The Rise of Technology and the Decrease of Unstructured Play

As I am sure you are aware, much has been written and reported on a mental health crisis impacting children, specifically pre-teens and teenagers. One recent book entitled The Anxious Generation: How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness by Jonathan Haidt identifies two major factors contributing to this crisis: the decline of unsupervised outdoor play and the rise of a phone-centric childhood.

Haidt uses the term “safetyism” to describe the decline of unsupervised outdoor play and the corresponding rise of cell phones in the hands of children. Haidt argues that children’s increasing dependence on smartphones and social media has led to heightened anxiety, depression, and isolation. While children seem to have less opportunities to take risks and build resilience in play activities, the rise in digital technologies has rapidly increased among Generation Z. The U.S. Surgeon General has issued a general health advisory, entitled “Social Media and Youth Health.”

The German International School Chicago emphasizes “unstructured” outdoor play, allowing students to create and organize their own games during two recess times a day and additional outdoor time for our preschool students. As a school, we do have recess supervision, and while our recess supervisors actively scan the events at recess, they do not interfere in children’s games unless there are serious risks for injury or significant conflict among children.
 
This year, we have hired Laura-Maria Mayerhofer-Kohlmann to be at every snack, lunch, and recess time. She has lived predominantly in Austria and Germany, and has studied in Italy and Brazil (in addition to English and German, she has proficiency in Spanish, Italian, Portuguese, and French); and she has earned a degree in transcultural communication and a certification in Politics and Diplomacy. It is, however, her lifelong passion and interest in scouting that makes her quite knowledgeable regarding outdoor play and activities – she is a certified youth scout leader in Austria. Apart from scouting, she is also a certified mediator and currently earning her Master's degree in mediation, another useful skill for supporting the needs of our students.
 
Please help me in welcoming Laura-Maria to GISC, and we look forward to her further input on how best to conduct recess at GISC. Please note also that our Counselor Marigona Rommel-Kastrati is a frequent visitor to our recess times.
 
As regards the use of cell phones at GISC, our students know that their devices must remain in the “off” position in school bags all day long, and our faculty will take phones from students if they are being used, resulting in an eventual request by GISC to have parents pick up the phone. Over the next few weeks, I will work with faculty to determine if GISC’s current practices suffice to create a cell phone-free environment for our students. I also invite our parents to contact me with questions, thoughts, and comments.
 
There has been a flurry of news articles on school policies regarding cell phone use, prompted by the US Surgeon General’s report and Haidt’s book. It is interesting to note that various heads and directors of Chicago independent schools have discussed school policies on cell phones, and also have shared information with parents. Please allow me to summarize some of the information being shared with parents:
 
Before issuing your child their first cell phone, mentor them beforehand.
 
Your child may claim that “everyone else has one,” which is seldom true. But, still, the fear of missing out socially because of not having a device is real for kids. The decision to provide a student with a phone should be made after a significant family discussion about its purpose, its value, and the age-appropriate limitations on its use rather than an assumption that every child has a cell phone.
 
You should also know that students do not need phones at school (for academic or social activities). Should a child wish to make a phone call home, they may come to the office to place such a call.
 
Cell phones are far more than a phone – there are cameras with video capability, text message availability, Internet access including easy access via apps to social media sites.  Any new app added should be parent-approved, first. Just the use/misuse of text, photo, and video functions on a phone can quickly cause turmoil among pre-teens and teenagers.
 
Your child needs sleep, so keep bedrooms screen free. The temptation is simply too great, even for adults sometimes, so remove it for your children so they stay well.
 
Along similar liners, create an unplugged space. Curating a welcoming, comfortable and attractive “unplugged” nook or room in the home, where children and parents enjoy a snack/meal and talk.
 
Phones make many tasks easier and more accessible than ever before. However, like any tool, we must teach our students how to use them effectively. Establishing guidelines and recommendations is crucial to ensure the students’ usage promotes growth, development, and healthy outcomes. We also understand that some of our middle school students may walk home by themselves, and we understand that both the parent and child benefit from the potential use of a cell phone.
 
Please see these two resources from Common Sense Media:
Common Sense Media: How to Help Kids Balance Phones and Screens with Sleep
Common Sense Media: Cell Phones and Devices: A Guide for Parents and Caregivers
 
 
With that said, please be assured that the wellbeing of every student is our main concern here at GISC. I wish you and your families a restful and recreational weekend.

Sincerely,
 
Ben Hebebrand