On the green board in Ms. Edith’s class, a constellation of yellow “Post-it” notes. We hear the chairs creaking on the floor as the 10 and 11 year olds stand up to display the fruit of their thoughts: the negative and positive sides of the screens.
“It stings my eyes. » “It makes me angry. » “Less family time. » “Arguments with my parents. » “Risks of being hacked. »
“Communicating with friends and family. » “I like to build and create. ” ” It makes me laugh. » “I’m learning. » “I am having fun. »
From class to class, children are able to verbalize that screens occupy an imperfect place in their daily lives. Even better: they’re excited to talk about it.
The health of young people and the impacts of screens have attracted a lot of attention recently with the publication of a text by Jonathan Haidt1, which once again sounded the alarm on the risks associated with the use of telephones and social networks among young people. The findings made there regarding mental health, privacy and learning also seriously concern us. They are also the ones who have motivated us for several years to set up awareness workshops in Quebec for secondary and, more recently, primary school students.
Since 2020, our team has been visiting classes thanks to these workshops on preventing the harm caused by screens and teaching digital self-defense. More than 40,000 young people met later, an essential aspect arouses our enthusiasm and that of the teaching staff: children, and even more so teenagers, who have the expertise of their experience with digital technology, are capable of critical thinking and ready to talk about their relationship with screens.
Yet, in the public sphere, the experience of young people continues to be portrayed as that of passive victims of screens.
Establish a bond of trust and focus on the inclusion of youth
Drawing a passive image of youth necessarily tends us towards a paternalistic attitude. “We must protect our children who are unable to use screens well! » This approach risks leading to unilateral decision-making and exacerbating polarization between generations where prejudices can replace listening and dialogue. Clearly, the harms associated with the omnipresence of digital technology in our lives are now undeniable. And while the exact scope of these risks continues to be clarified, there is one point that is unanimously agreed upon in terms of prevention: the importance of working hand in hand with the people concerned by adopting an inclusive and non-committal attitude. judgement2.
A first step in this openness to dialogue is to recognize and accept the interest that young people have in these platforms.
Studies also document their role in identity creation, the feeling of belonging or autonomy.3. During a workshop, a 4 year old studente secondary school explains this reality well: “At school, I was bullied because I liked drawing manga, but on Instagram, I have a whole community that encourages me to do what I love. » On a larger scale, we are of course also thinking of communities that have promoted social awareness, such as #metoo, Black Lives Matters and the mobilization against the climate crisis.
These possibilities are not, however, a reason to spend all day in front of the screen. The recommendation from Quebec Public Health for children aged 6 to 12 remains to limit screen time to two hours per day4. And just as critically, we must consider what that time looks like; educating about the risks associated with screens must be done with the promotion of good practices, of what it means to “use screens properly”.
For supervision, for education, age by age
Considering the curiosity and critical thinking of children and adolescents means focusing on their autonomy through education and awareness. As soon as we discuss strategies for developing healthy habits during our workshops offered to elementary school children, they mention their parents. “The rules help me, because otherwise I would spend too much time on them. »
In the family, supervision which limits the time and content of screens, while taking an interest in what the young person does there, is absolutely necessary. The supervision and regulation of businesses and digital platforms are just as important.
After all, the issue is broad and complex. Among children and adolescents, adults are singled out for their equally excessive digital habits. It is particularly touching in elementary school to see the class become agitated each time a young person expresses: “My parents, too, should have rules to play with me more often. »
Everyone in their own way, young and old, is capable of critical thinking, listening and collaboration to offer their attention to others, rather than to applications that try to capture it at all times. Let’s focus on our ability to exchange, to listen, to educate ourselves, to connect beyond our devices.
1. Read the article “End the Phone-Based Childhood Now” on the The Atlantic (in English; subscription required)
2. Read “Smartphones, social media use and youth mental health”
3. Read “Social Media and Youth Mental Health”
4. Remember that for 0-5 year olds, we are talking about limiting screen time as much as possible; to avoid before 2 years old, and limit yourself to one hour per day of educational content for 2 to 5 year olds.
*Co-signatories: Charles Bourgeois, doctoral student and lecturer in education and digital technology, University of Sherbrooke; Marie-Pier Jolicoeur, lawyer and doctoral student in law, Laval University; Vincent Beaulac, master’s student in education, University of Sherbrooke; Antonin Lelièvre, doctoral student in psychology with specialization in video games, UQAM
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