentation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While \u003ca href=\"https://twitter.com/TeacherJenCarey\">Twitter\u003c/a> is probably the most popular medium for backchanneling news and entertainment events (using #hashtags to create an instant network), teachers may want a more controllable \u003c!--more-->platform than Twitter provides. Teachers can set up a variety of a private backchannel using free webtools, like \u003ca href=\"http://todaysmeet.com\">Today’s Meet\u003c/a>, which allows individuals to create temporary rooms to host backchannel discussions.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>MORE READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in Class\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, Turn on Your Cell Phones: It's Time to Text\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Poll Everywhere can also be used for this purpose. Plus, it allows you to moderate comments and prohibits any anonymous contributions.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS READINGS AND HANDOUTS.\u003c/strong> Smartphones can also be used productively in the classroom as eReaders for books and handouts. You can place all student handouts into DropBox folders (see “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/dropbox-a-multi-tool-for-educators/\">Dropbox A Multi-Tool for Educators\u003c/a>”). Students can access Dropbox space and open reference material without printing it up or asking for a new copy during class assignments.\u003c/p>\n\u003cp>Of course, for traditional reading materials (textbooks and paperbacks), you can use mobile apps like \u003ca href=\"http://www.amazon.com/gp/feature.html/ref=sa_menu_karl3?ie=UTF8&docId=1000493771\">Kindle eReader\u003c/a>, \u003ca href=\"http://www.barnesandnoble.com/u/nook-mobile-apps/379003593\">Nook App\u003c/a>, \u003ca href=\"https://itunes.apple.com/us/app/ibooks/id364709193?mt=8\">iBooks\u003c/a>, or \u003ca href=\"https://play.google.com/store/books?utm_source=HA_Desktop_US&utm_medium=SEM&utm_campaign=gplaunch\">Google’s Play Books\u003c/a> (just to name a few). Many of them host free content and some allow you to load content of your own. This is a great way to save money on book purchases and photocopies. Using these apps, students can even highlight and annotate.\u003c/p>\n\u003cp>\u003cstrong>ORGANIZING RESEARCH. \u003c/strong>“Camera scanners,”which capture information using the phone’s built-in camera, allows students to take pictures of documents (even books with those bendy pages), crop them, and then enhance them for ready viewing. You can create notebooks of documents (if you are copying sections of a book or article) and then store them on the device or export them (as a photo image or PDF) to \u003ca href=\"http://drive.google.com\">Google Docs\u003c/a>, \u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">DropBox\u003c/a>, \u003ca href=\"http://www.evernote.com\">Evernote\u003c/a>, and more. It’s a great tool for you or your students to organize research materials. One of the best apps for this purpose is\u003ca href=\"http://www.thegrizzlylabs.com\">Genius Scan+\u003c/a> – available for iOS, Android, and Windows based phones.\u003c/p>\n\u003cp>\u003ca href=\"http://www.evernote.com\">Evernote\u003c/a> is another great application that students can use to organize their notes and images, take voice notes, write notes by hand, gather web clippings, sort emails, and more. You can put them into pre-categorized folders (class, project, theme, etc) as well as give them “\u003ca href=\"http://en.wikipedia.org/wiki/Tag_%28metadata%29\">tags\u003c/a>” which makes them easy to search and sort later.\u003c/p>\n\u003cp>Most people can grasp the power of having \u003ca href=\"http://www.google.com\">Google\u003c/a> in their pocket, but few recognize that the mobile version of Google is much more than a web browser. One of the cool features is its ability to perform searches using images. This feature, called \u003ca href=\"http://www.google.com/mobile/goggles/#text\">Google Goggles\u003c/a>, is a creative way to search the Internet for image-based content (watch the video). See how it was used in a \u003ca href=\"http://indianajen.com/?s=google+goggles\">creative field trip experiment at the local museum\u003c/a>.\u003c/p>\n\u003cp>These mobile Google capabilities offer a great way for students to explore material on the fly, using a variety of media. Any content, images, etc. that they find can be sent to a \u003ca href=\"https://www.google.com/intl/en_US/drive/start/index.html\">Google Drive\u003c/a> account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jennifer Carey teaches at Trinity Valley School in Ft. Worth, Texas and blogs at \u003ca href=\"http://indianajen.com/\">Indiana Jen\u003c/a>. A version of this post appeared on \u003ca href=\"http://plpnetwork.com/2012/11/21/teaching-smartphones/\">Voices in the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/25253/four-smart-ways-to-use-cell-phones-in-class","authors":["4354"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_134","mindshift_866","mindshift_187"],"featImg":"mindshift_25260","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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