9 Utilizing Resources for Digital Wellness in Youth
The complexity with ever changing technology can make dealing with digital devices and children quite
daunting. The worst thing we can do is throw our hands up and hand out the devices and then put our head’s in the sand. It is a great disservice to youth not to be educated and intentional when making decisions about digital devices and screentime. There are too many negative potential outcomes to ignore. Remember that youth
benefit from structure, expectations, and support, to build healthy habits and digital wellness. The National
Institute of Health provides a summary document that can be helpful for youth. Can Too Much Screentime
Harm You? article 1
For Parents/Guardians:
There is no exact guidebook for how to navigate the digital world with youth, however, it is beneficial to use the available research, along with consideration of your child’s age and maturity level. Common Sense Media has
helpful articles regarding all types of issues that arise, from when to give a child their first cell phone to what to do if a child views pornography. They also provide reviews for movies and shows to help determine what
might be appropriate for your child. 2
A cell phone contract can be useful for awareness of expectations and consequences. This agreement can help
guide youth in creating healthier habits related to device usage. Involving the youth in creation of the document as appropriate, based on age, can be helpful. There are many types of contracts available online that can be utilized or revised based on what works for an individual family.
Supervision and monitoring of device usage are critical, particularly for young people. The amount and quality
of potential exposure is vastly different than what was out there a generation ago. Structure and guidance,
including discussion and examples of what is appropriate versus inappropriate and safe versus dangerous, are
very important aspects of digital wellness. Children do not have the ability to discern without help from adults.
Adults can also help prevent behaviors that turn into addiction. Research has shown that perceived care from
both father and mother had significant indirect effects on Internet addiction problems. Research supports the
need for family–based prevention and intervention programs to address Internet addiction. 3
For Teachers:
There is no simple answer to how to approach the use of digital devices for your students in your particular
classroom. It is a balance of autonomy versus regulation and determining if and when the benefits of device use
in class will outweigh the potential for distraction. Having discussions with students about the pros and cons of
technology can help support more open attitudes, as they learn how structure and expectations correlate with
student success.
Harvard’s article on Technology and Student Distraction has a number of good points to consider.
Regarding Youth with Disabilities:
Keep in mind that there are a number of youth whose level of maturity or ability may lag behind their
chronological age. The physical appearance of these youth often does not match their actual mental, intellectual
or social abilities. Even youth who are very articulate can have executive functioning challenges. In terms of
digital wellness, this means that they may have difficulty discerning safe versus unsafe behaviors while using
technology
ADHD and other disorders with similar characteristics can make management of digital wellness particularly
challenging. High levels of impulsiveness and distraction are often impeded further with the use of technology.
Recommendations for Families from the American Academy of Pediatrics
Avoid digital media use (except video–chatting) in children younger than 18 to 24 months.
For children ages 18 to 24 months of age, if you want to introduce digital media, choose high–quality
programming and use media together with your child. Avoid solo media use in this age group.
Do not feel pressured to introduce technology early; interfaces are so intuitive that children will figure
them out quickly once they start using them at home or in school.
For children 2 to 5 years of age, limit screen use to 1 hour per day of high–quality programming, coview
with your children, help children understand what they are seeing, and help them apply what they learn
to the world around them.
Avoid fast–paced programs (young children do not understand them as well), apps with lots of
distracting content, and any violent content.
Turn off televisions and other devices when not in use.
Avoid using media as the only way to calm your child. Although there are intermittent times (eg,
medical procedures, airplane flights) when media is useful as a soothing strategy, there is concern that
using media as strategy to calm could lead to problems with limit setting or the inability of children to
develop their own emotion regulation. Ask your pediatrician for help if needed.
Monitor children’s media content and what apps are used or downloaded. Test apps before the child uses
them, play together, and ask the child what he or she thinks about the app.
Keep bedrooms, mealtimes, and parent–child playtimes screen free for children and parents. Parents can
set a “do not disturb” option on their phones during these times.
No screens 1 hour before bedtime, and remove devices from bedrooms before bed.
Consult the American Academy of Pediatrics Family Media Use Plan, available at:
www.healthychildren.org/MediaUsePlan. 4
Helping Youth Develop Healthy Habits and Prevent Digital Addiction
Many young people do not understand the negative impacts that can be associated with too much screen time.
This is especially true when it comes to the convenient form of having a screen that is small enough to fit in a
hand and can go almost anywhere. The strategies below may be helpful in curbing an addiction issue.
Research before giving a child a device – Starting out by giving a child a device with full access has
been likened to setting a child free in a candy store. Some parents, including those who have developed
the technology themselves, have limited or even eliminated their own children’s screen time. A number
of factors, including the maturity level of the child should be taken into consideration when deciding
what device and what services would be safest. “Wait Until 8th,” is a movement that encourages parents
to sign a pledge to wait until 8th grade to give their children smartphones.18 Eden et al
Monitor and supervise – It is not realistic to think that children will have the capacity to deal with the
content that is available online. They also need guidance with learning how to communicate with others
on a device. Do NOT assume that youth will share what they are doing or seeing. Monitoring and
supervising their online and phone activity provides opportunities for teachable moments and for
preventing undesirable and unsafe situations.
Discuss the potential negative consequences of smartphone use and addiction. Youth need to know
about the forces that exist behind the scenes that have the goal of maintaining their attention and
issues with excessive use can help target the underlying issues that lead to smartphone addiction.
Set a positive example – Young people watch and mimic what adults do. Demonstrate that you do not
need to be attached to a device. Avoid checking your phone during activities such as watching movies,
eating a meal or having conversations. Do not use your phone when driving. Otherwise, young people
think these behaviors are acceptable.
Teach digital literacy with appropriate interactions and verification of sources of information.
Create device–free time to show that certain times are for connecting in real life rather than online. No
phones at the table can be a very helpful policy. No phone in the bedroom is an excellent guideline that
helps to prevent a myriad of issues, from inappropriate digital behaviors to interference with sleep.
Implement a media limits. Technology use (computers, video gaming, or mobile phones) may also
contribute to late bedtimes. Setting an endtime for technology use and removing these technologies from
the bedroom supports digital wellness.
Utilize functions that assist with boundary setting to help support awareness and good habits with
recreational time management. Downtime and app limits can be set and can be very useful in teaching
young people to budget their time. Decreasing the amount of data accessible can also help with limits.
Discussing the benefits of limits and encouraging youth when they use less social media can help them
to develop healthy behaviors.
Discuss Quality and Quantity. Digital usage concerns aren’t just about the duration of use, but the
quality of what is being utilized on the device. Obviously, increased exposure increases influence.
Evidence from the literature implies that social media exposure should be the greatest concern. Apps
that have disappearing messages and photos are also very problematic. In contrast, having a verbal
conversation with a friend would not be as much of a concern.
Other activities should be encouraged to reduce screentime. Outdoor activities, art, music, cooking,
and other projects, events or activities is an important aspect of creating balance in life and time away
from mobile devices.
Sources:
1. Can Too Much Screentime Harm You? article
2. https://www.commonsensemedia.org/articles/cellphones–and–devices
3. Trumello C, Vismara L, Sechi C, Ricciardi P, Marino V, Babore A. Internet Addiction: The Role of Parental Care and Mental
Health in Adolescence. Int J Environ Res Public Health. 2021 Dec 7;18(24):12876. doi: 10.3390/ijerph182412876. PMID:
34948485; PMCID: PMC8700934.
4. From the American Academy of Pediatrics| Policy Statement| November 01 2016 Media and Young Minds
David Hill, MD; Nusheen Ameenuddin, MD; Yolanda (Linda) Reid Chassiakos, MD; Corinn Cross, MD;
Jeffrey Hutchinson, MD; Alanna Levine, MD; Rhea Boyd, MD; Robert Mendelson, MD; Megan Moreno, MD;
Wendy Sue Swanson, MD Pediatrics (2016) 138 (5): e20162591. https://doi.org/10.1542/peds.2016–2591
