Have you ever thought it possible to harness the benefits of technology without compromising students' mental wellbeing? In today's digital age, technology plays an essential part in education as schools are increasingly adopting various technological tools to enhance learning, streamlining administrative tasks, and preparing students for a “high-tech” future. While the benefits of technology in education are undeniable, such as improved access to information and personalised learning experiences, there are significant mental health risks that must be addressed. So, how can a balance be achieved in order to safeguard students’ wellbeing? And does the dual nature of technology compromise students’ learning and future?
The Benefits of Technology in Education
Technology has revolutionised the way students learn and interact with educational content. Digital tools such as interactive learning platforms, online resources, and educational apps provide students with diverse ways to engage with material. For instance, platforms like Google Classroom facilitate collaboration among students and teachers, making it easier to share resources and feedback. Additionally, technology can cater to different learning styles, allowing for personalised education that can enhance student engagement and deepen their understanding on the subject at hand.
Moreover, technology prepares students for the workforce by equipping them with essential digital skills. In a world where proficiency in technology is increasingly demanded by employers, schools play a crucial role in ensuring that students are not only the typical consumers of technology but also capable and efficient users.
The Mental Health Risks Associated with Technology Use
Despite these advantages, the pervasive use of technology in schools raises serious concerns about students' mental health. One significant issue is the impact of excessive screen time. A recent study involving over 5000 children found that those engaged in high levels of screen media activity were more likely to develop internalising problems such as anxiety. These increased levels of stress are due to the sensory overload caused by the overstimulation of the screens which can trigger severe ‘flight or fight’ responses. Excessive screen time has also been positively correlated to other behaviour issues such as aggression, and it has been proven that children who spend more than two hours on screens are more likely to exhibit angry outbursts when not using their devices.
Not only can excessive technology use have behavioural effects, but it can also affect cognitive development. Studies have found that children who exceed the recommended screen time limits perform lower on language and literacy tests as shown by a recent study by the National Institutes of Health (NIH) in 2018 and others have also proven that this also leads to developmental delays in fine motor skills and social interactions. Furthermore, research from Cincinnati Children’s Hospital has also showcased how screen time can alter brain structure in young children especially those involved in visual processing, empathy, attention and memory. If excessive screen time is linked to cognitive delays, are children being inadvertently set up for future academic struggles?
Furthermore, the increased use of social media, especially through the developing teen years, has been linked to several mental health challenges. Over 90% of educators have reported a significant increase in mental health concerns related to social media and device use among students. Issues include decreased concentration, increased absenteeism and behavioural problems and in more extreme cases, even sleep disruption which can in turn affect cognitive function and mood regulation.
Taking all of this into account, what kind of world is being created if screens are being prioritised over authentic experiences and interactions?
Striking a Balance: Strategies for Schools
To harness the benefits of technology while mitigating its risks, schools must adopt a balanced approach. So, how can this be done?
By incorporating digital literacy programs that teach students how to navigate online spaces safely, recognise cyberbullying, and manage their digital footprints.
Through establishing clear guidelines around screen time (as suggested by the American Academy of Pediatrics) in classrooms which can help reduce excessive use whilst also encouraging breaks from screens during lessons and promoting offline activities to help foster healthier habits.
Creating an environment where students feel comfortable discussing their mental health challenges. Schools should provide access to counselling services and encourage peer support networks that focus on mental well-being and strategies to overcome any issues.
Involving parents in discussions about technology use at home can reinforce healthy habits which is why schools can aim to offer workshops or resources for parents on managing screen time and recognising signs of distress related to technology use.
Lastly, by regularly assessing the impact of technological tools on student well-being. Schools should gather feedback from students and educators to ensure that technology enhances learning without compromising mental health.
As technology continues to shape the educational landscape, it is imperative that schools strike a balance between leveraging its benefits and addressing its mental health risks. By promoting responsible use, fostering open communication about mental health, and involving parents in the conversation, schools can create an environment where technology serves as a tool for empowerment rather than a source of stress and negativity. Ultimately, prioritising student wellbeing alongside technological advancement will lead to healthier, more productive learning experiences for all students.
Resources:
(1) Study probes connection between excessive screen media activity and mental health problems in Youth (2023) Yale School of Medicine. Available at: https://medicine.yale.edu/news-article/yale-study-probes-connection-between-excessive-screen-media-activity-and-mental-health-problems-in-youth/
(2) Leaven blog (no date) Lutheran Education Association. Available at: https://lea.org/the-anxious-generation-implications-for-technology-use-in-schools/
(3) Lucas-Molina, B. et al. (2022) Bullying, cyberbullying and mental health: The role of student connectedness as a school protective factor, Psychosocial intervention. Available at: https://pmc.ncbi.nlm.nih.gov/articles/PMC10268552/
(4) Team, F. (no date) Screen Time and its impact on mental health and brain development- what can forbrain do?, blog.forbrain.com. Available at: https://blog.forbrain.com/blog/screen-time-mental-health-brain-development-forbrain
(5) Plesset, A. (2024) What does too much screen time do to children’s brains?, NewYork-Presbyterian. Available at: https://healthmatters.nyp.org/what-does-too-much-screen-time-do-to-childrens-brains/
By: Liora Beracasa, Year 12
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