As Stark Education Partnership shifted focus over the past year to career connected learning, we had the opportunity to hear from both school and business employees. While connecting local education and workforce entities, we consistently heard about the lack of social and life skills needed for success in the workplace. One aspect of concern is, quite simply, the amount of time young people spend on their cellphones and online social media. 

Spiraling levels of depression, anxiety, and isolation among teens coincided almost exactly with the dramatic rise of smartphones and social media. "Teen media use roughly doubled between 2006 and 2016 across gender, race, and class." More specifically, about 75% of teens reported using social media daily in 2016, and 84% percent of U.S. teens reported owning a smartphone in 2019. (Lemov)

The current generation of teens are more connected, yet disconnected than ever before. They are connected virtually rather than in person, which is associated with less happiness and less sleep. Major depressive disorder and the suicide rate have both increased significantly since 2010 (Twenge) – the same time smartphone usage became the norm. The decline of in-person social interaction and the rise of the smartphone is likely a significant factor in depression, leading to the conclusion that a simple, free way to improve mental health is to put down the phone, and do something else (Twenge). The technology that was supposed to free our schedules and make life more efficient has now instead taken our souls, and the promise of social media building connections has ironically resulted in disconnection! (Delony) 

Cellphones by their nature invite switching tasks every few seconds, which is often in stark contrast to education requirements of slow, focused analysis. Additionally, the concept of neuroplasticity – how the brain rewires itself – is affected by cell phone use. This means that the more time in the constant stimuli bombardment of a cellphone, the more likely it is to become inherently distracted. 

Based on the knowledge we’ve gained, there is an imperative to significantly limit or non-allow

cellphone use in schools. Lemov argues, "The first step in responding to the dual crisis of learning and well being is to set and enforce cellphone restrictions. An institution with the dual purpose of fostering student’s learning and well being cannot ignore an intruder that actively erodes a young mind’s ability to focus and sustain attention and also magnifies anxiety, loneliness, and depression. Cellphones must be turned off and put away when students walk through school doors. Period."