This post contains references to suicide; if you or a loved one need help, call 988. Help is available.
Mental health is complex, and, by various metrics, kids have not been alright. Some factors of youth mental health declines cited by policymakers are screen time, cell phone use and social media. Though the available research is more nuanced, legislation on this issue is rising. Efforts to restrict access to personal devices and social media in school to protect students’ wellbeing may be successful in some respects but also may obscure the bigger picture of students’ overall wellbeing.
Device Access in Schools
Increasingly, children are younger when they begin accessing internet-enabled devices. According to Common Sense Media, four in 10 children have a tablet by two years old. In 2011, 8% of 0- to 8-year-olds used a mobile device at least once or more per day. That percentage increased to 26% in 2024.
According to Education Week, at least 30 states and the District of Columbia require local education agencies to adopt and implement policies restricting or limiting cell phone use or have codified a statewide restriction. Approaches vary from statewide bell-to-bell bans to encouraging districts to adopt their own policies. Additionally, some of these policies include restricting access to social media on school-provided devices.
It’s too early for clear evidence of the effectiveness of these policies on their intended goals (particularly since some haven’t even taken effect yet). Though bans may work during school hours, students will still have access to devices and social media outside of school. Thus, there will still be opportunities for any potential harm to still affect students. However, there are other ways to achieve the intended goals here beyond device bans.
Interpersonal Skills
There’s no feasible way to completely avoid screens today. Students will inevitably enter adulthood and a workforce that requires some level of mastery over ever-changing technology. If proven effective, restrictions may help students focus during class, but this will not necessarily prevent anxiety, depression, suicide ideation, isolation or bullying. Nor do they equip students with those foundational interpersonal skills that will help protect their wellbeing.
Rather, policymakers may consider ensuring youth are explicitly taught and able to practice interpersonal skills such as:
-
- Collaboration.
- Communication.
- Problem-solving.
- Resilience.
- Emotion regulation.
- Growth mindset.
- Confidence.
When taught, these skills can result in increased academic motivation, prosocial behavior and parental involvement. These skills are also associated with increased school attendance, reduced behavioral infractions, an increased sense of school belonging and improved student-teacher relationships. Additionally, these skills also serve as critical protective factors against adverse mental health challenges and are in-demand by employers. Explicitly teaching interpersonal skills in schools is a direct way to actualize stated goals of device bans.
In recent policy, two states included provisions addressing these skills in addition to device restrictions. North Carolina’s H. 959 requires local boards of education to adopt policies limiting student access to the Internet on devices. The bill also includes a provision requiring instruction on social media, covering certain topics including personal and interpersonal skills or character education. Colorado’s H.B. 25-1135 requires districts to adopt policies on student possession and use of communications devices but also provides that districts should consider issues related to media literacy and social and emotional learning in developing their policies.
If we want schools to help families safeguard children’s wellbeing, solely implementing device restrictions may not be enough. This could be an opportunity to create environments where students feel like they belong and teach them interpersonal skills that set them up for success in school and throughout life.
