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"content": "\u003cp>J’Nyah is like most high school juniors – she scrolls through TikTok, posts on Instagram for her friends and keeps up with social media pop culture via YouTube videos about influencer updates. But she doesn’t take anything online too seriously. “I kind of just like stuff when it’s funny and keep scrolling,” she said.\u003c/p>\n\u003cp>Recently, she saw a video about an influencer apologizing for racially insensitive language, but to her it felt scripted and disingenuous. J’Nyah finds that influencer apologies enter her feed even though she isn’t following that person; that’s most likely happening because of an algorithmic boost or viral controversy that warranted the apology. And when one of her favorite K-Pop groups posted a culturally insensitive livestream, “\u003ca href=\"https://people.com/kiss-of-life-apologizes-after-hip-hop-themed-live-stream-11711423\">their apology\u003c/a> was not the greatest,” she said. “I just kind of stopped interacting with their content…It’s really tragic, their music is really good,” J’Nyah continued.\u003c/p>\n\u003cp>Amid a sea of endless content, it’s easy to forget that much of social media is curated, which can make it hard to know if an influencer’s apology video is authentic or not. And that can have consequences in other parts of life.\u003c/p>\n\u003cp>Social scientists say being vulnerable with other people is how genuine relationships are developed. When you’re young, practicing vulnerability through close friendships or with other peers helps develop good social skills for adult relationships. Think of what it takes to say what you really want to say or cracking your professional veneer — that requires a degree of safety. And for \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens\u003c/a> who experience high levels of self-consciousness, feeling safe is a big deal.\u003c/p>\n\u003cp>That’s where real apologies can create an opportunity for vulnerability. In order \u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">to truly be sorry\u003c/a>, social psychologists say offenders must follow several actions like acknowledging the infraction, delivering an apology, saying what will be done differently and, ideally, committing to that change.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That seems easy enough, but given the abundance of crisis managers and image consultants, and the financial gains from having clout and virality, how do you know if someone is being genuine? And given how well emotional content performs online, what does that do to our ability to engage with one another in person?\u003c/p>\n\u003ch2>\u003cstrong>The age of ‘McVulnerability’\u003c/strong>\u003c/h2>\n\u003cp>These days, authentic vulnerability is hard to come by, said \u003ca href=\"https://www.maytaleyal.com/\">Maytal Eyal\u003c/a>, a psychologist and writer.\u003c/p>\n\u003cp>People’s experiences with vulnerability, or lack-thereof, are also making for quick growing parasocial relationships. Anyone with a phone can turn to social media to get their quick fix of synthetic and performative vulnerability, a phenomenon Eyal calls “\u003ca href=\"https://www.theatlantic.com/family/archive/2025/01/mcvulnerability-crying-tiktok-youtube-instagram-influencers/681475/\">McVulnerability\u003c/a>.”\u003c/p>\n\u003cp>It’s “comfortable and easy and cheap, but ultimately like fast food, [McVulnerability is] not necessarily good for your health,” Eyal continued, especially during these times of \u003ca href=\"https://www.gse.harvard.edu/ideas/usable-knowledge/24/10/what-causing-our-epidemic-loneliness-and-how-can-we-fix-it\">increasing loneliness\u003c/a>. “Social media platforms have presented something to us that’s both really insidious and really brilliant where people no longer need to access real vulnerability in person,” she said.\u003c/p>\n\u003cp>Add to that, adolescents are \u003ca href=\"https://www.apa.org/monitor/2024/04/teen-social-use-mental-health\">spending more and more time online\u003c/a>. And although it’s difficult to pin down the exact \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">effects of social media\u003c/a> on teens, studies show that teens’ \u003ca href=\"https://www.kqed.org/mindshift/64715/youth-mental-health-is-declining-school-based-supports-can-help\">mental health is declining\u003c/a> and their \u003ca href=\"https://www.hhs.gov/sites/default/files/surgeon-general-social-connection-advisory.pdf\">in-person socialization\u003c/a> has dropped dramatically in the last few decades.\u003c/p>\n\u003cp>So what happens to teens when they are viewing McVulnerability?\u003c/p>\n\u003cp>Ultimately, the more hours spent online — and therefore, more potential time viewing McVulnerability — the more teens are disengaged from social activities that build their relational intimacy skills, said Eyal. “The consequences are dire because vulnerability and the discomfort within it are inherent to forming intimate relationships with others…without vulnerability, we have no intimacy,” she added.\u003c/p>\n\u003cp>Instead of going to parties and \u003ca href=\"https://www.theatlantic.com/family/archive/2025/03/teen-dating-milestone-decline/681971/\">chasing romance\u003c/a>, teens are spending more of their free time on their phones, said Eyal, who works with teens and their families through her private practice. This behavior is not unique to teens – \u003ca href=\"https://www.pewresearch.org/internet/fact-sheet/mobile/\">adults are doing this too\u003c/a> – but the adolescent period is critical to the development of social skills, vulnerability and empathy.\u003c/p>\n\u003cp>Teens are undergoing enormous neurological changes during adolescence and are extremely sensitive to how they fit into their social settings, compared to younger kids and older adults, said \u003ca href=\"https://rossier.usc.edu/faculty-research/directory/maryhelen-immordinoyang\">Mary Helen Immordino-Yang\u003c/a>, a neuroscientist at USC’s Rossier School of Education and author of “\u003ca href=\"https://wwnorton.com/books/9780393709810\">Emotions, Learning, and the Brain.\u003c/a>” Adolescents also tend to be reactive, and when they don’t feel safe, it’s really hard for them to be vulnerable, Immordino-Yang continued.\u003c/p>\n\u003cp>When schools aren’t safe places and don’t focus on giving students ample time to draw on all of their developing empathy and social skills, teens can respond to serious prompts in unserious ways, said Immordino-Yang.\u003c/p>\n\u003cp>Take, for example, a classroom lesson on a civil rights march, in which the participants fight for a change that’s meaningful to them, she continued. A teen who isn’t familiar yet with the Civil Rights Movement might not be too impressed by what meets the eye, such as registering people to vote.\u003c/p>\n\u003cp>Immordino-Yang’s research team found that adolescents took longer to think through complex stories and ideas.\u003c/p>\n\u003cp>But given a safe space and enough time, that teen would be more inclined to abandon their adolescent fear of judgement and social status and inquire for more information, revealing their inherent curiosity.\u003c/p>\n\u003cp>When teens inquire to learn more, they are building valuable skills for adulthood, like expanding their contextual knowledge. This deeper, more complex type of thinking is called \u003ca href=\"https://www.scientificamerican.com/article/transcendent-thinking-boosts-teen-brains-in-ways-that-enhance-life/\">transcendent thinking\u003c/a>, and according to Immordino-Yang, teens want to get there, but it takes work.\u003c/p>\n\u003cp>Immordino-Yang also recommends setting a calm tone in the classroom in order to provide a space where teens can explore big ideas. When adolescents are allowed to think deeply about an issue that matters to them, and then back up and learn more about how to solve that issue, they are more likely to ditch the performative responses and tap into their newly developing vulnerability. According to Immordino-Yang, transcendent thinking – like thinking about the values, intentions and implications of more complex ideas – doesn’t just help young people better understand the world around them, this type of thinking actually grows their brains.\u003c/p>\n\u003cp>“In other words, they are literally exercising their brain like a muscle when they think about these bigger, more complex, hidden ethical ideas,” Immordino-Yang continued.\u003c/p>\n\u003ch2>\u003cstrong>A Retreat From Discomfort\u003c/strong>\u003c/h2>\n\u003cp>According to Eyal, teens aren’t learning how to express their vulnerability with their peers like they used to, and instead they’re “bombarded by vulnerability content” online which doesn’t require a response.\u003c/p>\n\u003cp>The teens that Eyal works with are aware that what they view on social media is synthetic to some degree. The bigger issue is that teens get to hide behind their parasocial relationships and skip out on the discomfort of in-person vulnerability and IRL confrontation, she said. “It’s almost like a retreat from discomfort,” Eyal continued.\u003c/p>\n\u003cp>Of course, teens don’t just scroll on social media, they post there too. Eyal has found that a lot of her teen clients are deeply fearful of exposing their own vulnerabilities to their peers in person, but find it much easier to do so online. According to Eyal, this is a different form of McVulnerability that also procures a lack of reciprocity, but isn’t as far reaching as a tearful influencer apology might be. She said that vulnerable posts from teens online take away the “tender, awkward waiting experience that happens in person with a real vulnerability exchange.”\u003c/p>\n\u003cp>J’Nyah is pretty confident in her ability to navigate online spaces, but even so it can be hard for her to decipher her friends’ posts on social media, especially when they don’t reflect their behavior or mood in school. With abbreviations like KMS (kill myself) tossed around nonchalantly, J’Nyah makes sure to check-in with her friends in-person when she sees them posting concerning things on social media.\u003c/p>\n\u003cp>The line between right and wrong can get easily blurred online, especially for young people who are broadening their social skills and refining their relational identities. When online behavior goes too far, there’s often a waiting period for J’Nyah, and it isn’t until days or weeks later when her suspicions about a questionable piece of content are confirmed that she’s able to be sure about the information that’s been presented to her. Other online content are more obviously nefarious to J’Nyah, like someone recording and posting themselves being rude to patrons and employees at stores.\u003c/p>\n\u003cp>J’Nyah also pointed out that people on social media tend to act in more extreme ways because they feel protected behind a screen. And there are negative consequences, said J’Nyah. Trends like the \u003ca href=\"https://www.pbs.org/newshour/show/viral-devious-licks-tiktok-challenge-encourages-kids-to-steal-from-school\">“devious lick” trend\u003c/a> encouraged middle and high schoolers to steal and vandalize school property, costing some schools across the country \u003ca href=\"https://www.npr.org/2021/09/19/1038681786/schools-close-bathrooms-due-to-vandalization-from-tiktok-devious-licks-trend\">thousands of dollars in damages\u003c/a>. “I think things sometimes just go too far,” and “I feel like I’ve just been desensitized to a lot of things,” J’Nyah added.\u003c/p>\n\u003cp>In order to combat becoming too comfortable behind a screen, Eyal encourages her teen clients to seek out healthy discomfort away from their devices like being a camp counselor for the summer where they might be responsible for younger kids, spend a lot of time outdoors and be required to do some form of physical labor.\u003c/p>\n\u003cp>“Put them in situations where they might feel nervous and shy and out of their element socially, or put them in a situation where maybe they have to be among a group of other kids,” and away from their phones, she said.\u003c/p>\n\u003cp>While teens might think it’s more comfortable to escape behind screens, it’s important that parents show them that they can find meaning and value in the temporary discomfort of unfamiliar social settings and activities.\u003c/p>\n\u003ch2>\u003cstrong>Issues with empathy\u003c/strong>\u003c/h2>\n\u003cp>Teachers might question their students’ capacity for \u003ca href=\"https://www.reddit.com/r/Teachers/comments/1i0ms4p/the_lack_of_empathy_is_crushing/\">empathy\u003c/a> when they laugh during a lesson about the Holocaust, or crack an inappropriate joke while learning about the Jim Crow South. And these concerns from adults can be rooted in worries surrounding increased social media use by teens. But to Eyal, these reactions “sound so developmentally normal” because teens are experimenting with and learning how to express their emotions. Adolescents experience an immense amount of self-consciousness about how they are perceived by their peers and responding to a serious topic in an emotionally incongruent way is a way to avoid discomfort and vulnerability, she said.\u003c/p>\n\u003cp>In these instances, teens’ neurological immaturity is on display. According to Immordino-Yang, teens sometimes express an emotion before processing the appropriateness given the context, but this is also a social response. “I don’t think they’d laugh if they were alone,” said Immordino-Yang.\u003c/p>\n\u003cp>Teens are also learning how and when to apply transcendent thinking, and get it wrong sometimes, said Immordino-Yang. “They often think of very deep things in superficial ways…or they think of superficial things in quite deep ways.” When patterns of thinking are exercised over and over again, like hours scrolling through social media, those patterns stick, Immordino-Yang continued. So viewing McVulnerability online very often “is likely to change the way you see things in school too; I mean, your mind comes with you wherever you go and it’s built by the way in which you use it,” she added.\u003c/p>\n\u003cp>For parents concerned about their teens viewing McVulnerability online, Immordino-Yang suggested watching those videos with them, and talking to them about it. Asking questions like: Why do you think this person is acting like this? Or, what is their motive for posting this content for millions of people online?\u003c/p>\n\u003cp>“Help them to start to query what you, as an adult, are capable of noticing about the bigger picture,” said Immordino-Yang. Remember that your teen doesn’t have to agree with what you are saying, she continued; learning to unpack the things that you are viewing rather than letting those things drive your attention and future decisions is important.\u003c/p>\n\u003cp>“Engaging with [online] media is a great way to learn things. It’s a great way to be exposed to things that are outside your immediate sphere of influence,” added Immordino-Yang.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>While social media can be fun, taking a break is important to J’Nyah. She recognizes that when things get too toxic, it might be time to take a step back. Every couple of months J’Nyah goes without her phone for a weekend, “so I can just rewire my brain a little bit, but I think if I didn’t do that, I would have a much harder time.” She also found that her extracurricular activities force her to stay away from her phone, which makes it easier to have built-in social media breaks during the week.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>J’Nyah is like most high school juniors – she scrolls through TikTok, posts on Instagram for her friends and keeps up with social media pop culture via YouTube videos about influencer updates. But she doesn’t take anything online too seriously. “I kind of just like stuff when it’s funny and keep scrolling,” she said.\u003c/p>\n\u003cp>Recently, she saw a video about an influencer apologizing for racially insensitive language, but to her it felt scripted and disingenuous. J’Nyah finds that influencer apologies enter her feed even though she isn’t following that person; that’s most likely happening because of an algorithmic boost or viral controversy that warranted the apology. And when one of her favorite K-Pop groups posted a culturally insensitive livestream, “\u003ca href=\"https://people.com/kiss-of-life-apologizes-after-hip-hop-themed-live-stream-11711423\">their apology\u003c/a> was not the greatest,” she said. “I just kind of stopped interacting with their content…It’s really tragic, their music is really good,” J’Nyah continued.\u003c/p>\n\u003cp>Amid a sea of endless content, it’s easy to forget that much of social media is curated, which can make it hard to know if an influencer’s apology video is authentic or not. And that can have consequences in other parts of life.\u003c/p>\n\u003cp>Social scientists say being vulnerable with other people is how genuine relationships are developed. When you’re young, practicing vulnerability through close friendships or with other peers helps develop good social skills for adult relationships. Think of what it takes to say what you really want to say or cracking your professional veneer — that requires a degree of safety. And for \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens\u003c/a> who experience high levels of self-consciousness, feeling safe is a big deal.\u003c/p>\n\u003cp>That’s where real apologies can create an opportunity for vulnerability. In order \u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">to truly be sorry\u003c/a>, social psychologists say offenders must follow several actions like acknowledging the infraction, delivering an apology, saying what will be done differently and, ideally, committing to that change.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That seems easy enough, but given the abundance of crisis managers and image consultants, and the financial gains from having clout and virality, how do you know if someone is being genuine? And given how well emotional content performs online, what does that do to our ability to engage with one another in person?\u003c/p>\n\u003ch2>\u003cstrong>The age of ‘McVulnerability’\u003c/strong>\u003c/h2>\n\u003cp>These days, authentic vulnerability is hard to come by, said \u003ca href=\"https://www.maytaleyal.com/\">Maytal Eyal\u003c/a>, a psychologist and writer.\u003c/p>\n\u003cp>People’s experiences with vulnerability, or lack-thereof, are also making for quick growing parasocial relationships. Anyone with a phone can turn to social media to get their quick fix of synthetic and performative vulnerability, a phenomenon Eyal calls “\u003ca href=\"https://www.theatlantic.com/family/archive/2025/01/mcvulnerability-crying-tiktok-youtube-instagram-influencers/681475/\">McVulnerability\u003c/a>.”\u003c/p>\n\u003cp>It’s “comfortable and easy and cheap, but ultimately like fast food, [McVulnerability is] not necessarily good for your health,” Eyal continued, especially during these times of \u003ca href=\"https://www.gse.harvard.edu/ideas/usable-knowledge/24/10/what-causing-our-epidemic-loneliness-and-how-can-we-fix-it\">increasing loneliness\u003c/a>. “Social media platforms have presented something to us that’s both really insidious and really brilliant where people no longer need to access real vulnerability in person,” she said.\u003c/p>\n\u003cp>Add to that, adolescents are \u003ca href=\"https://www.apa.org/monitor/2024/04/teen-social-use-mental-health\">spending more and more time online\u003c/a>. And although it’s difficult to pin down the exact \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">effects of social media\u003c/a> on teens, studies show that teens’ \u003ca href=\"https://www.kqed.org/mindshift/64715/youth-mental-health-is-declining-school-based-supports-can-help\">mental health is declining\u003c/a> and their \u003ca href=\"https://www.hhs.gov/sites/default/files/surgeon-general-social-connection-advisory.pdf\">in-person socialization\u003c/a> has dropped dramatically in the last few decades.\u003c/p>\n\u003cp>So what happens to teens when they are viewing McVulnerability?\u003c/p>\n\u003cp>Ultimately, the more hours spent online — and therefore, more potential time viewing McVulnerability — the more teens are disengaged from social activities that build their relational intimacy skills, said Eyal. “The consequences are dire because vulnerability and the discomfort within it are inherent to forming intimate relationships with others…without vulnerability, we have no intimacy,” she added.\u003c/p>\n\u003cp>Instead of going to parties and \u003ca href=\"https://www.theatlantic.com/family/archive/2025/03/teen-dating-milestone-decline/681971/\">chasing romance\u003c/a>, teens are spending more of their free time on their phones, said Eyal, who works with teens and their families through her private practice. This behavior is not unique to teens – \u003ca href=\"https://www.pewresearch.org/internet/fact-sheet/mobile/\">adults are doing this too\u003c/a> – but the adolescent period is critical to the development of social skills, vulnerability and empathy.\u003c/p>\n\u003cp>Teens are undergoing enormous neurological changes during adolescence and are extremely sensitive to how they fit into their social settings, compared to younger kids and older adults, said \u003ca href=\"https://rossier.usc.edu/faculty-research/directory/maryhelen-immordinoyang\">Mary Helen Immordino-Yang\u003c/a>, a neuroscientist at USC’s Rossier School of Education and author of “\u003ca href=\"https://wwnorton.com/books/9780393709810\">Emotions, Learning, and the Brain.\u003c/a>” Adolescents also tend to be reactive, and when they don’t feel safe, it’s really hard for them to be vulnerable, Immordino-Yang continued.\u003c/p>\n\u003cp>When schools aren’t safe places and don’t focus on giving students ample time to draw on all of their developing empathy and social skills, teens can respond to serious prompts in unserious ways, said Immordino-Yang.\u003c/p>\n\u003cp>Take, for example, a classroom lesson on a civil rights march, in which the participants fight for a change that’s meaningful to them, she continued. A teen who isn’t familiar yet with the Civil Rights Movement might not be too impressed by what meets the eye, such as registering people to vote.\u003c/p>\n\u003cp>Immordino-Yang’s research team found that adolescents took longer to think through complex stories and ideas.\u003c/p>\n\u003cp>But given a safe space and enough time, that teen would be more inclined to abandon their adolescent fear of judgement and social status and inquire for more information, revealing their inherent curiosity.\u003c/p>\n\u003cp>When teens inquire to learn more, they are building valuable skills for adulthood, like expanding their contextual knowledge. This deeper, more complex type of thinking is called \u003ca href=\"https://www.scientificamerican.com/article/transcendent-thinking-boosts-teen-brains-in-ways-that-enhance-life/\">transcendent thinking\u003c/a>, and according to Immordino-Yang, teens want to get there, but it takes work.\u003c/p>\n\u003cp>Immordino-Yang also recommends setting a calm tone in the classroom in order to provide a space where teens can explore big ideas. When adolescents are allowed to think deeply about an issue that matters to them, and then back up and learn more about how to solve that issue, they are more likely to ditch the performative responses and tap into their newly developing vulnerability. According to Immordino-Yang, transcendent thinking – like thinking about the values, intentions and implications of more complex ideas – doesn’t just help young people better understand the world around them, this type of thinking actually grows their brains.\u003c/p>\n\u003cp>“In other words, they are literally exercising their brain like a muscle when they think about these bigger, more complex, hidden ethical ideas,” Immordino-Yang continued.\u003c/p>\n\u003ch2>\u003cstrong>A Retreat From Discomfort\u003c/strong>\u003c/h2>\n\u003cp>According to Eyal, teens aren’t learning how to express their vulnerability with their peers like they used to, and instead they’re “bombarded by vulnerability content” online which doesn’t require a response.\u003c/p>\n\u003cp>The teens that Eyal works with are aware that what they view on social media is synthetic to some degree. The bigger issue is that teens get to hide behind their parasocial relationships and skip out on the discomfort of in-person vulnerability and IRL confrontation, she said. “It’s almost like a retreat from discomfort,” Eyal continued.\u003c/p>\n\u003cp>Of course, teens don’t just scroll on social media, they post there too. Eyal has found that a lot of her teen clients are deeply fearful of exposing their own vulnerabilities to their peers in person, but find it much easier to do so online. According to Eyal, this is a different form of McVulnerability that also procures a lack of reciprocity, but isn’t as far reaching as a tearful influencer apology might be. She said that vulnerable posts from teens online take away the “tender, awkward waiting experience that happens in person with a real vulnerability exchange.”\u003c/p>\n\u003cp>J’Nyah is pretty confident in her ability to navigate online spaces, but even so it can be hard for her to decipher her friends’ posts on social media, especially when they don’t reflect their behavior or mood in school. With abbreviations like KMS (kill myself) tossed around nonchalantly, J’Nyah makes sure to check-in with her friends in-person when she sees them posting concerning things on social media.\u003c/p>\n\u003cp>The line between right and wrong can get easily blurred online, especially for young people who are broadening their social skills and refining their relational identities. When online behavior goes too far, there’s often a waiting period for J’Nyah, and it isn’t until days or weeks later when her suspicions about a questionable piece of content are confirmed that she’s able to be sure about the information that’s been presented to her. Other online content are more obviously nefarious to J’Nyah, like someone recording and posting themselves being rude to patrons and employees at stores.\u003c/p>\n\u003cp>J’Nyah also pointed out that people on social media tend to act in more extreme ways because they feel protected behind a screen. And there are negative consequences, said J’Nyah. Trends like the \u003ca href=\"https://www.pbs.org/newshour/show/viral-devious-licks-tiktok-challenge-encourages-kids-to-steal-from-school\">“devious lick” trend\u003c/a> encouraged middle and high schoolers to steal and vandalize school property, costing some schools across the country \u003ca href=\"https://www.npr.org/2021/09/19/1038681786/schools-close-bathrooms-due-to-vandalization-from-tiktok-devious-licks-trend\">thousands of dollars in damages\u003c/a>. “I think things sometimes just go too far,” and “I feel like I’ve just been desensitized to a lot of things,” J’Nyah added.\u003c/p>\n\u003cp>In order to combat becoming too comfortable behind a screen, Eyal encourages her teen clients to seek out healthy discomfort away from their devices like being a camp counselor for the summer where they might be responsible for younger kids, spend a lot of time outdoors and be required to do some form of physical labor.\u003c/p>\n\u003cp>“Put them in situations where they might feel nervous and shy and out of their element socially, or put them in a situation where maybe they have to be among a group of other kids,” and away from their phones, she said.\u003c/p>\n\u003cp>While teens might think it’s more comfortable to escape behind screens, it’s important that parents show them that they can find meaning and value in the temporary discomfort of unfamiliar social settings and activities.\u003c/p>\n\u003ch2>\u003cstrong>Issues with empathy\u003c/strong>\u003c/h2>\n\u003cp>Teachers might question their students’ capacity for \u003ca href=\"https://www.reddit.com/r/Teachers/comments/1i0ms4p/the_lack_of_empathy_is_crushing/\">empathy\u003c/a> when they laugh during a lesson about the Holocaust, or crack an inappropriate joke while learning about the Jim Crow South. And these concerns from adults can be rooted in worries surrounding increased social media use by teens. But to Eyal, these reactions “sound so developmentally normal” because teens are experimenting with and learning how to express their emotions. Adolescents experience an immense amount of self-consciousness about how they are perceived by their peers and responding to a serious topic in an emotionally incongruent way is a way to avoid discomfort and vulnerability, she said.\u003c/p>\n\u003cp>In these instances, teens’ neurological immaturity is on display. According to Immordino-Yang, teens sometimes express an emotion before processing the appropriateness given the context, but this is also a social response. “I don’t think they’d laugh if they were alone,” said Immordino-Yang.\u003c/p>\n\u003cp>Teens are also learning how and when to apply transcendent thinking, and get it wrong sometimes, said Immordino-Yang. “They often think of very deep things in superficial ways…or they think of superficial things in quite deep ways.” When patterns of thinking are exercised over and over again, like hours scrolling through social media, those patterns stick, Immordino-Yang continued. So viewing McVulnerability online very often “is likely to change the way you see things in school too; I mean, your mind comes with you wherever you go and it’s built by the way in which you use it,” she added.\u003c/p>\n\u003cp>For parents concerned about their teens viewing McVulnerability online, Immordino-Yang suggested watching those videos with them, and talking to them about it. Asking questions like: Why do you think this person is acting like this? Or, what is their motive for posting this content for millions of people online?\u003c/p>\n\u003cp>“Help them to start to query what you, as an adult, are capable of noticing about the bigger picture,” said Immordino-Yang. Remember that your teen doesn’t have to agree with what you are saying, she continued; learning to unpack the things that you are viewing rather than letting those things drive your attention and future decisions is important.\u003c/p>\n\u003cp>“Engaging with [online] media is a great way to learn things. It’s a great way to be exposed to things that are outside your immediate sphere of influence,” added Immordino-Yang.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While social media can be fun, taking a break is important to J’Nyah. She recognizes that when things get too toxic, it might be time to take a step back. Every couple of months J’Nyah goes without her phone for a weekend, “so I can just rewire my brain a little bit, but I think if I didn’t do that, I would have a much harder time.” She also found that her extracurricular activities force her to stay away from her phone, which makes it easier to have built-in social media breaks during the week.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In 2017, psychologist and researcher Jean Twenge published \u003ca href=\"https://www.jeantwenge.com/igen-book-by-dr-jean-twenge/\">\u003cem>iGen\u003c/em>\u003c/a>, a book about the first generation to grow up with smartphones. An excerpt in The Atlantic ran under the headline, \u003ca href=\"https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/\">“Have Smartphones Destroyed a Generation?”\u003c/a> which drew some backlash for sounding alarmist. “I always point out that it was a question,” Twenge said about how her goal was to explore the issue rather than declare a conclusion. Still, the timing of her concerns struck a chord: \u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/methodology-19-2/\">rates of teen depression were climbing\u003c/a> just as smartphones and social media were becoming widespread. \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC8221420/#:~:text=However%2C%20as%20detailed%20below%2C%20a,of%20likely%20cause%20and%20effect.\">Early studies\u003c/a> suggested the more time teens spent on their devices, the more likely they were to report depressive symptoms.\u003c/p>\n\u003cp>Twenge’s new book, \u003ca href=\"https://www.jeantwenge.com/10-rules-for-raising-kids-in-a-high-tech-world/\">\u003cem>10 Rules for Raising Kids in a High-Tech World: How Parents Can Stop Smartphones, Social Media, and Gaming From Taking Over Their Kids’ Lives\u003c/em>\u003c/a>, updates her research while offering guidance for families. For Twenge, the subject has grown even more personal. When \u003cem>iGen\u003c/em> was released, her children were ages ten, seven and five. Eight years later, she now has a house full of teenagers, each navigating their own relationship with technology.\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-65910 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/download.jpg\" alt=\"\" width=\"163\" height=\"250\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/download.jpg 834w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/download-160x246.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/download-768x1179.jpg 768w\" sizes=\"auto, (max-width: 163px) 100vw, 163px\">\u003c/p>\n\u003cp>Much has shifted since 2017. Kids now \u003ca href=\"https://www.kqed.org/mindshift/64953/its-not-too-late-to-read-that-entire-book-with-your-students\">read less\u003c/a> and have \u003ca href=\"https://www.apa.org/news/podcasts/speaking-of-psychology/attention-spans\">shorter attention spans\u003c/a>, but there’s also growing momentum for \u003ca href=\"https://www.kqed.org/mindshift/65757/more-students-head-back-to-class-without-one-crucial-thing-their-phones\">school phone bans\u003c/a> and \u003ca href=\"https://www.gov.ca.gov/2025/10/08/governor-newsom-signs-data-privacy-bills-to-protect-tech-users/\">regulations around social media and data privacy\u003c/a>. Twenge argues that parents’ strategies need to evolve too. In her book, she offers recommendations, including creating tech-free zones to protect sleep, setting age benchmarks for when kids should get their first phone and helping families establish healthier digital habits even if they feel like it’s “too late” to set new rules.\u003c/p>\n\u003ch2>\u003cstrong>The rationale for starting social media later\u003c/strong>\u003c/h2>\n\u003cp>Even though kids typically get their \u003ca href=\"https://childmind.org/article/when-should-you-get-your-kid-a-phone/\">first phone between ages 10 and 12\u003c/a>, Twenge recommends that parents wait until age 16 before giving their child a smartphone. While many experts hesitate to set a firm number, she argues that clear benchmarks make decisions about when their children should get a smartphone or social media easier for families.\u003c/p>\n\u003cp>“So much of the advice that’s out there for parents is vague,” she said. “Every family is different and although there’s some truth to that, it also makes it really hard for parents to make that decision.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To illustrate, Twenge points to driving. Some kids might feel ready at 12, others much later, but \u003ca href=\"https://www.parents.com/driving-age-by-state-8607683\">as a society we commit to a\u003c/a> legal driving age. She believes technology should work the same way. Sixteen, she argues, is an appropriate age because by then most teens are trusted with other responsibilities, like driving and getting around on their own. Research also suggests that \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2352250X21001949#:~:text=Neurodevelopment%20of%20ER%20in%20adolescence,well%20%5B34%2C35%5D.\">older teens have stronger self-regulation skills\u003c/a>, which helps them handle the distractions and pressures of smartphones more safely.\u003c/p>\n\u003cp>Additionally, Twenge recommends waiting until age 16 or later before letting kids use social media, which is later than the current legal minimum of 13.\u003c/p>\n\u003cp>“Sixteen is a nice compromise,” she said. “It’s based on the idea that by then, kids are beyond those intense middle school years, when friend pressures are strongest. They’re more confident in their identities and relationships, and they’re generally more mature and responsible.”\u003c/p>\n\u003cp>According to Kathy Do, Assistant Project Scientist with the California Institute for Law, Neuroscience and Education, teens are particularly sensitive to the addictive aspects of social media precisely because this is when they’re most attuned to social status.\u003c/p>\n\u003cp>“Peer relationships take on greater importance during adolescence relative to childhood and adulthood. The motivation and reward systems in the brain are more active during adolescence,” she said. “Teenagers show a strong brain response to social rewards — things like praise, attention and inclusion — and to social threats like rejection or being left out.”\u003c/p>\n\u003cp>The digital landscape has shifted dramatically since 2017. Back then, parents could hand a child a flip phone for calls and texts. Today, with smartphones dominating the market, a flip phone can feel impractical or socially isolating. As a middle ground, Twenge points to “light phones” that allow calling and texting but block access to social media, web browsers and potentially harmful apps. Some even come with preset restrictions, like banned dating apps or AI chatbots to give parents more peace of mind.\u003c/p>\n\u003ch2>Tech free zones and real world freedom\u003c/h2>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/65757/more-students-head-back-to-class-without-one-crucial-thing-their-phones\">Schools are already seeing positive results from phone bans\u003c/a>, including students taking greater risks academically because they’re no longer anxious about other students recording permanent digital records of an embarrassing moment.\u003c/p>\n\u003cp>At home, Twenge encourages families to establish “no-phone zones” – times and places where devices are limited or off-limits. The most important of these, she argues, is the bedroom at night.\u003c/p>\n\u003cp>“I say in the book, if you’re going to stick with just one rule, make it that one,” said Twenge. “Just to preserve sleep, because it’s so important for physical and mental health.” Research consistently \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC8776263/\">links late-night screen use to disrupted sleep\u003c/a>, which in turn affects mood, learning and overall well-being.\u003c/p>\n\u003cp>Other no-phone zones might include family dinners or family vacations. Kids are more likely to buy in when parents model the same behavior. “A little bit of digital hypocrisy is okay, but you really do have to be a good role model,” Twenge explained. “If you’re going to say no phones at the family dinner table, then you have to follow that rule yourself as much as you possibly can.” Vacations can be trickier since kids often want to stay connected to friends. In those cases, Twenge suggests designating a short, predictable window for phone use, such as after dinner.\u003c/p>\n\u003cp>When phones are put away, parents can create space for what Twenge calls “real-world freedom.” This means encouraging kids to build independence, life skills and offline social connections. Examples include walking to school, biking to a friend’s house, running errands or helping out at home with chores like laundry or cooking. “And it’s great for parents too,” Twenge added, “because then you don’t have to cook that night.”\u003c/p>\n\u003ch2>Is it too late for rules?\u003c/h2>\n\u003cp>Ideally, stronger regulations would place more responsibility on the companies designing apps that keep users hooked. In the absence of such guardrails, much of the responsibility falls to parents.\u003c/p>\n\u003cp>“One of the biggest challenges of modern parenting is that you want to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">be loving but firm\u003c/a>. [You get the best outcomes] when you can do both,” said Twenge. She added that parents can explain the reasoning behind their choices, though it won’t always stop kids from questioning the rules.\u003c/p>\n\u003cp>Many children already recognize when their own or their friends’ relationships with technology are unhealthy. “Whether it’s one-on-one or when I give talks at middle schools or high schools, that’s the general theme: they know this is a problem. They just don’t always know what to do about it, partially because they feel like all their friends are doing it,” Twenge said. Parents can help by giving kids language they can use with peers, such as “I may not text you back right away because I’m having family dinner” or “I have to keep my phone outside my bedroom when I go to sleep.”\u003c/p>\n\u003cp>For parents who introduced smartphones or apps before age 16, Twenge emphasizes that \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">it’s not too late to make changes\u003c/a>. “It’s a real myth that you can never go back. You absolutely can,” she said. The approach depends on a child’s age. For an 11-year-old with an unrestricted smartphone, she advises rolling back access by replacing it with a flip phone, a basic phone or even no phone at all. For a 15-year-old, parents might allow them to keep the device but add new guardrails.\u003c/p>\n\u003cp>“Put parental controls on it so they can’t download apps on their own,” Twenge suggested. “Then you have to have a conversation about why they want a certain app.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Twenge said that it’s definitely easier to set guidelines before and not change them, but parents shouldn’t be too hard on themselves. “Everybody makes mistakes. I certainly made mistakes in this area as a parent. You just have to own your mistakes and try to correct them.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In 2017, psychologist and researcher Jean Twenge published \u003ca href=\"https://www.jeantwenge.com/igen-book-by-dr-jean-twenge/\">\u003cem>iGen\u003c/em>\u003c/a>, a book about the first generation to grow up with smartphones. An excerpt in The Atlantic ran under the headline, \u003ca href=\"https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/\">“Have Smartphones Destroyed a Generation?”\u003c/a> which drew some backlash for sounding alarmist. “I always point out that it was a question,” Twenge said about how her goal was to explore the issue rather than declare a conclusion. Still, the timing of her concerns struck a chord: \u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/methodology-19-2/\">rates of teen depression were climbing\u003c/a> just as smartphones and social media were becoming widespread. \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC8221420/#:~:text=However%2C%20as%20detailed%20below%2C%20a,of%20likely%20cause%20and%20effect.\">Early studies\u003c/a> suggested the more time teens spent on their devices, the more likely they were to report depressive symptoms.\u003c/p>\n\u003cp>Twenge’s new book, \u003ca href=\"https://www.jeantwenge.com/10-rules-for-raising-kids-in-a-high-tech-world/\">\u003cem>10 Rules for Raising Kids in a High-Tech World: How Parents Can Stop Smartphones, Social Media, and Gaming From Taking Over Their Kids’ Lives\u003c/em>\u003c/a>, updates her research while offering guidance for families. For Twenge, the subject has grown even more personal. When \u003cem>iGen\u003c/em> was released, her children were ages ten, seven and five. Eight years later, she now has a house full of teenagers, each navigating their own relationship with technology.\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-65910 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/download.jpg\" alt=\"\" width=\"163\" height=\"250\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/download.jpg 834w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/download-160x246.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/10/download-768x1179.jpg 768w\" sizes=\"auto, (max-width: 163px) 100vw, 163px\">\u003c/p>\n\u003cp>Much has shifted since 2017. Kids now \u003ca href=\"https://www.kqed.org/mindshift/64953/its-not-too-late-to-read-that-entire-book-with-your-students\">read less\u003c/a> and have \u003ca href=\"https://www.apa.org/news/podcasts/speaking-of-psychology/attention-spans\">shorter attention spans\u003c/a>, but there’s also growing momentum for \u003ca href=\"https://www.kqed.org/mindshift/65757/more-students-head-back-to-class-without-one-crucial-thing-their-phones\">school phone bans\u003c/a> and \u003ca href=\"https://www.gov.ca.gov/2025/10/08/governor-newsom-signs-data-privacy-bills-to-protect-tech-users/\">regulations around social media and data privacy\u003c/a>. Twenge argues that parents’ strategies need to evolve too. In her book, she offers recommendations, including creating tech-free zones to protect sleep, setting age benchmarks for when kids should get their first phone and helping families establish healthier digital habits even if they feel like it’s “too late” to set new rules.\u003c/p>\n\u003ch2>\u003cstrong>The rationale for starting social media later\u003c/strong>\u003c/h2>\n\u003cp>Even though kids typically get their \u003ca href=\"https://childmind.org/article/when-should-you-get-your-kid-a-phone/\">first phone between ages 10 and 12\u003c/a>, Twenge recommends that parents wait until age 16 before giving their child a smartphone. While many experts hesitate to set a firm number, she argues that clear benchmarks make decisions about when their children should get a smartphone or social media easier for families.\u003c/p>\n\u003cp>“So much of the advice that’s out there for parents is vague,” she said. “Every family is different and although there’s some truth to that, it also makes it really hard for parents to make that decision.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To illustrate, Twenge points to driving. Some kids might feel ready at 12, others much later, but \u003ca href=\"https://www.parents.com/driving-age-by-state-8607683\">as a society we commit to a\u003c/a> legal driving age. She believes technology should work the same way. Sixteen, she argues, is an appropriate age because by then most teens are trusted with other responsibilities, like driving and getting around on their own. Research also suggests that \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2352250X21001949#:~:text=Neurodevelopment%20of%20ER%20in%20adolescence,well%20%5B34%2C35%5D.\">older teens have stronger self-regulation skills\u003c/a>, which helps them handle the distractions and pressures of smartphones more safely.\u003c/p>\n\u003cp>Additionally, Twenge recommends waiting until age 16 or later before letting kids use social media, which is later than the current legal minimum of 13.\u003c/p>\n\u003cp>“Sixteen is a nice compromise,” she said. “It’s based on the idea that by then, kids are beyond those intense middle school years, when friend pressures are strongest. They’re more confident in their identities and relationships, and they’re generally more mature and responsible.”\u003c/p>\n\u003cp>According to Kathy Do, Assistant Project Scientist with the California Institute for Law, Neuroscience and Education, teens are particularly sensitive to the addictive aspects of social media precisely because this is when they’re most attuned to social status.\u003c/p>\n\u003cp>“Peer relationships take on greater importance during adolescence relative to childhood and adulthood. The motivation and reward systems in the brain are more active during adolescence,” she said. “Teenagers show a strong brain response to social rewards — things like praise, attention and inclusion — and to social threats like rejection or being left out.”\u003c/p>\n\u003cp>The digital landscape has shifted dramatically since 2017. Back then, parents could hand a child a flip phone for calls and texts. Today, with smartphones dominating the market, a flip phone can feel impractical or socially isolating. As a middle ground, Twenge points to “light phones” that allow calling and texting but block access to social media, web browsers and potentially harmful apps. Some even come with preset restrictions, like banned dating apps or AI chatbots to give parents more peace of mind.\u003c/p>\n\u003ch2>Tech free zones and real world freedom\u003c/h2>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/65757/more-students-head-back-to-class-without-one-crucial-thing-their-phones\">Schools are already seeing positive results from phone bans\u003c/a>, including students taking greater risks academically because they’re no longer anxious about other students recording permanent digital records of an embarrassing moment.\u003c/p>\n\u003cp>At home, Twenge encourages families to establish “no-phone zones” – times and places where devices are limited or off-limits. The most important of these, she argues, is the bedroom at night.\u003c/p>\n\u003cp>“I say in the book, if you’re going to stick with just one rule, make it that one,” said Twenge. “Just to preserve sleep, because it’s so important for physical and mental health.” Research consistently \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC8776263/\">links late-night screen use to disrupted sleep\u003c/a>, which in turn affects mood, learning and overall well-being.\u003c/p>\n\u003cp>Other no-phone zones might include family dinners or family vacations. Kids are more likely to buy in when parents model the same behavior. “A little bit of digital hypocrisy is okay, but you really do have to be a good role model,” Twenge explained. “If you’re going to say no phones at the family dinner table, then you have to follow that rule yourself as much as you possibly can.” Vacations can be trickier since kids often want to stay connected to friends. In those cases, Twenge suggests designating a short, predictable window for phone use, such as after dinner.\u003c/p>\n\u003cp>When phones are put away, parents can create space for what Twenge calls “real-world freedom.” This means encouraging kids to build independence, life skills and offline social connections. Examples include walking to school, biking to a friend’s house, running errands or helping out at home with chores like laundry or cooking. “And it’s great for parents too,” Twenge added, “because then you don’t have to cook that night.”\u003c/p>\n\u003ch2>Is it too late for rules?\u003c/h2>\n\u003cp>Ideally, stronger regulations would place more responsibility on the companies designing apps that keep users hooked. In the absence of such guardrails, much of the responsibility falls to parents.\u003c/p>\n\u003cp>“One of the biggest challenges of modern parenting is that you want to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">be loving but firm\u003c/a>. [You get the best outcomes] when you can do both,” said Twenge. She added that parents can explain the reasoning behind their choices, though it won’t always stop kids from questioning the rules.\u003c/p>\n\u003cp>Many children already recognize when their own or their friends’ relationships with technology are unhealthy. “Whether it’s one-on-one or when I give talks at middle schools or high schools, that’s the general theme: they know this is a problem. They just don’t always know what to do about it, partially because they feel like all their friends are doing it,” Twenge said. Parents can help by giving kids language they can use with peers, such as “I may not text you back right away because I’m having family dinner” or “I have to keep my phone outside my bedroom when I go to sleep.”\u003c/p>\n\u003cp>For parents who introduced smartphones or apps before age 16, Twenge emphasizes that \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">it’s not too late to make changes\u003c/a>. “It’s a real myth that you can never go back. You absolutely can,” she said. The approach depends on a child’s age. For an 11-year-old with an unrestricted smartphone, she advises rolling back access by replacing it with a flip phone, a basic phone or even no phone at all. For a 15-year-old, parents might allow them to keep the device but add new guardrails.\u003c/p>\n\u003cp>“Put parental controls on it so they can’t download apps on their own,” Twenge suggested. “Then you have to have a conversation about why they want a certain app.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Twenge said that it’s definitely easier to set guidelines before and not change them, but parents shouldn’t be too hard on themselves. “Everybody makes mistakes. I certainly made mistakes in this area as a parent. You just have to own your mistakes and try to correct them.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>ST. PAUL, Minn. — Olivia Kanavati might think about social media more than she uses it. The 17-year-old from a Twin Cities suburb uses an app that tracks how many times a day she opens social media on her phone. Before she can log on, it prompts her to take a deep breath and offers her an inspirational quote.\u003c/p>\n\u003cp>Beginning next summer, any Minnesotan using social media will get a pop-up warning before they log on. Unlike Kanavati’s app, the label they’ll encounter will ask users to acknowledge that prolonged social media use can pose a hazard to their mental health.\u003c/p>\n\u003cp>“I think it’s helpful for people that just take a second and, like, pause and be like, ‘Hmm,'” Kanavati says, “‘why am I doing this? What is this purpose?'”\u003c/p>\n\u003cp>Kanavati didn’t have a say in the new law, but she says she is in favor of it. She’s a member of the Digital Well-Being Club at her school, along with Evangeline Fuentes, who is also starting her senior year this fall. Fuentes agrees it’s worth giving people the chance to think twice.\u003c/p>\n\u003cp>“Obviously, you know, there’s always going to be the people who don’t,” she says. “The best that we can do is just offer the outlet for them to change.”\u003c/p>\n\u003ch2>Minnesota takes a different route\u003c/h2>\n\u003cp>After courts blocked other state bans on social media for young people — laws that also require apps to verify users’ ages — \u003ca href=\"https://www.mprnews.org/story/2025/07/14/minnesota-law-to-require-mental-health-warnings-on-social-media\" target=\"_blank\" rel=\"noopener\">\u003cu>Minnesota lawmakers\u003c/u>\u003c/a> approved the measure that takes a different approach.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Gov. Tim Walz signed the law this year, which requires sites to provide users with the warning label starting in July 2026. Social media companies say they’ll seek changes or try to block enforcement, but supporters say the pop-ups could encourage people, especially kids, to be more thoughtful about their time online.\u003c/p>\n\u003cp>“I think the \u003ca href=\"https://www.npr.org/sections/health-shots/2023/04/25/1171773181/social-media-teens-mental-health\" target=\"_blank\" rel=\"noopener\">\u003cu>evidence is very clear\u003c/u>\u003c/a> that social media use is linked with depression, anxiety, loneliness, self-harm, suicidal ideation, eating disorders, all sorts of terrible mental health conditions,” says Democratic state Rep. Zack Stephenson, the main sponsor of the law. “You’ll see a message telling you that prolonged use of social media can lead to those outcomes.”\u003c/p>\n\u003cp>Stephenson says the labels, while not yet written, will be like warnings for tobacco products or alcohol, and it’s up to the Minnesota Department of Health to decide what they say.\u003c/p>\n\u003cp>“If you had expected big tobacco to make cigarettes less addictive in the ’50s and ’60s, you would have been sorely mistaken,” Stephenson says. “Addiction was their business model. And the same thing is true for big tech.”\u003c/p>\n\u003ch2>A Biden-era national charge\u003c/h2>\n\u003cp>Under President Biden, former U.S. Surgeon General Vivek Murthy called for \u003ca href=\"https://www.nytimes.com/2024/06/17/opinion/social-media-health-warning.html\" target=\"_blank\" rel=\"noopener\">\u003cu>warning labels\u003c/u>\u003c/a> to be placed on sites last year. He pointed to \u003ca href=\"https://jamanetwork.com/journals/jamapsychiatry/fullarticle/2749480#google_vignette\" target=\"_blank\" rel=\"noopener\">\u003cu>research indicating that prolonged social media\u003c/u>\u003c/a> use can lead to worse mental health outcomes, higher rates of eating disorders and body image issues among children and adolescents. Minnesota is the first state to pass legislation requiring these kinds of labels. New York could soon follow.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1483x1112+2057+900/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F30%2F29%2Fc4cc41d04d3b9e06b9d0de57b996%2Fdsc03459.JPG\" alt=\"Olivia Kanavati, left, and Evangeline Fuentes, right, are members of the Digital Well-Being Club at their school and say they support a new state law that will require social media companies to add mental health warning labels to their sites starting next year. The pair posed for photos outside their school on July 17, 2025.\">\u003cfigcaption>Olivia Kanavati, left, and Evangeline Fuentes, right, are members of the Digital Well-Being Club at their school and say they support a new state law that will require social media companies to add mental health warning labels to their sites starting next year. The pair posed for photos outside their school on July 17, 2025. \u003ccite> (Dana Ferguson | Minnesota Public Radio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Minnesota, failure to add the labels could be met with investigation and civil punishment enforced by the state’s attorney general. Social media platforms also have to provide resources to address adverse mental health outcomes — like contacts for the Suicide and Crisis Hotline 988, something suicide prevention advocates fought for.\u003c/p>\n\u003cp>While warning labels are not the full solution to protecting youth online, they “serve as a really powerful tool for educating the public, making them aware that the things that are taking place on social media pose a significant danger to the safety of their children,” says Erich Mische, CEO of Suicide Awareness Voices of Education, or SAVE.\u003c/p>\n\u003ch2>Tech pushes back\u003c/h2>\n\u003cp>The bill faced some opposition from Republicans at the Capitol who said it could limit free speech, but others in the party supported the proposal, saying the impacts of social media on young people require a tougher response.\u003c/p>\n\u003cp>NetChoice, an industry group that represents social media companies, says it will ask lawmakers to roll back the law over the next year. If that fails, NetChoice says it could sue the state.\u003c/p>\n\u003cp>“It does, I think, force the companies to essentially denigrate themselves in ways that they would otherwise choose not to,” says Paul Taske, co-director of the group’s litigation center. “We’ve had \u003ca href=\"https://www.mpbonline.org/blogs/news/mississippis-social-media-age-verification-law-challenged-at-us-supreme-court/\" target=\"_blank\" rel=\"noopener\">\u003cu>courts\u003c/u>\u003c/a> across the country say that you can’t compel private actors to act as the mouthpiece for the state to promulgate the state’s preferred message.”\u003c/p>\n\u003cp>NetChoice sued the state over a law that took effect earlier this month requiring social media companies to notify users about how their algorithms recommend content. Taske says rather than compelling the companies to post warning labels, the state should educate Minnesotans about potential issues for young people who choose to use the sites.\u003c/p>\n\u003cp>“The government has the ability to go and use its own voice, its own bully pulpit, its own pedestal to try and get its message across,” Taske says. “The problem here is that it’s trying to compel private companies to disseminate a message for it.”\u003c/p>\n\u003cp>Barring a successful legal challenge, the warning labels will take effect July 1, 2026.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you or someone you know is considering suicide, call or text 988 to reach the suicide and crisis hotline. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>ST. PAUL, Minn. — Olivia Kanavati might think about social media more than she uses it. The 17-year-old from a Twin Cities suburb uses an app that tracks how many times a day she opens social media on her phone. Before she can log on, it prompts her to take a deep breath and offers her an inspirational quote.\u003c/p>\n\u003cp>Beginning next summer, any Minnesotan using social media will get a pop-up warning before they log on. Unlike Kanavati’s app, the label they’ll encounter will ask users to acknowledge that prolonged social media use can pose a hazard to their mental health.\u003c/p>\n\u003cp>“I think it’s helpful for people that just take a second and, like, pause and be like, ‘Hmm,'” Kanavati says, “‘why am I doing this? What is this purpose?'”\u003c/p>\n\u003cp>Kanavati didn’t have a say in the new law, but she says she is in favor of it. She’s a member of the Digital Well-Being Club at her school, along with Evangeline Fuentes, who is also starting her senior year this fall. Fuentes agrees it’s worth giving people the chance to think twice.\u003c/p>\n\u003cp>“Obviously, you know, there’s always going to be the people who don’t,” she says. “The best that we can do is just offer the outlet for them to change.”\u003c/p>\n\u003ch2>Minnesota takes a different route\u003c/h2>\n\u003cp>After courts blocked other state bans on social media for young people — laws that also require apps to verify users’ ages — \u003ca href=\"https://www.mprnews.org/story/2025/07/14/minnesota-law-to-require-mental-health-warnings-on-social-media\" target=\"_blank\" rel=\"noopener\">\u003cu>Minnesota lawmakers\u003c/u>\u003c/a> approved the measure that takes a different approach.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Gov. Tim Walz signed the law this year, which requires sites to provide users with the warning label starting in July 2026. Social media companies say they’ll seek changes or try to block enforcement, but supporters say the pop-ups could encourage people, especially kids, to be more thoughtful about their time online.\u003c/p>\n\u003cp>“I think the \u003ca href=\"https://www.npr.org/sections/health-shots/2023/04/25/1171773181/social-media-teens-mental-health\" target=\"_blank\" rel=\"noopener\">\u003cu>evidence is very clear\u003c/u>\u003c/a> that social media use is linked with depression, anxiety, loneliness, self-harm, suicidal ideation, eating disorders, all sorts of terrible mental health conditions,” says Democratic state Rep. Zack Stephenson, the main sponsor of the law. “You’ll see a message telling you that prolonged use of social media can lead to those outcomes.”\u003c/p>\n\u003cp>Stephenson says the labels, while not yet written, will be like warnings for tobacco products or alcohol, and it’s up to the Minnesota Department of Health to decide what they say.\u003c/p>\n\u003cp>“If you had expected big tobacco to make cigarettes less addictive in the ’50s and ’60s, you would have been sorely mistaken,” Stephenson says. “Addiction was their business model. And the same thing is true for big tech.”\u003c/p>\n\u003ch2>A Biden-era national charge\u003c/h2>\n\u003cp>Under President Biden, former U.S. Surgeon General Vivek Murthy called for \u003ca href=\"https://www.nytimes.com/2024/06/17/opinion/social-media-health-warning.html\" target=\"_blank\" rel=\"noopener\">\u003cu>warning labels\u003c/u>\u003c/a> to be placed on sites last year. He pointed to \u003ca href=\"https://jamanetwork.com/journals/jamapsychiatry/fullarticle/2749480#google_vignette\" target=\"_blank\" rel=\"noopener\">\u003cu>research indicating that prolonged social media\u003c/u>\u003c/a> use can lead to worse mental health outcomes, higher rates of eating disorders and body image issues among children and adolescents. Minnesota is the first state to pass legislation requiring these kinds of labels. New York could soon follow.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1483x1112+2057+900/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F30%2F29%2Fc4cc41d04d3b9e06b9d0de57b996%2Fdsc03459.JPG\" alt=\"Olivia Kanavati, left, and Evangeline Fuentes, right, are members of the Digital Well-Being Club at their school and say they support a new state law that will require social media companies to add mental health warning labels to their sites starting next year. The pair posed for photos outside their school on July 17, 2025.\">\u003cfigcaption>Olivia Kanavati, left, and Evangeline Fuentes, right, are members of the Digital Well-Being Club at their school and say they support a new state law that will require social media companies to add mental health warning labels to their sites starting next year. The pair posed for photos outside their school on July 17, 2025. \u003ccite> (Dana Ferguson | Minnesota Public Radio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Minnesota, failure to add the labels could be met with investigation and civil punishment enforced by the state’s attorney general. Social media platforms also have to provide resources to address adverse mental health outcomes — like contacts for the Suicide and Crisis Hotline 988, something suicide prevention advocates fought for.\u003c/p>\n\u003cp>While warning labels are not the full solution to protecting youth online, they “serve as a really powerful tool for educating the public, making them aware that the things that are taking place on social media pose a significant danger to the safety of their children,” says Erich Mische, CEO of Suicide Awareness Voices of Education, or SAVE.\u003c/p>\n\u003ch2>Tech pushes back\u003c/h2>\n\u003cp>The bill faced some opposition from Republicans at the Capitol who said it could limit free speech, but others in the party supported the proposal, saying the impacts of social media on young people require a tougher response.\u003c/p>\n\u003cp>NetChoice, an industry group that represents social media companies, says it will ask lawmakers to roll back the law over the next year. If that fails, NetChoice says it could sue the state.\u003c/p>\n\u003cp>“It does, I think, force the companies to essentially denigrate themselves in ways that they would otherwise choose not to,” says Paul Taske, co-director of the group’s litigation center. “We’ve had \u003ca href=\"https://www.mpbonline.org/blogs/news/mississippis-social-media-age-verification-law-challenged-at-us-supreme-court/\" target=\"_blank\" rel=\"noopener\">\u003cu>courts\u003c/u>\u003c/a> across the country say that you can’t compel private actors to act as the mouthpiece for the state to promulgate the state’s preferred message.”\u003c/p>\n\u003cp>NetChoice sued the state over a law that took effect earlier this month requiring social media companies to notify users about how their algorithms recommend content. Taske says rather than compelling the companies to post warning labels, the state should educate Minnesotans about potential issues for young people who choose to use the sites.\u003c/p>\n\u003cp>“The government has the ability to go and use its own voice, its own bully pulpit, its own pedestal to try and get its message across,” Taske says. “The problem here is that it’s trying to compel private companies to disseminate a message for it.”\u003c/p>\n\u003cp>Barring a successful legal challenge, the warning labels will take effect July 1, 2026.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you or someone you know is considering suicide, call or text 988 to reach the suicide and crisis hotline. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When kids can’t seem to look away from their screens, some parents respond by “pulling the digital rug out” from underneath their kids by removing phones, \u003ca href=\"https://www.kqed.org/mindshift/63944/worried-about-your-kids-screen-time-limit-your-own\">limiting screen time\u003c/a> or deleting apps entirely. But Carrie James, director of Project Zero at Harvard Graduate School of Education, urges families not to overcorrect. “We don’t want to throw the baby out with the bathwater,” she said.\u003c/p>\n\u003cp>For years, James and her research team have been studying how young people grow up with technology. Through this work, she’s noticed a pattern: adults often \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">misunderstand the challenges and benefits of kids’ digital lives\u003c/a>. They may view tech negatively, when in reality, kids’ relationship to their devices are nuanced. “In some cases, there are [online] cultures that can be positive and supportive,” said James. “But in other cases, they can play into some of the challenges and hard stuff.” \u003c/p>\n\u003cp>After several years of conducting research with students, James co-founded the \u003ca href=\"https://digitalthriving.gse.harvard.edu/\">Center for Digital Thriving\u003c/a>, which develops research-backed strategies to help educators and families support kids in navigating tech in healthy, values-driven ways. “Technology is built into the fabric of young people’s lives,” said James. “So how can we support them with the skills, the dispositions and the sense of agency to make good choices?” The Center for Digital Thriving highlights \u003ca href=\"https://digitalthriving.gse.harvard.edu/course-for-educators-8-mindshifts-for-teaching-digital-wellbeing/\">ways adults might shift their thinking\u003c/a> so they can help young people thrive in a world with evolving and increasingly absorbing tech tools. \u003c/p>\n\u003ch2>\u003cb>Name the Thinking Traps\u003c/b>\u003c/h2>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"How Your Brain Tricks You Into Negative Thinking\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/E9aV4mgVya4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>A growing number of young people are struggling with anxiety, depression and feelings of disconnection. “Too often, the conversation, especially lately, pinpoints technology as a cause of these things,” said James. For example, a teen prone to comparison\u003ca href=\"https://www.kqed.org/mindshift/65237/heres-how-a-small-break-from-your-smartphone-can-boost-your-mood\"> might feel worse\u003c/a> after scrolling through polished Instagram posts. Or a student already worried about friendships might spiral after seeing that a message was “left on read.” James calls this a thinking trap, which is a cognitive distortion that kicks in when a person makes assumptions without evidence. “There’s a lot of distance between what we see and what people are actually thinking,” she said. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Because \u003ca href=\"https://www.kqed.org/mindshift/65237/heres-how-a-small-break-from-your-smartphone-can-boost-your-mood\">adolescent brains are built for connection\u003c/a>, the pull of the phone can be particularly hard to resist. “Even the things that appear neutral or benign can play on those adolescent vulnerabilities,” said James. “Adolescents care what their friends think, they care very much about the status of their friendships, their place in the world and how people look at them.”\u003c/p>\n\u003cp>However, adults also feel the pull of persuasive design features like notifications, infinite scroll and streaks, too. Recognizing this can increase empathy and build common ground, which can shift adults from an “us vs. them” mindset to an “us and them” approach when it comes to technology.\u003c/p>\n\u003cp>To help students notice how technology may influence their thought patterns, the Center created a glossary of \u003ca href=\"https://digitalthriving.gse.harvard.edu/wp-content/uploads/2024/03/THINKING-TRAPS-GLOSSARY.pdf\">seven thinking traps\u003c/a>, drawn from \u003ca href=\"https://www.kqed.org/mindshift/tag/cognitive-behavioral-therapy\">cognitive behavioral therapy\u003c/a>. These include “mind reading,” “personalizing” and “all-or-nothing thinking.” Just learning about these traps can make them easier to manage. “Our hope is that it opens up a bigger conversation about some of the psychological vulnerabilities we all have,” said James. “We can acknowledge that some of what we’re reading may not be real.” Young people are also encouraged to prove themselves wrong when they recognize that they are falling into these patterns of thinking by seeing what evidence they have and asking themselves what advice they’d give a friend who is experiencing this same thinking trap. \u003c/p>\n\u003ch2>\u003cb>Start With Values, Not Apps\u003c/b>\u003c/h2>\n\u003cp>When kids seem \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">stressed or glued to their screens\u003c/a>, many parents start by asking: “What is it about Instagram?” or “Why does TikTok pull you in?” James recommended a different approach that focuses on kids’ needs rather than the tech itself. A helpful tool is the \u003ca href=\"https://digitalthriving.gse.harvard.edu/resources/tech-values/\">Value Sort activity\u003c/a>, which asks students to select personal values like honesty, creativity or justice and reflect on how technology helps or hinders those values. “And in some cases, with the same value, it can be a bit of both,” James explained. \u003c/p>\n\u003cp>This kind of reflection \u003ca href=\"https://www.kqed.org/mindshift/65367/how-can-subtle-language-shifts-unlock-student-potential\">makes space for student agency\u003c/a>. Instead of being told what matters, young people get to name what’s important to them. And that often motivates more meaningful conversations. James also highlights a study where researchers looked at design tricks like notifications and pop-up ads using values as a frame. “They drew the connection between those design features and values like autonomy and fairness and justice that adolescents tend to care about,” said James. She noted that highlighting values like autonomy and fairness is usually an effective motivator for students because they do not want to be told what to do whether it’s by their parents or their devices. \u003c/p>\n\u003ch2>\u003cb>Tech Habits, Not Tech Shaming\u003c/b>\u003c/h2>\n\u003cp>Many students already feel conflicted about their relationship with screens. In interviews, they told James things like, “I don’t want to look back at my childhood and think I wasted it on a pointless game,” or “My friends are always glued to their phones and so am I. And I hate that.” \u003c/p>\n\u003cp>To help kids feel less alone and more empowered the Center created the \u003ca href=\"https://digitalthriving.gse.harvard.edu/resources/tech-habits/\">Tech Habits Challenge\u003c/a>. Students pair up and interview each other \u003ca href=\"https://digitalthriving.gse.harvard.edu/wp-content/uploads/2024/03/TECH-CHECK-INTERVIEW-GUIDE.pdf\">using a guided worksheet\u003c/a>, starting with questions like: “What’s a tech habit you feel good about?” Leading with a positive question signals to students that we see the good things they’re already doing to take care of their digital wellbeing, said James. \u003c/p>\n\u003cp>Then, they reflect on one habit they want to change, which may include checking a certain app less or using it differently. Students create a five-day plan, brainstorm alternatives and identify someone to hold them accountable. Crucially, students choose the goal themselves. One student, for example, wanted to keep using Snapchat, but cut back on checking her boyfriend’s location. Her goal was not to quit, but to use the app in a way that aligned better with her values. \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The activity can also work at home. “Every person in the family chooses their own pet peeve tech habit that they’re trying to address. And you’re kind of in it together, recognizing that there are persuasive features and technology that we’re all susceptible to. We all engage unintentionally in things that don’t make us feel good,” said James. \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When kids can’t seem to look away from their screens, some parents respond by “pulling the digital rug out” from underneath their kids by removing phones, \u003ca href=\"https://www.kqed.org/mindshift/63944/worried-about-your-kids-screen-time-limit-your-own\">limiting screen time\u003c/a> or deleting apps entirely. But Carrie James, director of Project Zero at Harvard Graduate School of Education, urges families not to overcorrect. “We don’t want to throw the baby out with the bathwater,” she said.\u003c/p>\n\u003cp>For years, James and her research team have been studying how young people grow up with technology. Through this work, she’s noticed a pattern: adults often \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">misunderstand the challenges and benefits of kids’ digital lives\u003c/a>. They may view tech negatively, when in reality, kids’ relationship to their devices are nuanced. “In some cases, there are [online] cultures that can be positive and supportive,” said James. “But in other cases, they can play into some of the challenges and hard stuff.” \u003c/p>\n\u003cp>After several years of conducting research with students, James co-founded the \u003ca href=\"https://digitalthriving.gse.harvard.edu/\">Center for Digital Thriving\u003c/a>, which develops research-backed strategies to help educators and families support kids in navigating tech in healthy, values-driven ways. “Technology is built into the fabric of young people’s lives,” said James. “So how can we support them with the skills, the dispositions and the sense of agency to make good choices?” The Center for Digital Thriving highlights \u003ca href=\"https://digitalthriving.gse.harvard.edu/course-for-educators-8-mindshifts-for-teaching-digital-wellbeing/\">ways adults might shift their thinking\u003c/a> so they can help young people thrive in a world with evolving and increasingly absorbing tech tools. \u003c/p>\n\u003ch2>\u003cb>Name the Thinking Traps\u003c/b>\u003c/h2>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"How Your Brain Tricks You Into Negative Thinking\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/E9aV4mgVya4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>A growing number of young people are struggling with anxiety, depression and feelings of disconnection. “Too often, the conversation, especially lately, pinpoints technology as a cause of these things,” said James. For example, a teen prone to comparison\u003ca href=\"https://www.kqed.org/mindshift/65237/heres-how-a-small-break-from-your-smartphone-can-boost-your-mood\"> might feel worse\u003c/a> after scrolling through polished Instagram posts. Or a student already worried about friendships might spiral after seeing that a message was “left on read.” James calls this a thinking trap, which is a cognitive distortion that kicks in when a person makes assumptions without evidence. “There’s a lot of distance between what we see and what people are actually thinking,” she said. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Because \u003ca href=\"https://www.kqed.org/mindshift/65237/heres-how-a-small-break-from-your-smartphone-can-boost-your-mood\">adolescent brains are built for connection\u003c/a>, the pull of the phone can be particularly hard to resist. “Even the things that appear neutral or benign can play on those adolescent vulnerabilities,” said James. “Adolescents care what their friends think, they care very much about the status of their friendships, their place in the world and how people look at them.”\u003c/p>\n\u003cp>However, adults also feel the pull of persuasive design features like notifications, infinite scroll and streaks, too. Recognizing this can increase empathy and build common ground, which can shift adults from an “us vs. them” mindset to an “us and them” approach when it comes to technology.\u003c/p>\n\u003cp>To help students notice how technology may influence their thought patterns, the Center created a glossary of \u003ca href=\"https://digitalthriving.gse.harvard.edu/wp-content/uploads/2024/03/THINKING-TRAPS-GLOSSARY.pdf\">seven thinking traps\u003c/a>, drawn from \u003ca href=\"https://www.kqed.org/mindshift/tag/cognitive-behavioral-therapy\">cognitive behavioral therapy\u003c/a>. These include “mind reading,” “personalizing” and “all-or-nothing thinking.” Just learning about these traps can make them easier to manage. “Our hope is that it opens up a bigger conversation about some of the psychological vulnerabilities we all have,” said James. “We can acknowledge that some of what we’re reading may not be real.” Young people are also encouraged to prove themselves wrong when they recognize that they are falling into these patterns of thinking by seeing what evidence they have and asking themselves what advice they’d give a friend who is experiencing this same thinking trap. \u003c/p>\n\u003ch2>\u003cb>Start With Values, Not Apps\u003c/b>\u003c/h2>\n\u003cp>When kids seem \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">stressed or glued to their screens\u003c/a>, many parents start by asking: “What is it about Instagram?” or “Why does TikTok pull you in?” James recommended a different approach that focuses on kids’ needs rather than the tech itself. A helpful tool is the \u003ca href=\"https://digitalthriving.gse.harvard.edu/resources/tech-values/\">Value Sort activity\u003c/a>, which asks students to select personal values like honesty, creativity or justice and reflect on how technology helps or hinders those values. “And in some cases, with the same value, it can be a bit of both,” James explained. \u003c/p>\n\u003cp>This kind of reflection \u003ca href=\"https://www.kqed.org/mindshift/65367/how-can-subtle-language-shifts-unlock-student-potential\">makes space for student agency\u003c/a>. Instead of being told what matters, young people get to name what’s important to them. And that often motivates more meaningful conversations. James also highlights a study where researchers looked at design tricks like notifications and pop-up ads using values as a frame. “They drew the connection between those design features and values like autonomy and fairness and justice that adolescents tend to care about,” said James. She noted that highlighting values like autonomy and fairness is usually an effective motivator for students because they do not want to be told what to do whether it’s by their parents or their devices. \u003c/p>\n\u003ch2>\u003cb>Tech Habits, Not Tech Shaming\u003c/b>\u003c/h2>\n\u003cp>Many students already feel conflicted about their relationship with screens. In interviews, they told James things like, “I don’t want to look back at my childhood and think I wasted it on a pointless game,” or “My friends are always glued to their phones and so am I. And I hate that.” \u003c/p>\n\u003cp>To help kids feel less alone and more empowered the Center created the \u003ca href=\"https://digitalthriving.gse.harvard.edu/resources/tech-habits/\">Tech Habits Challenge\u003c/a>. Students pair up and interview each other \u003ca href=\"https://digitalthriving.gse.harvard.edu/wp-content/uploads/2024/03/TECH-CHECK-INTERVIEW-GUIDE.pdf\">using a guided worksheet\u003c/a>, starting with questions like: “What’s a tech habit you feel good about?” Leading with a positive question signals to students that we see the good things they’re already doing to take care of their digital wellbeing, said James. \u003c/p>\n\u003cp>Then, they reflect on one habit they want to change, which may include checking a certain app less or using it differently. Students create a five-day plan, brainstorm alternatives and identify someone to hold them accountable. Crucially, students choose the goal themselves. One student, for example, wanted to keep using Snapchat, but cut back on checking her boyfriend’s location. Her goal was not to quit, but to use the app in a way that aligned better with her values. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The activity can also work at home. “Every person in the family chooses their own pet peeve tech habit that they’re trying to address. And you’re kind of in it together, recognizing that there are persuasive features and technology that we’re all susceptible to. We all engage unintentionally in things that don’t make us feel good,” said James. \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Ruling Our eXperiences’s (ROX) Girls’ Index compiles data taken from a survey of tens of thousands of girls in schools across the country. For the 2023 Girls’ Index, declines in confidence and increased feelings of sadness and depression were seen across the board, \u003ca href=\"https://www.kqed.org/mindshift/64715/youth-mental-health-is-declining-school-based-supports-can-help\">which tracks with other surveys of youths\u003c/a>. The top four stressors that girls reported experiencing were school, grades, friendships and family issues.\u003c/p>\n\u003cp>One surprise in the survey data, however, was the sharp declines seen in the youngest age group surveyed – 10 and 11 year old girls – according to Lisa Hinkelman, the CEO of ROX.\u003c/p>\n\u003cp>The 2023 Girls’ Index found that 75% of 5th and 6th grade girls reported feeling high levels of pressure, especially in the four stressors.\u003c/p>\n\u003cp>More than half of girls surveyed reported that conflict with other girls, or “girl drama,” discourages them from wanting to attend school; the youngest age group reported the highest percentages of friendship issues at school.\u003c/p>\n\u003cp>“Girls who have healthier and more supportive relationships with other girls reported lower levels of sadness and depression,” said Hinkelman.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Declining confidence is common with all genders during puberty, according to Jane Mendle, an associate professor of psychology at Cornell University. Mendle, who studies the effects that puberty has on the mental health of adolescents, particularly girls, also said that girls have steeper declines in self-esteem during puberty.\u003c/p>\n\u003ch2>\u003cstrong>Defining Puberty\u003c/strong>\u003c/h2>\n\u003cp>Puberty is not as easily defined as most might think, and on average, it’s about a four year process.\u003c/p>\n\u003cp>“Puberty is transformative and it involves change across virtually every domain of life,” said Mendle. Although puberty markers for girls often begin with physical changes and end with menarche – the first menstrual cycle – there are also major changes in behavior, emotions and social relationships, she continued.\u003c/p>\n\u003cp>Girls who go through puberty earlier than their peers are at an \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC2927128/\">increased risk for mental health issues\u003c/a> and, on average, girls are starting \u003ca href=\"https://www.nytimes.com/2022/05/19/science/early-puberty-medical-reason.html\">puberty earlier than they had in previous decades\u003c/a>. It’s not uncommon now for the first stages of puberty to begin at age 9 and for the later stages of puberty to begin just under 12 years old.\u003c/p>\n\u003cp>“It would not be an exaggeration to say that the average timing of puberty now looks like what we were talking about early pubertal timing in, say, the 1970s or early 80s,” she said.\u003c/p>\n\u003cp>One of the reasons why earlier puberty can be difficult is because “physical development, cognitive development and emotional development don’t necessarily occur in synchrony,” said Mendle. “When any child begins to exhibit obvious signs of physical development, they’re going to find their world changing. They’re going to be treated differently by other people, and they tend to be granted more autonomy,” said Mendle.\u003c/p>\n\u003cp>Because puberty involves significant social changes, girls who go through puberty earlier “may find it difficult to keep up friendships with friends who haven’t developed at similar rates,” said Mendle. “Even though puberty is defined by its biological features, I think of it as a fundamentally social transition and the context in which kids experience it is really formative for how it unfolds,” she continued.\u003c/p>\n\u003ch2>\u003cstrong>Puberty and Social Media \u003c/strong>\u003c/h2>\n\u003cp>Young people now are increasingly tech savvy, and have more access to digital technologies compared to generations prior. In the past, young girls curious about puberty and the changes that accompany it might have gone to their mother or an older sister for advice, said Mendle, but now they might be more interested in TikTok and period tracking apps.\u003c/p>\n\u003cp>In addition to decreased confidence, the youngest group surveyed by ROX also saw the largest increase in social media use. In the 2023 report, 95% of 5th and 6th grade girls surveyed said that they use social media, and 46% of those who use social media spent more than six hours per day on those platforms — compared to only 9% in 2017. Other \u003ca href=\"https://www.pewresearch.org/internet/2023/12/11/teens-social-media-and-technology-2023/\">surveys\u003c/a> of teen social media use demonstrate \u003ca href=\"https://news.gallup.com/poll/512576/teens-spend-average-hours-social-media-per-day.aspx\">similar\u003c/a> levels of use.\u003c/p>\n\u003cp>According to the ROX 2023 Girls’ Index, social media use negatively impacts girls’ confidence, quality of sleep and ability to focus in school.\u003c/p>\n\u003cp>Despite these \u003ca href=\"https://www.apa.org/monitor/2024/04/teen-social-use-mental-health\">strong correlations between increased social media use\u003c/a> in adolescent girls and decreased confidence, Hinkelman said that it’s important to remember that this does not imply causation. “I do think that [social media] can amplify some of the existing challenges that are happening more for girls,” she said.\u003c/p>\n\u003cp>Hinkelman noted that because puberty and access to information and technology is happening earlier, ROX is seeing challenges that have historically affected girls at an older age affecting girls younger and younger. “It’s kind of like they’re getting older, younger,” she said.\u003c/p>\n\u003ch2>\u003cstrong>Impact in Schools\u003c/strong>\u003c/h2>\n\u003cp>The effects of girls’ declining mental health and increased social media use factors into a post-pandemic educational landscape that puts strain on educators, said Hinkelman.\u003c/p>\n\u003cp>Chelsea Tabor, a school counselor, said that her students are hyper aware of the permanence of their online footprint. While they rely on social media to connect with friends and maintain relationships, they are also worried about conflict because anything they post online can be screenshot and shared with unintended recipients, said Tabor.\u003c/p>\n\u003cp>That means this behavior and lack of privacy online might discourage girls from having vulnerable conversations when they need to, she said.\u003c/p>\n\u003cp>In previous years, Tabor has done an exercise with her students as part of their social media hygiene practice. She encourages girls to look at their social media feeds and identify posts that make them feel inadequate or negative. Tabor then suggests that they unfollow those accounts.\u003c/p>\n\u003ch2>\u003cstrong>Adult and School Support for Girls\u003c/strong>\u003c/h2>\n\u003cp>The ROX 2023 Girls’ Index found that two thirds of all parents rarely or never monitor their children’s use of social media.\u003c/p>\n\u003cp>According to Hinkelman, it’s important to invest in educating the adults who influence girls’ lives because “being ten today is really different than it was 20 or 30 years ago.” When it comes to support, the girls surveyed indicated that they need adults in their life to \u003ca href=\"https://www.kqed.org/mindshift/57108/listen-and-connect-how-parents-can-support-teens-mental-health-right-now\">listen to them without judgment\u003c/a>, said Hinkelman.\u003c/p>\n\u003cp>Puberty can be an isolating experience, so parents need to make sure that their kids know that everyone experiences some form of puberty, but that one person’s experience may not be the same as someone else’s.\u003c/p>\n\u003cp>According to Mendle, research shows that girls who know what to expect when it comes to puberty and periods experience less distress after they’ve had their first period. Normalizing conversations about periods and providing opportunities for kids to ask questions is an easy way for parents to help with these expectations, according to Mendle.\u003c/p>\n\u003cp>While social media and the internet are useful tools to gather information about periods, girls continue to report that their \u003ca href=\"https://www.kqed.org/mindshift/58487/how-parents-can-have-conversations-that-motivate-teens\">parents are the people that they rely on the most\u003c/a> for their information. “But it’s undeniable that kids today are navigating a very, very different world socially and technologically than when a lot of the foundational research on puberty was first done,” said Mendle. Parents can offer to look up information online about periods and puberty with their kids to help them determine accurate and reliable resources.\u003c/p>\n\u003cp>Asking questions is a normal part of puberty, said Mendle, but young people aren’t as informed as they should be when it comes to this transitional life experience. It’s important for adults to be aware of the impacts that the school environment can have on a student’s experience of puberty, she continued. Reminding kids that puberty isn’t only a physical transition, but can also affect relationships and friendships can help students better navigate social settings in school.\u003c/p>\n\u003ch2>\u003cstrong>Self Continuity Throughout Puberty\u003c/strong>\u003c/h2>\n\u003cp>When kids go through puberty, they often think that everything is entirely different in their lives. And while kids are going through change, there’s a lot that stays the same. According to Mendle, young people need to be made aware of self continuity throughout puberty — the idea that they are the same person before, during and after. The practice of self continuity is “shown to be associated with buffering the psychological impact of puberty,” said Mendle.\u003c/p>\n\u003cp>Kids might need help connecting threads of their pre- and post-pubescent self, Mendle continued. Parents can help connect these threads by talking to their kids about the similarities and differences between school settings during this four-year transition.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It’s also important to remember that as kids go through puberty their interests and extracurricular activities might change, said Mendle. Being aware of these possible changes, and making sure that new activities and interests involve some similarities — like friends or time outdoors — to previous activities is key.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ruling Our eXperiences’s (ROX) Girls’ Index compiles data taken from a survey of tens of thousands of girls in schools across the country. For the 2023 Girls’ Index, declines in confidence and increased feelings of sadness and depression were seen across the board, \u003ca href=\"https://www.kqed.org/mindshift/64715/youth-mental-health-is-declining-school-based-supports-can-help\">which tracks with other surveys of youths\u003c/a>. The top four stressors that girls reported experiencing were school, grades, friendships and family issues.\u003c/p>\n\u003cp>One surprise in the survey data, however, was the sharp declines seen in the youngest age group surveyed – 10 and 11 year old girls – according to Lisa Hinkelman, the CEO of ROX.\u003c/p>\n\u003cp>The 2023 Girls’ Index found that 75% of 5th and 6th grade girls reported feeling high levels of pressure, especially in the four stressors.\u003c/p>\n\u003cp>More than half of girls surveyed reported that conflict with other girls, or “girl drama,” discourages them from wanting to attend school; the youngest age group reported the highest percentages of friendship issues at school.\u003c/p>\n\u003cp>“Girls who have healthier and more supportive relationships with other girls reported lower levels of sadness and depression,” said Hinkelman.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Declining confidence is common with all genders during puberty, according to Jane Mendle, an associate professor of psychology at Cornell University. Mendle, who studies the effects that puberty has on the mental health of adolescents, particularly girls, also said that girls have steeper declines in self-esteem during puberty.\u003c/p>\n\u003ch2>\u003cstrong>Defining Puberty\u003c/strong>\u003c/h2>\n\u003cp>Puberty is not as easily defined as most might think, and on average, it’s about a four year process.\u003c/p>\n\u003cp>“Puberty is transformative and it involves change across virtually every domain of life,” said Mendle. Although puberty markers for girls often begin with physical changes and end with menarche – the first menstrual cycle – there are also major changes in behavior, emotions and social relationships, she continued.\u003c/p>\n\u003cp>Girls who go through puberty earlier than their peers are at an \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC2927128/\">increased risk for mental health issues\u003c/a> and, on average, girls are starting \u003ca href=\"https://www.nytimes.com/2022/05/19/science/early-puberty-medical-reason.html\">puberty earlier than they had in previous decades\u003c/a>. It’s not uncommon now for the first stages of puberty to begin at age 9 and for the later stages of puberty to begin just under 12 years old.\u003c/p>\n\u003cp>“It would not be an exaggeration to say that the average timing of puberty now looks like what we were talking about early pubertal timing in, say, the 1970s or early 80s,” she said.\u003c/p>\n\u003cp>One of the reasons why earlier puberty can be difficult is because “physical development, cognitive development and emotional development don’t necessarily occur in synchrony,” said Mendle. “When any child begins to exhibit obvious signs of physical development, they’re going to find their world changing. They’re going to be treated differently by other people, and they tend to be granted more autonomy,” said Mendle.\u003c/p>\n\u003cp>Because puberty involves significant social changes, girls who go through puberty earlier “may find it difficult to keep up friendships with friends who haven’t developed at similar rates,” said Mendle. “Even though puberty is defined by its biological features, I think of it as a fundamentally social transition and the context in which kids experience it is really formative for how it unfolds,” she continued.\u003c/p>\n\u003ch2>\u003cstrong>Puberty and Social Media \u003c/strong>\u003c/h2>\n\u003cp>Young people now are increasingly tech savvy, and have more access to digital technologies compared to generations prior. In the past, young girls curious about puberty and the changes that accompany it might have gone to their mother or an older sister for advice, said Mendle, but now they might be more interested in TikTok and period tracking apps.\u003c/p>\n\u003cp>In addition to decreased confidence, the youngest group surveyed by ROX also saw the largest increase in social media use. In the 2023 report, 95% of 5th and 6th grade girls surveyed said that they use social media, and 46% of those who use social media spent more than six hours per day on those platforms — compared to only 9% in 2017. Other \u003ca href=\"https://www.pewresearch.org/internet/2023/12/11/teens-social-media-and-technology-2023/\">surveys\u003c/a> of teen social media use demonstrate \u003ca href=\"https://news.gallup.com/poll/512576/teens-spend-average-hours-social-media-per-day.aspx\">similar\u003c/a> levels of use.\u003c/p>\n\u003cp>According to the ROX 2023 Girls’ Index, social media use negatively impacts girls’ confidence, quality of sleep and ability to focus in school.\u003c/p>\n\u003cp>Despite these \u003ca href=\"https://www.apa.org/monitor/2024/04/teen-social-use-mental-health\">strong correlations between increased social media use\u003c/a> in adolescent girls and decreased confidence, Hinkelman said that it’s important to remember that this does not imply causation. “I do think that [social media] can amplify some of the existing challenges that are happening more for girls,” she said.\u003c/p>\n\u003cp>Hinkelman noted that because puberty and access to information and technology is happening earlier, ROX is seeing challenges that have historically affected girls at an older age affecting girls younger and younger. “It’s kind of like they’re getting older, younger,” she said.\u003c/p>\n\u003ch2>\u003cstrong>Impact in Schools\u003c/strong>\u003c/h2>\n\u003cp>The effects of girls’ declining mental health and increased social media use factors into a post-pandemic educational landscape that puts strain on educators, said Hinkelman.\u003c/p>\n\u003cp>Chelsea Tabor, a school counselor, said that her students are hyper aware of the permanence of their online footprint. While they rely on social media to connect with friends and maintain relationships, they are also worried about conflict because anything they post online can be screenshot and shared with unintended recipients, said Tabor.\u003c/p>\n\u003cp>That means this behavior and lack of privacy online might discourage girls from having vulnerable conversations when they need to, she said.\u003c/p>\n\u003cp>In previous years, Tabor has done an exercise with her students as part of their social media hygiene practice. She encourages girls to look at their social media feeds and identify posts that make them feel inadequate or negative. Tabor then suggests that they unfollow those accounts.\u003c/p>\n\u003ch2>\u003cstrong>Adult and School Support for Girls\u003c/strong>\u003c/h2>\n\u003cp>The ROX 2023 Girls’ Index found that two thirds of all parents rarely or never monitor their children’s use of social media.\u003c/p>\n\u003cp>According to Hinkelman, it’s important to invest in educating the adults who influence girls’ lives because “being ten today is really different than it was 20 or 30 years ago.” When it comes to support, the girls surveyed indicated that they need adults in their life to \u003ca href=\"https://www.kqed.org/mindshift/57108/listen-and-connect-how-parents-can-support-teens-mental-health-right-now\">listen to them without judgment\u003c/a>, said Hinkelman.\u003c/p>\n\u003cp>Puberty can be an isolating experience, so parents need to make sure that their kids know that everyone experiences some form of puberty, but that one person’s experience may not be the same as someone else’s.\u003c/p>\n\u003cp>According to Mendle, research shows that girls who know what to expect when it comes to puberty and periods experience less distress after they’ve had their first period. Normalizing conversations about periods and providing opportunities for kids to ask questions is an easy way for parents to help with these expectations, according to Mendle.\u003c/p>\n\u003cp>While social media and the internet are useful tools to gather information about periods, girls continue to report that their \u003ca href=\"https://www.kqed.org/mindshift/58487/how-parents-can-have-conversations-that-motivate-teens\">parents are the people that they rely on the most\u003c/a> for their information. “But it’s undeniable that kids today are navigating a very, very different world socially and technologically than when a lot of the foundational research on puberty was first done,” said Mendle. Parents can offer to look up information online about periods and puberty with their kids to help them determine accurate and reliable resources.\u003c/p>\n\u003cp>Asking questions is a normal part of puberty, said Mendle, but young people aren’t as informed as they should be when it comes to this transitional life experience. It’s important for adults to be aware of the impacts that the school environment can have on a student’s experience of puberty, she continued. Reminding kids that puberty isn’t only a physical transition, but can also affect relationships and friendships can help students better navigate social settings in school.\u003c/p>\n\u003ch2>\u003cstrong>Self Continuity Throughout Puberty\u003c/strong>\u003c/h2>\n\u003cp>When kids go through puberty, they often think that everything is entirely different in their lives. And while kids are going through change, there’s a lot that stays the same. According to Mendle, young people need to be made aware of self continuity throughout puberty — the idea that they are the same person before, during and after. The practice of self continuity is “shown to be associated with buffering the psychological impact of puberty,” said Mendle.\u003c/p>\n\u003cp>Kids might need help connecting threads of their pre- and post-pubescent self, Mendle continued. Parents can help connect these threads by talking to their kids about the similarities and differences between school settings during this four-year transition.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s also important to remember that as kids go through puberty their interests and extracurricular activities might change, said Mendle. Being aware of these possible changes, and making sure that new activities and interests involve some similarities — like friends or time outdoors — to previous activities is key.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">View the full episode transcript.\u003c/a>\u003c/p>\n\u003cp>As he was scrolling through social media, Steve Saltwick came across a video of protesting students ripping up the Constitution. “I’m a conservative,” said Saltwick, who works at \u003ca href=\"https://braverangels.org/\">Braver Angels\u003c/a>, a national nonprofit focused on bridging political divides. “The Constitution is a pretty serious document for me. So with righteous indignation, I [reposted] it.”\u003c/p>\n\u003cp>But the video was fake. “I fell for it immediately,” he admitted. The experience drove home just how easy it is to be misled and how crucial it is to \u003ca href=\"https://www.kqed.org/mindshift/63681/how-do-you-counter-misinformation-critical-thinking-is-step-one\">think critically about the media we consume\u003c/a>.\u003c/p>\n\u003cp>At the \u003ca href=\"https://www.sxswedu.com/\">2025 SXSW EDU conference\u003c/a>, a panel moderated by MindShift brought together experts on media literacy to discuss what young people and the adults who teach them need now. Panelists included Saltwick, a senior fellow of Braver Angels; \u003ca href=\"https://www.tannerhiggin.com/\">Tanner Higgin\u003c/a>, a senior educational technology researcher at WestEd; and Kiera Beddes, a Utah-based digital teaching and learning specialist. Together, they painted a picture of how media literacy has evolved and how educators can make it a meaningful, integrated part of their teaching.\u003c/p>\n\u003ch2>\u003cstrong>Media literacy is for everyone\u003c/strong>\u003c/h2>\n\u003cp>Media literacy has traditionally been associated with fact-checking and spotting misinformation. But as Higgin pointed out, it has often been framed around fear, particularly in response to the spread of new technology. Sometimes it can seem like setting up fences, he said, about how there is often an emphasis on making sure students can filter information. “We can be less reactive and more proactive in media literacy education,” added Higgin. Today media literacy also includes understanding how identity, community and algorithms shape our experience of information.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While media literacy can seem politically charged, its core goals are widely shared. Words like “fake news” or “misinformation” may raise alarms, but “everyone wants kids to be knowledgeable, thoughtful, critical thinkers,” said Higgin. He cited data from \u003ca href=\"https://medialiteracynow.org/nationalsurvey2022/\">Media Literacy Now that said 84%\u003c/a> of surveyed adults believe media literacy should be a required part of school, while a study from the \u003ca href=\"https://newslit.org/news-literacy-in-america/\">News Literacy Project found that 94%\u003c/a> of teens agree.\u003c/p>\n\u003cp>Despite widespread support, many educators feel unsure how to approach the topic, especially in polarized environments. Beddes noted that most teachers don’t have a background in media studies, and discomfort around addressing controversial topics can lead to media literacy being sidelined. \u003ca href=\"https://digitalthriving.gse.harvard.edu/\">The Center for Digital Thriving\u003c/a> offers a possible solution with resources that help educators take a nonpartisan, student-led approach, including classroom-ready lesson plans and teacher training.\u003c/p>\n\u003ch2>\u003cstrong>Build a Culture of Respectful Conversation\u003c/strong>\u003c/h2>\n\u003cp>Media literacy isn’t just about analyzing content; it also requires students to discuss what they’re seeing and feeling, especially when they disagree. “What we find is many people are hesitant to share a view, especially a view that might be in the minority in a given group,” said Saltwick. “But with a few simple techniques, you can really get a good dialogue going to make sure all these perspectives are heard.”\u003c/p>\n\u003cp>Saltwick recommended using a clear structure for these conversations. He teaches the LAPP technique — Listen, Acknowledge, Pivot, Perspective — as a way to model respectful disagreement and build trust. “The tenor of the conversation changes dramatically,” he said. “So it’s not a battle of wills: ‘I’m right, you’re wrong.’ It’s ‘let’s understand.’”\u003c/p>\n\u003cp>Beddes agreed that structure can help students navigate difficult discussions. She provides sentence stems to help them express curiosity and respond without escalating conflict. In her classroom, she also uses the \u003ca href=\"https://static1.squarespace.com/static/63335c5039fd1568331b8332/t/67b758dd1695b75d62b81307/1740069086806/DI+Card+v2.2.pdf\">Dignity Index\u003c/a>, a tool that evaluates the tone of speech, to help students ground their arguments in mutual respect.\u003c/p>\n\u003cp>When media literacy conversations touch on identity, they can be particularly challenging. “False belief systems, conspiracy theories, can fuse to people’s identities now. And that is something that any number of skills can’t unwind,” said Higgin. “That’s why I think media literacy needs to not just be about skills—it needs to be about \u003ca href=\"https://www.kqed.org/mindshift/54286/how-a-school-prioritizes-character-as-much-as-academics\">character\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">social-emotional learning\u003c/a>.”\u003c/p>\n\u003ch2>\u003cstrong>Use Real Media, Not Hypotheticals\u003c/strong>\u003c/h2>\n\u003cp>To be effective, \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">media literacy education must engage with the actual media\u003c/a> students encounter in their daily lives. While there are tools that recreate media and try to approximate what a newsfeed would look like, “it can be very challenging to get something that feels authentic,” said Higgin. “We need to increasingly figure out how to manage the privacy and safety and maturity level of kids, but get them as much exposure to the actual media and thinking through the media in authentic environments as possible.” That includes analyzing the \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">social media platforms\u003c/a> students already use since algorithms often present a partial view of a topic as if it’s the whole truth and may reinforce students’ existing beliefs.\u003c/p>\n\u003cp>To push back against those filters, Saltwick leads an activity called \u003cem>Walk a Mile in My News,\u003c/em> in which students exchange the media they consume, such as a favorite news outlet or influencer, and reflect on the differences in perspective. Exploring news sources outside of their usual echo chambers helps students realize what perspectives might be missing from their own sources.\u003c/p>\n\u003cp>Beddes offered a similar activity to encourage critical thinking and highlight bias. She shares \u003ca href=\"https://www.kqed.org/mindshift/62710/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it\">news articles\u003c/a> from outlets with different political leanings, removes the names of the publications and authors and asks students to guess the source. “It’s helping the students recognize who’s not part of this conversation,” she said.\u003c/p>\n\u003cp>Additionally, starting small can make the work more sustainable and more impactful. That could mean doing a short “media moment” where students reflect on how a recent viral post relates to what they’re learning in history or science. According to Beddes, resources like The \u003ca href=\"https://newslit.org/educators/sift/\">SIFT newsletter from the News Literacy Project\u003c/a> can support this kind of integration by providing timely examples and analysis of real media.\u003c/p>\n\u003cp>Teachers are often hesitant to take on media literacy because it can feel like another box to check, but Beddes says it doesn’t have to be that way. “Make media the lens through which you teach your subject matter so that it is not just another thing,” she advised.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5161212251\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong>Welcome to Mind Shift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir. This year, I went to the South by Southwest EDU conference in Austin, Texas.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> I moderated a panel all about media literacy and I got to talk to three amazing people who are really thinking about this work.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>Hey everybody, I’m Tanner Higgin. I’m a senior educational technology researcher at WestEd which is a large and old education research organization focused on all ages and stages.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes: \u003c/strong>Hi everyone, my name is Kiera Beddes. I’m a digital teaching and learning specialist in Utah. Been in education for about 15 years.\u003c/p>\n\u003cp>\u003cstrong>Steve Saltwick:\u003c/strong> And my name is Steve Saltwick and I volunteer pretty much full time for an organization called Braver Angels, which is a national nonprofit totally focused on bridging the political divide in all demographic areas because we feel that is essential in strengthening our democratic republic.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong>Together, they brought a lot of insight and heart to that conversation. And today we’re sharing an excerpt of that panel. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> I wanted to start with a question that you all could answer about a moment that made you realize how important media literacy is today.\u003c/p>\n\u003cp>\u003cstrong>Steve Saltwick:\u003c/strong> Right after the mass shooting at the Marjory Stoner Douglas, where several of the students became quite active and well-known on social media. I remember seeing a post on my social feeds of those students ripping up a copy of the Constitution. And I’m a conservative. I mean, the Constitution’s a pretty serious document for me. So with righteous indignation, I posted this thing. And then came to find out from several of my friends who posted saying that’s a fake video and it just absolutely stunned me. So I withdrew, you know, I apologized it withdrew the post You know, and it made me really think my goodness How powerful a video image was of something like that and I fell for it immediately. I realized I needed to be a lot more mature, if you will, I guess in the way I consumed media.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes:\u003c/strong> I have kind of a similar experience. I was at my nail tech and I was a captive audience because, you know, when you’re there for a couple of hours getting your nails done. And she’d be telling me, “Oh, I saw this thing on TikTok and isn’t that the craziest thing you’ve ever heard?” And I’d be like, “I don’t think that’s real.” And so one-handedly I’d be like hurriedly like googling something on my phone So I could be like this article says that’s not true or or these things also say kind of the opposite and so it was this really kind of aha moment that I had where She was seeing things and her algorithm was telling her things that were not crossing my dashboard And I just realized that like oh if she is is thinking these things and having these conversations in her home, what does that look like in my classroom? What are my kids seeing and what’s impacting them? And I realized the skills of lateral reading, of fact checking, but even going beyond that to say why is it so easy to kind of fall for these things? And so that was my aha moment. I was like, this is important and we need to do more about it.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>Yeah, it may come at this from a different angle, which is, my academic background is more in the media studies world. And one thing I love about media literacy is that when done well, it sort of unlocks a whole new layer of meaning in the world. The world comes alive once you start to understand audiovisual media and how to interpret it and unpack it. And the different systems for understanding that by looking at the medium itself, right, as part of the architecture of the meaning of something. I had some great intro to film professors who sort of gave me this new media studies and media literacy lens, tapped into the, you know, the whole notion of film language, and it felt like I’d been let into this sort of secret knowledge that exists and can really make meaning everywhere you look once you tap into it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Thank you. And I do want to start with asking you a question, Tanner, because you actually brought to my attention when we were first discussing this session that media literacy has transformed throughout time because our world is also changing. Like the technology that we have, even in the past like two years, has grown by leaps and bounds. So can you kind of frame for us the way that media literacy has evolved over time? Maybe even what historical trends have shaped the way that we teach it today.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> What I love about media literacy is that it kind of reflects culture at that time, but then shapes it as well. Media literacy education, interestingly, is a whole other thing. And it really grows out of policy. And policy, as I think everyone knows, especially in education, often, needs to get pushed. And it often gets pushed from a standpoint of fear, I would argue, especially media literacy.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> You know, these new technologies pop up and with it you see a new spark and interest in media literacy but it’s often from a feeling of “We need to do something for the children because this new technology is scary and is transforming everything we see.” You know, television to internet, web publishing, eroding the whole idea of authority.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> Whereas traditional literacy, ELA kind of instruction is all about like building bridges, opening up worlds for kids to like see and read the world.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> Media literacy education when it gets operationalized through policy is like setting up fences. Like let’s protect and filter information and let’s make sure kids have that capability—Very, very important, but it cuts off all of the amazing extraordinary aspects of media literacy.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> So that’s kinda been my passion. And the way I sort of think through media history, media literacy history is this battle between what happens in the media studies world and what happens in the Media Literacy Education world. And how maybe we can be less reactive and more proactive in media literacy education.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> I want to bring it to Kiera, who I’m so happy to have on this panel, because I feel like when we get up in theories and ideas, you being at school really brings us back down to the rubber meets the road, ‘what does this look like in classrooms?’ So can you maybe talk about some of the challenges that you’re seeing with media literacy in your position in schools?\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes:\u003c/strong> The biggest thing that teachers are always gonna say is that they need time. And then also, they say I can’t add one more thing onto my plate. And so the problem with that though is that when we see media literacy as some sort of other, then it gets left by the wayside because they’re gonna focus on their content.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes: \u003c/strong>Whereas like I try to emphasize with my teachers, media literacy isn’t another thing, it becomes the lens through which you can teach your content. Media literacy, when it’s done well, you’re not just looking at the film or the message or the content of whatever you’re looking at, whatever media that you’re interacting with, but you’re also looking at the form and the choices that were made in production that impact how you, the viewer, you, the consumer, interacts with that media.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Thank you, and I’m curious, Steve, if you have anything to add to that, because I know that Braver Angels is in the business of creating containers for better conversations, which I think is a big part of media literacy.\u003c/p>\n\u003cp>\u003cstrong>Steve Saltwick: \u003c/strong>What we’re focused on is the idea that everyone has a perspective and a point of view, including the media you consume. We have one program called Walk a Mile in My News. So you take two people who have very different viewpoints, and they actually switch the kinds of media they consume. And then they talk about that. And they realize, well, wait a minute, I’m missing things, because I’m not reading what the other person is reading, and much of this is not that one is right or one is wrong, it’s just to appreciate the fact that others have perspectives that are quite different from you, and if you have ground rules that set the stage for a respectful dialog about that, you can really get to a further appreciation of what the topic is.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong>I’ve heard of other teachers doing activities where they have their students swap phones and go through each other’s feeds to see what are you seeing? How is it different from what I’m seeing? Kiera, have you seen any activities that have actually been successful in having students realize that what I see is not what everybody sees?\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes:\u003c/strong> I’ve heard teachers where they will print out articles and they remove all identifying features of the article so that they’re just looking at the language that is used in the article. And based on the word choice, you can kind of see, oh, based on how they’re talking about this topic, you can guess, is it left leaning, is right leaning? And it kind of calls to mind the ultimate promise of media literacy, which is like looking at the form, right? What is the structure and how is it used and what choices are being used. But there’s also perspectives that are noticeably absent and it’s helping the students recognize who’s not part of this conversation. Just being aware of like, oh, there is more to this and how can I go out and find that missing perspective and bring it in.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And I want to bring you into this too, Tanner. Are there tech tools or ed tech tools that can kind of foster this idea that, like I might be seeing like a certain thing, but I am aware that there is a bigger story or a bigger narrative out there beyond what I see on my own feeds.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> Since I would say 2016, there’s been a growing sector within ed tech specifically focused on various approaches to what one might call fake news. I’m of two minds about these tools because I think one of the tricky things with media literacy in particular is if the medium is the message. Then you need to engage with the medium to understand it. Tools that recreate media and try and like, especially for younger kids, approximate what a newsfeed would look like. I think it can be very challenging to get something that feels authentic to them.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>My recommendation is when possible to get kids engaging with the actual media itself. Otherwise, it’s like you’re teaching film studies by having students reading film synopses or something instead of looking at the actual film.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>I think we need to increasingly figure out how to manage privacy and safety and maturity level of kids, but get them as much exposure to the actual media and thinking through the media in authentic environments as possible, because that’s what’s actually gonna serve them well when they are. You know, maybe sneaking some usage of things that we otherwise might not approve of.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> When you were speaking, my brain snagged on, you mentioned fake news and I think even the words misinformation and disinformation can be kind of like politically coded and can feel a little bit divisive. Media literacy, I think we talked about this too, can be a non-partisan issue. What are some shared concerns that parents and educators across ideological lines can actually come together on?\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> Yeah, I think particularly at this moment in time, it can feel like in education, there’s no common ground. But media literacy is one of, it has universal support. I think it’s somewhere around, media literacy now did a survey, like 84% of adults think it should be required in classrooms. And when you ask teens, 94% think it should be require in classrooms.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>Everyone wants kids to be knowledgeable, thoughtful, critical thinkers. I mean, everyone wants that. It’s at the heart of education, right? Media literacy is at the core of what we want education to do, which is to empower people to be self-determined, to think for themselves, and to explore and engage with the world thoughtfully. There is no debate around whether that’s important or not.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes:\u003c/strong> I would add to that, for the average teacher, they don’t have the background of media studies to then feel comfortable talking about it in their classes. And so it gets put onto the wayside. And so I think it’s interesting that we see this universal need for it. But then the question is, how do we empower teachers to do it?\u003c/p>\n\u003cp>\u003cstrong>Steve Saltwick:\u003c/strong> What we find in the classroom, both in secondary schools and university, and really adults as well, is that with a few simple techniques, you can really get a good dialog going to make sure all these perspectives are heard and things like that. I mean, so a couple of just simple ground rules, right, of respectful conversation, especially body language, so no rolling of your eyes, sighing and things that, and just state them is a big deal. And then what we use is a very simple technique called LAPP for listen, acknowledge, pivot and perspective. And really the main thing about all of that is that the speaker needs to feel that they are understood. So when you listen, you’re not listening to frame a reply, you’re listening to understand. In Texas we call it, you listen to understand not reload. You know, and so, and that’s hard work. That’s hard, right? And then the pivot is to actually ask permission before you share your perspective. So someone would say, I hear you. This is what, you know, there’s an element I agree with. At the very least, you can say, it’s clearly an emotional topic for you. And then along, something along the lines of, you know I’ve been doing some reading on this, or I’ve seen some things on this. Would you mind if I share my perspective? And then if the other person says, sure, well then you now have permission to share a differing perspective. And that is handled differently than if the first reply you have is let me tell you my perspective, let me you what the truth is, right? That’s gonna be resisted. We find that as an amazingly powerful technique to use in these discussions.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong>It sounds like that process slows down the conversation in a way where it’s not as reactive. And that seems like a really important component of a conversation not kind of devolving into, I don’t know, finger pointing or talking past each other.\u003c/p>\n\u003cp>\u003cstrong>Steve Saltwick: \u003c/strong>What we find is many people are hesitant to share a view, especially a view that might be in the minority in a given group, right? And if they feel heard, if someone says what you’re saying is blah, right, whether you agree with blah or not, right. But I now feel heard. Then there’s all sorts of trust that starts being built. There’s all sorts of personalization that starts being built. And the tenor of the conversation changes dramatically. So it’s not a battle of wills. “I’m right, you’re wrong.” It’s “Let’s understand each other” because both of us probably missed something in understanding this complicated thing, whatever it is, right?\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And I wonder, this is maybe something that Steve, you, and maybe Kiera, you as well, can weigh in on. I do feel like when we get into things that are related to maybe identity, social identity, things that are seen as values or like close to personhood, those can get really, really emotional very fast and they’re kind of unwieldy. It can be hard, I would think as an educator, to facilitate those conversations, and I know it’s really hard to be in those conversations. Do you have any strategies for, it sounds like LAPP could work for something like that. Are there any other things you’ve found that work?\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes:\u003c/strong> One of my favorites, and it sounds so simple, but having sentence stems available for students… I’ve seen elementary school teachers through middle and high school, when you’re going to have a conversation, and if it’s going to be about a heated topic, you have kind of these sentence starters of like, okay, I see where you’re coming from, or this is my perspective, or. And there’s like a whole list of them. But I think it helps give students a framework for having a conversation, right? And I loved what you said about slowing the conversation down because a lot of what we see online is people share immediately out of strong emotion, right, either anger or fear or whatever the case may be. And so slowing down the reaction and really getting at “why do I react this way? Why am I feeling this way?”\u003c/p>\n\u003cp>\u003cstrong>Steve Saltwick:\u003c/strong> One thing we’ve found with Braver Angels is that the importance of structure, right? So we will have some simple ground rules and there’s also a clear structure to the conversation. You know, here’s what we’re doing, here is how we’re going to do it, you know, here’s some very simple ground roles but it’s not just a free for all of everybody jumping in, talking over one another, all of that. By having ground rules and a structure to the conversation, you create a much open space for people to share their ideas.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong>Tanner, was there anything you wanted to add to that?\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> I’m really struck by this notion of identity and values and how it comes into play in the interpretation of media and how we receive it and understand it and what we cling to. And one thing I’ve really been doing a lot of thinking about is like, I picture this as a relatively modern phenomenon, I think spurred by social media and how as a medium, conditions culture in a way, where false beliefs, false belief systems, conspiracy theories, can fuse to people’s identities now. And that is something that any number of skills can’t unwind.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>You can teach people in that position all of the media literacy skills in the world and Dana Boyd had a great talk on this, titled, “Did Media Literacy Backfire?” because she was observing how in some of these communities, critical thinking skills get applied. They just go the wrong way. But I believe, I hypothesize, that to untether false belief from identity takes humility. And that is in very short supply in the world of social media. We’re almost conditioned against it. And people with false beliefs that are tethered to their identity, it becomes like their entire world can come crumbling down if they are to take a different view.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>And that’s why I think media literacy needs to not just be about skills, it needs to be about character. And social-emotional learning and that I haven’t seen many approaches that really take that seriously. I think there are some but I think a lot more work to be done and there’s a lot of research to be done in maybe proving me correct or half correct or completely false.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong>That does make me think of, Kiera, you posed a question when you were answering a question earlier, which was teachers need to be kind of empowered to kind of take on media literacy. And from what Tanner said, it is kind of a tall order. What do you think teachers need to get that work started?\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes: \u003c/strong>My answer to this is always to start small, because I don’t want to overwhelm teachers, but I do want to start, right? Find a direction and head in that direction. The resources, The SIFT from the news literacy project, so it’s a newsletter they put out each week. In it, they have rumor guard where they take a viral piece of media and they break down why it went viral and what was true and what is false and kind of helping reinforce those skills. That we want our students to gain.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes: \u003c/strong>And I think something as simple as a media moment, right? Where a teacher could be a classroom starter, it could be an exit ticket, it could anything that you just have two minutes, three minutes, pop up a piece of media, and this can be anything, right, because text is very broadly based. But then you have your students practice those skills, you’re reinforcing those skills. And as a teacher, you don’t have to have a degree in media analyzes, but you’re helping them break down not only what are they seeing, like what is the content, but you also ask them questions about how it was created and what is meaning behind how it is created.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> MindShift is all about solutions. I think it’s easy to get kind of mired in the work that needs to be done. But I’m wondering, for all three of you, if you can share an example of someone who’s doing this work well, whether it’s an organization or an experience that you’ve had where it’s gone really positively. You got one, Steve?\u003c/p>\n\u003cp>\u003cstrong>Steve Saltwick: \u003c/strong>Well, I would say Braver Angels, right? I mean, what a layup, okay, right, but I certainly know one thing that strikes me about Braver Angels. It started in 2016 where a group of Trump voters and a group Hillary voters got very worried about the state of the country and it was all adults, right-typically retired adults and all of that. And then subsequently has branched out to college campuses, high schools, some middle schools. And we do workshops, and I’ve moderated many of those workshops. I’ve probably seen about 100 workshops, and probably 20%, 30% of them have been in the high school and college area. What always strikes me is really unbelievable is the thirst that I see in students to have real conversations about this.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes:\u003c/strong> I have two that came to mind. One is very similar to the work that Braver Angels is doing, so the Dignity Index, they’ve developed this ranking scale of public speech and whether or not it gives dignity to the people that they’re talking about, which is a fascinating way of looking at how we talk about other people, especially people we disagree with.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes: \u003c/strong>You can look at articles, you can look at speech, you can also look at conversations between students, right? What kind of dignity are you offering the other person and how are you validating their perspective? So that’s one.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes: \u003c/strong>The second one and I’m not just saying this but I honestly believe this: KQED teach has a whole bunch of mini courses for educators about this very topic. One is how to teach students how to look at the form and how to analyze media and how did look at bias and And how to like share their perspectives, which is great. That’s kind of the back end, the theory behind media literacy. But then they also offer very practical, like, this is how to do video projects in your class. This is how do photo projects in our class. Like you learn the theory and then you apply it and I love it. So those are my two.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> We did not pay Kiera to say that.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes:\u003c/strong> I honestly love it so much.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> I’ll point to the Center for Digital Thriving out of Harvard, I think, is doing some really path-breaking work around digital well-being specifically, which I think is an increasingly important part of media literacy, is getting students to reflect on the presence of smartphones in their lives and to think critically about it and decide for themselves what purpose it should serve and if it’s serving those purposes.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>And to that end, that research group at the Center for Digital Thriving developed an activity that’s rooted in Harvard’s long-term Project Zero Thinking Routines framework, like real simple pedagogical moves anyone can apply to just about any learning scenario. And they’ve developed one of these called The Value Sort, where you get students to choose from a big board of values which ones kind of represent them, like which ones they hold really dear. And then you can use that as a sort of critical lens to apply to just about anything in the media world.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>So their example is using that value sort to get students to think about their usage of smartphones, track like what they’re doing on their smartphones, and then go, hey, remember those values that you hold dear? Like how are those being represented in that activity or not, right? And I think that’s a way of. Of providing students with a really interesting lens to make sure that like what they’re consuming and doing is in standing with what they truly believe and their image of themselves. And I think that’s like, to me that’s a picture of the future of media literacy is this merging of traditional critical thinking skills with values and character-based education.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Can we give a round of applause to our panelists?\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> That was Tanner Higgin, Kiera Bettes, and Steve Saltwick at the SXSW EDU Conference in Austin, Texas.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">View the full episode transcript.\u003c/a>\u003c/p>\n\u003cp>As he was scrolling through social media, Steve Saltwick came across a video of protesting students ripping up the Constitution. “I’m a conservative,” said Saltwick, who works at \u003ca href=\"https://braverangels.org/\">Braver Angels\u003c/a>, a national nonprofit focused on bridging political divides. “The Constitution is a pretty serious document for me. So with righteous indignation, I [reposted] it.”\u003c/p>\n\u003cp>But the video was fake. “I fell for it immediately,” he admitted. The experience drove home just how easy it is to be misled and how crucial it is to \u003ca href=\"https://www.kqed.org/mindshift/63681/how-do-you-counter-misinformation-critical-thinking-is-step-one\">think critically about the media we consume\u003c/a>.\u003c/p>\n\u003cp>At the \u003ca href=\"https://www.sxswedu.com/\">2025 SXSW EDU conference\u003c/a>, a panel moderated by MindShift brought together experts on media literacy to discuss what young people and the adults who teach them need now. Panelists included Saltwick, a senior fellow of Braver Angels; \u003ca href=\"https://www.tannerhiggin.com/\">Tanner Higgin\u003c/a>, a senior educational technology researcher at WestEd; and Kiera Beddes, a Utah-based digital teaching and learning specialist. Together, they painted a picture of how media literacy has evolved and how educators can make it a meaningful, integrated part of their teaching.\u003c/p>\n\u003ch2>\u003cstrong>Media literacy is for everyone\u003c/strong>\u003c/h2>\n\u003cp>Media literacy has traditionally been associated with fact-checking and spotting misinformation. But as Higgin pointed out, it has often been framed around fear, particularly in response to the spread of new technology. Sometimes it can seem like setting up fences, he said, about how there is often an emphasis on making sure students can filter information. “We can be less reactive and more proactive in media literacy education,” added Higgin. Today media literacy also includes understanding how identity, community and algorithms shape our experience of information.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While media literacy can seem politically charged, its core goals are widely shared. Words like “fake news” or “misinformation” may raise alarms, but “everyone wants kids to be knowledgeable, thoughtful, critical thinkers,” said Higgin. He cited data from \u003ca href=\"https://medialiteracynow.org/nationalsurvey2022/\">Media Literacy Now that said 84%\u003c/a> of surveyed adults believe media literacy should be a required part of school, while a study from the \u003ca href=\"https://newslit.org/news-literacy-in-america/\">News Literacy Project found that 94%\u003c/a> of teens agree.\u003c/p>\n\u003cp>Despite widespread support, many educators feel unsure how to approach the topic, especially in polarized environments. Beddes noted that most teachers don’t have a background in media studies, and discomfort around addressing controversial topics can lead to media literacy being sidelined. \u003ca href=\"https://digitalthriving.gse.harvard.edu/\">The Center for Digital Thriving\u003c/a> offers a possible solution with resources that help educators take a nonpartisan, student-led approach, including classroom-ready lesson plans and teacher training.\u003c/p>\n\u003ch2>\u003cstrong>Build a Culture of Respectful Conversation\u003c/strong>\u003c/h2>\n\u003cp>Media literacy isn’t just about analyzing content; it also requires students to discuss what they’re seeing and feeling, especially when they disagree. “What we find is many people are hesitant to share a view, especially a view that might be in the minority in a given group,” said Saltwick. “But with a few simple techniques, you can really get a good dialogue going to make sure all these perspectives are heard.”\u003c/p>\n\u003cp>Saltwick recommended using a clear structure for these conversations. He teaches the LAPP technique — Listen, Acknowledge, Pivot, Perspective — as a way to model respectful disagreement and build trust. “The tenor of the conversation changes dramatically,” he said. “So it’s not a battle of wills: ‘I’m right, you’re wrong.’ It’s ‘let’s understand.’”\u003c/p>\n\u003cp>Beddes agreed that structure can help students navigate difficult discussions. She provides sentence stems to help them express curiosity and respond without escalating conflict. In her classroom, she also uses the \u003ca href=\"https://static1.squarespace.com/static/63335c5039fd1568331b8332/t/67b758dd1695b75d62b81307/1740069086806/DI+Card+v2.2.pdf\">Dignity Index\u003c/a>, a tool that evaluates the tone of speech, to help students ground their arguments in mutual respect.\u003c/p>\n\u003cp>When media literacy conversations touch on identity, they can be particularly challenging. “False belief systems, conspiracy theories, can fuse to people’s identities now. And that is something that any number of skills can’t unwind,” said Higgin. “That’s why I think media literacy needs to not just be about skills—it needs to be about \u003ca href=\"https://www.kqed.org/mindshift/54286/how-a-school-prioritizes-character-as-much-as-academics\">character\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">social-emotional learning\u003c/a>.”\u003c/p>\n\u003ch2>\u003cstrong>Use Real Media, Not Hypotheticals\u003c/strong>\u003c/h2>\n\u003cp>To be effective, \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">media literacy education must engage with the actual media\u003c/a> students encounter in their daily lives. While there are tools that recreate media and try to approximate what a newsfeed would look like, “it can be very challenging to get something that feels authentic,” said Higgin. “We need to increasingly figure out how to manage the privacy and safety and maturity level of kids, but get them as much exposure to the actual media and thinking through the media in authentic environments as possible.” That includes analyzing the \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">social media platforms\u003c/a> students already use since algorithms often present a partial view of a topic as if it’s the whole truth and may reinforce students’ existing beliefs.\u003c/p>\n\u003cp>To push back against those filters, Saltwick leads an activity called \u003cem>Walk a Mile in My News,\u003c/em> in which students exchange the media they consume, such as a favorite news outlet or influencer, and reflect on the differences in perspective. Exploring news sources outside of their usual echo chambers helps students realize what perspectives might be missing from their own sources.\u003c/p>\n\u003cp>Beddes offered a similar activity to encourage critical thinking and highlight bias. She shares \u003ca href=\"https://www.kqed.org/mindshift/62710/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it\">news articles\u003c/a> from outlets with different political leanings, removes the names of the publications and authors and asks students to guess the source. “It’s helping the students recognize who’s not part of this conversation,” she said.\u003c/p>\n\u003cp>Additionally, starting small can make the work more sustainable and more impactful. That could mean doing a short “media moment” where students reflect on how a recent viral post relates to what they’re learning in history or science. According to Beddes, resources like The \u003ca href=\"https://newslit.org/educators/sift/\">SIFT newsletter from the News Literacy Project\u003c/a> can support this kind of integration by providing timely examples and analysis of real media.\u003c/p>\n\u003cp>Teachers are often hesitant to take on media literacy because it can feel like another box to check, but Beddes says it doesn’t have to be that way. “Make media the lens through which you teach your subject matter so that it is not just another thing,” she advised.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC5161212251\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/div>",
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"content": "\u003cdiv class=\"post-content post-body\">\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong>Welcome to Mind Shift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir. This year, I went to the South by Southwest EDU conference in Austin, Texas.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> I moderated a panel all about media literacy and I got to talk to three amazing people who are really thinking about this work.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>Hey everybody, I’m Tanner Higgin. I’m a senior educational technology researcher at WestEd which is a large and old education research organization focused on all ages and stages.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes: \u003c/strong>Hi everyone, my name is Kiera Beddes. I’m a digital teaching and learning specialist in Utah. Been in education for about 15 years.\u003c/p>\n\u003cp>\u003cstrong>Steve Saltwick:\u003c/strong> And my name is Steve Saltwick and I volunteer pretty much full time for an organization called Braver Angels, which is a national nonprofit totally focused on bridging the political divide in all demographic areas because we feel that is essential in strengthening our democratic republic.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong>Together, they brought a lot of insight and heart to that conversation. And today we’re sharing an excerpt of that panel. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> I wanted to start with a question that you all could answer about a moment that made you realize how important media literacy is today.\u003c/p>\n\u003cp>\u003cstrong>Steve Saltwick:\u003c/strong> Right after the mass shooting at the Marjory Stoner Douglas, where several of the students became quite active and well-known on social media. I remember seeing a post on my social feeds of those students ripping up a copy of the Constitution. And I’m a conservative. I mean, the Constitution’s a pretty serious document for me. So with righteous indignation, I posted this thing. And then came to find out from several of my friends who posted saying that’s a fake video and it just absolutely stunned me. So I withdrew, you know, I apologized it withdrew the post You know, and it made me really think my goodness How powerful a video image was of something like that and I fell for it immediately. I realized I needed to be a lot more mature, if you will, I guess in the way I consumed media.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes:\u003c/strong> I have kind of a similar experience. I was at my nail tech and I was a captive audience because, you know, when you’re there for a couple of hours getting your nails done. And she’d be telling me, “Oh, I saw this thing on TikTok and isn’t that the craziest thing you’ve ever heard?” And I’d be like, “I don’t think that’s real.” And so one-handedly I’d be like hurriedly like googling something on my phone So I could be like this article says that’s not true or or these things also say kind of the opposite and so it was this really kind of aha moment that I had where She was seeing things and her algorithm was telling her things that were not crossing my dashboard And I just realized that like oh if she is is thinking these things and having these conversations in her home, what does that look like in my classroom? What are my kids seeing and what’s impacting them? And I realized the skills of lateral reading, of fact checking, but even going beyond that to say why is it so easy to kind of fall for these things? And so that was my aha moment. I was like, this is important and we need to do more about it.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>Yeah, it may come at this from a different angle, which is, my academic background is more in the media studies world. And one thing I love about media literacy is that when done well, it sort of unlocks a whole new layer of meaning in the world. The world comes alive once you start to understand audiovisual media and how to interpret it and unpack it. And the different systems for understanding that by looking at the medium itself, right, as part of the architecture of the meaning of something. I had some great intro to film professors who sort of gave me this new media studies and media literacy lens, tapped into the, you know, the whole notion of film language, and it felt like I’d been let into this sort of secret knowledge that exists and can really make meaning everywhere you look once you tap into it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Thank you. And I do want to start with asking you a question, Tanner, because you actually brought to my attention when we were first discussing this session that media literacy has transformed throughout time because our world is also changing. Like the technology that we have, even in the past like two years, has grown by leaps and bounds. So can you kind of frame for us the way that media literacy has evolved over time? Maybe even what historical trends have shaped the way that we teach it today.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> What I love about media literacy is that it kind of reflects culture at that time, but then shapes it as well. Media literacy education, interestingly, is a whole other thing. And it really grows out of policy. And policy, as I think everyone knows, especially in education, often, needs to get pushed. And it often gets pushed from a standpoint of fear, I would argue, especially media literacy.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> You know, these new technologies pop up and with it you see a new spark and interest in media literacy but it’s often from a feeling of “We need to do something for the children because this new technology is scary and is transforming everything we see.” You know, television to internet, web publishing, eroding the whole idea of authority.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> Whereas traditional literacy, ELA kind of instruction is all about like building bridges, opening up worlds for kids to like see and read the world.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> Media literacy education when it gets operationalized through policy is like setting up fences. Like let’s protect and filter information and let’s make sure kids have that capability—Very, very important, but it cuts off all of the amazing extraordinary aspects of media literacy.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> So that’s kinda been my passion. And the way I sort of think through media history, media literacy history is this battle between what happens in the media studies world and what happens in the Media Literacy Education world. And how maybe we can be less reactive and more proactive in media literacy education.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> I want to bring it to Kiera, who I’m so happy to have on this panel, because I feel like when we get up in theories and ideas, you being at school really brings us back down to the rubber meets the road, ‘what does this look like in classrooms?’ So can you maybe talk about some of the challenges that you’re seeing with media literacy in your position in schools?\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes:\u003c/strong> The biggest thing that teachers are always gonna say is that they need time. And then also, they say I can’t add one more thing onto my plate. And so the problem with that though is that when we see media literacy as some sort of other, then it gets left by the wayside because they’re gonna focus on their content.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes: \u003c/strong>Whereas like I try to emphasize with my teachers, media literacy isn’t another thing, it becomes the lens through which you can teach your content. Media literacy, when it’s done well, you’re not just looking at the film or the message or the content of whatever you’re looking at, whatever media that you’re interacting with, but you’re also looking at the form and the choices that were made in production that impact how you, the viewer, you, the consumer, interacts with that media.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Thank you, and I’m curious, Steve, if you have anything to add to that, because I know that Braver Angels is in the business of creating containers for better conversations, which I think is a big part of media literacy.\u003c/p>\n\u003cp>\u003cstrong>Steve Saltwick: \u003c/strong>What we’re focused on is the idea that everyone has a perspective and a point of view, including the media you consume. We have one program called Walk a Mile in My News. So you take two people who have very different viewpoints, and they actually switch the kinds of media they consume. And then they talk about that. And they realize, well, wait a minute, I’m missing things, because I’m not reading what the other person is reading, and much of this is not that one is right or one is wrong, it’s just to appreciate the fact that others have perspectives that are quite different from you, and if you have ground rules that set the stage for a respectful dialog about that, you can really get to a further appreciation of what the topic is.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong>I’ve heard of other teachers doing activities where they have their students swap phones and go through each other’s feeds to see what are you seeing? How is it different from what I’m seeing? Kiera, have you seen any activities that have actually been successful in having students realize that what I see is not what everybody sees?\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes:\u003c/strong> I’ve heard teachers where they will print out articles and they remove all identifying features of the article so that they’re just looking at the language that is used in the article. And based on the word choice, you can kind of see, oh, based on how they’re talking about this topic, you can guess, is it left leaning, is right leaning? And it kind of calls to mind the ultimate promise of media literacy, which is like looking at the form, right? What is the structure and how is it used and what choices are being used. But there’s also perspectives that are noticeably absent and it’s helping the students recognize who’s not part of this conversation. Just being aware of like, oh, there is more to this and how can I go out and find that missing perspective and bring it in.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And I want to bring you into this too, Tanner. Are there tech tools or ed tech tools that can kind of foster this idea that, like I might be seeing like a certain thing, but I am aware that there is a bigger story or a bigger narrative out there beyond what I see on my own feeds.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> Since I would say 2016, there’s been a growing sector within ed tech specifically focused on various approaches to what one might call fake news. I’m of two minds about these tools because I think one of the tricky things with media literacy in particular is if the medium is the message. Then you need to engage with the medium to understand it. Tools that recreate media and try and like, especially for younger kids, approximate what a newsfeed would look like. I think it can be very challenging to get something that feels authentic to them.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>My recommendation is when possible to get kids engaging with the actual media itself. Otherwise, it’s like you’re teaching film studies by having students reading film synopses or something instead of looking at the actual film.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>I think we need to increasingly figure out how to manage privacy and safety and maturity level of kids, but get them as much exposure to the actual media and thinking through the media in authentic environments as possible, because that’s what’s actually gonna serve them well when they are. You know, maybe sneaking some usage of things that we otherwise might not approve of.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> When you were speaking, my brain snagged on, you mentioned fake news and I think even the words misinformation and disinformation can be kind of like politically coded and can feel a little bit divisive. Media literacy, I think we talked about this too, can be a non-partisan issue. What are some shared concerns that parents and educators across ideological lines can actually come together on?\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> Yeah, I think particularly at this moment in time, it can feel like in education, there’s no common ground. But media literacy is one of, it has universal support. I think it’s somewhere around, media literacy now did a survey, like 84% of adults think it should be required in classrooms. And when you ask teens, 94% think it should be require in classrooms.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>Everyone wants kids to be knowledgeable, thoughtful, critical thinkers. I mean, everyone wants that. It’s at the heart of education, right? Media literacy is at the core of what we want education to do, which is to empower people to be self-determined, to think for themselves, and to explore and engage with the world thoughtfully. There is no debate around whether that’s important or not.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes:\u003c/strong> I would add to that, for the average teacher, they don’t have the background of media studies to then feel comfortable talking about it in their classes. And so it gets put onto the wayside. And so I think it’s interesting that we see this universal need for it. But then the question is, how do we empower teachers to do it?\u003c/p>\n\u003cp>\u003cstrong>Steve Saltwick:\u003c/strong> What we find in the classroom, both in secondary schools and university, and really adults as well, is that with a few simple techniques, you can really get a good dialog going to make sure all these perspectives are heard and things like that. I mean, so a couple of just simple ground rules, right, of respectful conversation, especially body language, so no rolling of your eyes, sighing and things that, and just state them is a big deal. And then what we use is a very simple technique called LAPP for listen, acknowledge, pivot and perspective. And really the main thing about all of that is that the speaker needs to feel that they are understood. So when you listen, you’re not listening to frame a reply, you’re listening to understand. In Texas we call it, you listen to understand not reload. You know, and so, and that’s hard work. That’s hard, right? And then the pivot is to actually ask permission before you share your perspective. So someone would say, I hear you. This is what, you know, there’s an element I agree with. At the very least, you can say, it’s clearly an emotional topic for you. And then along, something along the lines of, you know I’ve been doing some reading on this, or I’ve seen some things on this. Would you mind if I share my perspective? And then if the other person says, sure, well then you now have permission to share a differing perspective. And that is handled differently than if the first reply you have is let me tell you my perspective, let me you what the truth is, right? That’s gonna be resisted. We find that as an amazingly powerful technique to use in these discussions.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong>It sounds like that process slows down the conversation in a way where it’s not as reactive. And that seems like a really important component of a conversation not kind of devolving into, I don’t know, finger pointing or talking past each other.\u003c/p>\n\u003cp>\u003cstrong>Steve Saltwick: \u003c/strong>What we find is many people are hesitant to share a view, especially a view that might be in the minority in a given group, right? And if they feel heard, if someone says what you’re saying is blah, right, whether you agree with blah or not, right. But I now feel heard. Then there’s all sorts of trust that starts being built. There’s all sorts of personalization that starts being built. And the tenor of the conversation changes dramatically. So it’s not a battle of wills. “I’m right, you’re wrong.” It’s “Let’s understand each other” because both of us probably missed something in understanding this complicated thing, whatever it is, right?\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> And I wonder, this is maybe something that Steve, you, and maybe Kiera, you as well, can weigh in on. I do feel like when we get into things that are related to maybe identity, social identity, things that are seen as values or like close to personhood, those can get really, really emotional very fast and they’re kind of unwieldy. It can be hard, I would think as an educator, to facilitate those conversations, and I know it’s really hard to be in those conversations. Do you have any strategies for, it sounds like LAPP could work for something like that. Are there any other things you’ve found that work?\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes:\u003c/strong> One of my favorites, and it sounds so simple, but having sentence stems available for students… I’ve seen elementary school teachers through middle and high school, when you’re going to have a conversation, and if it’s going to be about a heated topic, you have kind of these sentence starters of like, okay, I see where you’re coming from, or this is my perspective, or. And there’s like a whole list of them. But I think it helps give students a framework for having a conversation, right? And I loved what you said about slowing the conversation down because a lot of what we see online is people share immediately out of strong emotion, right, either anger or fear or whatever the case may be. And so slowing down the reaction and really getting at “why do I react this way? Why am I feeling this way?”\u003c/p>\n\u003cp>\u003cstrong>Steve Saltwick:\u003c/strong> One thing we’ve found with Braver Angels is that the importance of structure, right? So we will have some simple ground rules and there’s also a clear structure to the conversation. You know, here’s what we’re doing, here is how we’re going to do it, you know, here’s some very simple ground roles but it’s not just a free for all of everybody jumping in, talking over one another, all of that. By having ground rules and a structure to the conversation, you create a much open space for people to share their ideas.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong>Tanner, was there anything you wanted to add to that?\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> I’m really struck by this notion of identity and values and how it comes into play in the interpretation of media and how we receive it and understand it and what we cling to. And one thing I’ve really been doing a lot of thinking about is like, I picture this as a relatively modern phenomenon, I think spurred by social media and how as a medium, conditions culture in a way, where false beliefs, false belief systems, conspiracy theories, can fuse to people’s identities now. And that is something that any number of skills can’t unwind.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>You can teach people in that position all of the media literacy skills in the world and Dana Boyd had a great talk on this, titled, “Did Media Literacy Backfire?” because she was observing how in some of these communities, critical thinking skills get applied. They just go the wrong way. But I believe, I hypothesize, that to untether false belief from identity takes humility. And that is in very short supply in the world of social media. We’re almost conditioned against it. And people with false beliefs that are tethered to their identity, it becomes like their entire world can come crumbling down if they are to take a different view.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>And that’s why I think media literacy needs to not just be about skills, it needs to be about character. And social-emotional learning and that I haven’t seen many approaches that really take that seriously. I think there are some but I think a lot more work to be done and there’s a lot of research to be done in maybe proving me correct or half correct or completely false.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir: \u003c/strong>That does make me think of, Kiera, you posed a question when you were answering a question earlier, which was teachers need to be kind of empowered to kind of take on media literacy. And from what Tanner said, it is kind of a tall order. What do you think teachers need to get that work started?\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes: \u003c/strong>My answer to this is always to start small, because I don’t want to overwhelm teachers, but I do want to start, right? Find a direction and head in that direction. The resources, The SIFT from the news literacy project, so it’s a newsletter they put out each week. In it, they have rumor guard where they take a viral piece of media and they break down why it went viral and what was true and what is false and kind of helping reinforce those skills. That we want our students to gain.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes: \u003c/strong>And I think something as simple as a media moment, right? Where a teacher could be a classroom starter, it could be an exit ticket, it could anything that you just have two minutes, three minutes, pop up a piece of media, and this can be anything, right, because text is very broadly based. But then you have your students practice those skills, you’re reinforcing those skills. And as a teacher, you don’t have to have a degree in media analyzes, but you’re helping them break down not only what are they seeing, like what is the content, but you also ask them questions about how it was created and what is meaning behind how it is created.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> MindShift is all about solutions. I think it’s easy to get kind of mired in the work that needs to be done. But I’m wondering, for all three of you, if you can share an example of someone who’s doing this work well, whether it’s an organization or an experience that you’ve had where it’s gone really positively. You got one, Steve?\u003c/p>\n\u003cp>\u003cstrong>Steve Saltwick: \u003c/strong>Well, I would say Braver Angels, right? I mean, what a layup, okay, right, but I certainly know one thing that strikes me about Braver Angels. It started in 2016 where a group of Trump voters and a group Hillary voters got very worried about the state of the country and it was all adults, right-typically retired adults and all of that. And then subsequently has branched out to college campuses, high schools, some middle schools. And we do workshops, and I’ve moderated many of those workshops. I’ve probably seen about 100 workshops, and probably 20%, 30% of them have been in the high school and college area. What always strikes me is really unbelievable is the thirst that I see in students to have real conversations about this.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes:\u003c/strong> I have two that came to mind. One is very similar to the work that Braver Angels is doing, so the Dignity Index, they’ve developed this ranking scale of public speech and whether or not it gives dignity to the people that they’re talking about, which is a fascinating way of looking at how we talk about other people, especially people we disagree with.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes: \u003c/strong>You can look at articles, you can look at speech, you can also look at conversations between students, right? What kind of dignity are you offering the other person and how are you validating their perspective? So that’s one.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes: \u003c/strong>The second one and I’m not just saying this but I honestly believe this: KQED teach has a whole bunch of mini courses for educators about this very topic. One is how to teach students how to look at the form and how to analyze media and how did look at bias and And how to like share their perspectives, which is great. That’s kind of the back end, the theory behind media literacy. But then they also offer very practical, like, this is how to do video projects in your class. This is how do photo projects in our class. Like you learn the theory and then you apply it and I love it. So those are my two.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> We did not pay Kiera to say that.\u003c/p>\n\u003cp>\u003cstrong>Kiera Beddes:\u003c/strong> I honestly love it so much.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin:\u003c/strong> I’ll point to the Center for Digital Thriving out of Harvard, I think, is doing some really path-breaking work around digital well-being specifically, which I think is an increasingly important part of media literacy, is getting students to reflect on the presence of smartphones in their lives and to think critically about it and decide for themselves what purpose it should serve and if it’s serving those purposes.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>And to that end, that research group at the Center for Digital Thriving developed an activity that’s rooted in Harvard’s long-term Project Zero Thinking Routines framework, like real simple pedagogical moves anyone can apply to just about any learning scenario. And they’ve developed one of these called The Value Sort, where you get students to choose from a big board of values which ones kind of represent them, like which ones they hold really dear. And then you can use that as a sort of critical lens to apply to just about anything in the media world.\u003c/p>\n\u003cp>\u003cstrong>Tanner Higgin: \u003c/strong>So their example is using that value sort to get students to think about their usage of smartphones, track like what they’re doing on their smartphones, and then go, hey, remember those values that you hold dear? Like how are those being represented in that activity or not, right? And I think that’s a way of. Of providing students with a really interesting lens to make sure that like what they’re consuming and doing is in standing with what they truly believe and their image of themselves. And I think that’s like, to me that’s a picture of the future of media literacy is this merging of traditional critical thinking skills with values and character-based education.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Can we give a round of applause to our panelists?\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> That was Tanner Higgin, Kiera Bettes, and Steve Saltwick at the SXSW EDU Conference in Austin, Texas.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>"
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"content": "\u003cp>Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat.\u003c/p>\n\u003cp>“Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat,” Bride says. “The last search on his phone before he ended his life was for hacks to find out who was doing this to him.”\u003c/p>\n\u003cp>Shortly after her son’s death, Bride joined \u003ca href=\"https://www.parentssos.org/\">Parents for Safe Online Spaces\u003c/a>, an organization of families who lost their children after they were exposed to toxic online content. Some died by suicide after cyberbullying or sextortion; others after participating in viral challenges involving self-harm or taking drugs sold by online dealers.\u003c/p>\n\u003cp>Bride is also part of an ongoing effort on Capitol Hill to craft legislation that would hold social media sites and other tech companies \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">accountable\u003c/a> for keeping minors safe online.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3360x5040+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fe3%2F1d%2Fb09b7a2c413babd07b647e2a62e2%2Fkosa-kids-online-safety-act-2529.jpg\" alt=\"Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat. 'Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat.\">\u003cfigcaption>Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat. “Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat. \u003ccite> (Erika Layne Salazar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last year, a group of bipartisan senators introduced the Kids Online Safety Act, a groundbreaking piece of legislation addressing \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">growing concern from parents\u003c/a> about the \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">impact of online and social media platforms\u003c/a> on children and teens.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The legislation passed the Senate with strong bipartisan support earlier this week, and the measure now heads to the Republican-led House.\u003c/p>\n\u003ch3>New law will require companies to limit harmful content\u003c/h3>\n\u003cp>The last time Congress passed a law to protect children on the internet was in 1998 — before Facebook, Instagram, Snapchat and \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">smartphones\u003c/a>. The legislation would require tech companies to implement measures to help protect kids from exposure to harmful content.\u003c/p>\n\u003cp>For example, companies would be prohibited from using algorithms to push content that underage users did not specifically search for. This addresses a huge concern of parents and advocates: that kids are targeted with content that promotes harmful behavior, such as eating disorders, sexual exploitation and substance abuse.\u003c/p>\n\u003cp>The bill would also raise the maximum age of children covered under the law to 17; ban companies from collecting data from minors, including biometric indicators such as fingerprints, voiceprints and facial imagery; and improve parental controls.\u003c/p>\n\u003cp>Josh Golin is the executive director of \u003ca href=\"https://fairplayforkids.org/\">Fairplay\u003c/a>, a nonprofit working to protect kids from marketing and dangerous online content from Big Tech.\u003c/p>\n\u003cp>“For the first time ever, social media and other online platforms will have a legal responsibility to consider how they are impacting children,” Golin says.\u003c/p>\n\u003cp>Golin says it’s important for online platforms and members of Congress to recognize that regulating the use of social media for their kids has become overwhelming for families.\u003c/p>\n\u003cp>No parent is looking for “another full-time job,” he says.\u003c/p>\n\u003cp>“We need to put the responsibility back on where it belongs, which is on these companies who are the ones controlling what these kids are seeing. We need to ensure that these kids are not being sent down such dangerous rabbit holes,” says Golin.\u003c/p>\n\u003ch3>Advocates hope new law will help fight cyberbullying\u003c/h3>\n\u003cp>Parent advocates of the bill say the new requirements will make it easier to protect their kids from becoming victims of cyberbullying. They say more parent-friendly user settings will make it easier to control what their kids are exposed to online.\u003c/p>\n\u003cp>Kristin Bride says the anonymous messaging feature on Snapchat ultimately led to her son’s death.\u003c/p>\n\u003cp>“I absolutely believe that my son would be alive if this legislation was in place at the time,” she says.\u003c/p>\n\u003cp>While cyberbullying is not directly called out in the legislation, its impacts — \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">anxiety, depression, suicidal and self-harming behaviors\u003c/a> — are addressed, says Vaishnavi J., founder of Vyanams Strategies, an organization that advises companies on how to create safer tech products for children.\u003c/p>\n\u003cp>“Cyberbullying is a really challenging issue to navigate because it’s so coded and it’s constantly evolving,” says J.\u003c/p>\n\u003cp>J. notes that cyberbullying disproportionately impacts girls and young women of color.\u003c/p>\n\u003cp>“They are typically under-represented from marginalized communities. They aren’t getting the range of societal support they deserve,” J. says. “That tends to extend to online as well.”\u003c/p>\n\u003cp>J. also says \u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">boys are under-represented\u003c/a> in the research when it comes to cyberbullying, something that she says isn’t talked about enough.\u003c/p>\n\u003cp>Boys “don’t tend to tell you that they’re being harassed or bullied. Instead, they choose to suffer in silence … and that’s a real problem,” she says.\u003c/p>\n\u003cp>All 50 states have laws against bullying, and every state — except Wisconsin and Alaska — include specific references to cyberbullying. Currently, there are no federal laws that criminalize cyberbullying.\u003c/p>\n\u003ch3>More challenges lie ahead\u003c/h3>\n\u003cp>Along with the safety bill, the Senate also passed online privacy legislation that would prohibit online companies from collecting personal information from kids under the age of 17 without their consent.\u003c/p>\n\u003cp>Even though the online safety bill has broad bipartisan support, some lawmakers argue that the legislation could violate free speech rights. Others are concerned that the new regulations could \u003ca href=\"https://www.npr.org/2024/07/30/nx-s1-5056195/its-taken-2-years-to-get-the-kids-online-safety-act-to-this-point\">prevent some kids from accessing information on LGBTQ+ issues\u003c/a> or reproductive rights.\u003c/p>\n\u003cp>Social media companies including Microsoft, X and Snapchat have voiced support for the measure, while TikTok and Meta have called it unconstitutional.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3360x5040+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F2f%2F47%2F210528074694b25d0cf6103e5e7c%2Fkosa-kids-online-safety-act-2525.jpg\" alt=\"Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying.\">\u003cfigcaption>Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying. \u003ccite> (Erika Layne Salazar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Senate Majority Leader Chuck Schumer says there’s still more work to be done to regulate online protections for kids, but the new online safety law would be a step in the right direction. The bill now heads to the Republican-led House where Speaker Mike Johnson has signaled support for the legislation.\u003c/p>\n\u003cp>Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying. Molak is urging every House member to vote in favor of what she says is a game-changing bill.\u003c/p>\n\u003cp>“It’s game-changing for young people. It’s game-changing for families,” she says. “I hear it over and over again that it’s like a game of Whac-A-Mole. As soon as parents figure out to keep their kids safe on one platform — three more pop up.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat.\u003c/p>\n\u003cp>“Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat,” Bride says. “The last search on his phone before he ended his life was for hacks to find out who was doing this to him.”\u003c/p>\n\u003cp>Shortly after her son’s death, Bride joined \u003ca href=\"https://www.parentssos.org/\">Parents for Safe Online Spaces\u003c/a>, an organization of families who lost their children after they were exposed to toxic online content. Some died by suicide after cyberbullying or sextortion; others after participating in viral challenges involving self-harm or taking drugs sold by online dealers.\u003c/p>\n\u003cp>Bride is also part of an ongoing effort on Capitol Hill to craft legislation that would hold social media sites and other tech companies \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">accountable\u003c/a> for keeping minors safe online.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3360x5040+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fe3%2F1d%2Fb09b7a2c413babd07b647e2a62e2%2Fkosa-kids-online-safety-act-2529.jpg\" alt=\"Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat. 'Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat.\">\u003cfigcaption>Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat. “Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat. \u003ccite> (Erika Layne Salazar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last year, a group of bipartisan senators introduced the Kids Online Safety Act, a groundbreaking piece of legislation addressing \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">growing concern from parents\u003c/a> about the \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">impact of online and social media platforms\u003c/a> on children and teens.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The legislation passed the Senate with strong bipartisan support earlier this week, and the measure now heads to the Republican-led House.\u003c/p>\n\u003ch3>New law will require companies to limit harmful content\u003c/h3>\n\u003cp>The last time Congress passed a law to protect children on the internet was in 1998 — before Facebook, Instagram, Snapchat and \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">smartphones\u003c/a>. The legislation would require tech companies to implement measures to help protect kids from exposure to harmful content.\u003c/p>\n\u003cp>For example, companies would be prohibited from using algorithms to push content that underage users did not specifically search for. This addresses a huge concern of parents and advocates: that kids are targeted with content that promotes harmful behavior, such as eating disorders, sexual exploitation and substance abuse.\u003c/p>\n\u003cp>The bill would also raise the maximum age of children covered under the law to 17; ban companies from collecting data from minors, including biometric indicators such as fingerprints, voiceprints and facial imagery; and improve parental controls.\u003c/p>\n\u003cp>Josh Golin is the executive director of \u003ca href=\"https://fairplayforkids.org/\">Fairplay\u003c/a>, a nonprofit working to protect kids from marketing and dangerous online content from Big Tech.\u003c/p>\n\u003cp>“For the first time ever, social media and other online platforms will have a legal responsibility to consider how they are impacting children,” Golin says.\u003c/p>\n\u003cp>Golin says it’s important for online platforms and members of Congress to recognize that regulating the use of social media for their kids has become overwhelming for families.\u003c/p>\n\u003cp>No parent is looking for “another full-time job,” he says.\u003c/p>\n\u003cp>“We need to put the responsibility back on where it belongs, which is on these companies who are the ones controlling what these kids are seeing. We need to ensure that these kids are not being sent down such dangerous rabbit holes,” says Golin.\u003c/p>\n\u003ch3>Advocates hope new law will help fight cyberbullying\u003c/h3>\n\u003cp>Parent advocates of the bill say the new requirements will make it easier to protect their kids from becoming victims of cyberbullying. They say more parent-friendly user settings will make it easier to control what their kids are exposed to online.\u003c/p>\n\u003cp>Kristin Bride says the anonymous messaging feature on Snapchat ultimately led to her son’s death.\u003c/p>\n\u003cp>“I absolutely believe that my son would be alive if this legislation was in place at the time,” she says.\u003c/p>\n\u003cp>While cyberbullying is not directly called out in the legislation, its impacts — \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">anxiety, depression, suicidal and self-harming behaviors\u003c/a> — are addressed, says Vaishnavi J., founder of Vyanams Strategies, an organization that advises companies on how to create safer tech products for children.\u003c/p>\n\u003cp>“Cyberbullying is a really challenging issue to navigate because it’s so coded and it’s constantly evolving,” says J.\u003c/p>\n\u003cp>J. notes that cyberbullying disproportionately impacts girls and young women of color.\u003c/p>\n\u003cp>“They are typically under-represented from marginalized communities. They aren’t getting the range of societal support they deserve,” J. says. “That tends to extend to online as well.”\u003c/p>\n\u003cp>J. also says \u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">boys are under-represented\u003c/a> in the research when it comes to cyberbullying, something that she says isn’t talked about enough.\u003c/p>\n\u003cp>Boys “don’t tend to tell you that they’re being harassed or bullied. Instead, they choose to suffer in silence … and that’s a real problem,” she says.\u003c/p>\n\u003cp>All 50 states have laws against bullying, and every state — except Wisconsin and Alaska — include specific references to cyberbullying. Currently, there are no federal laws that criminalize cyberbullying.\u003c/p>\n\u003ch3>More challenges lie ahead\u003c/h3>\n\u003cp>Along with the safety bill, the Senate also passed online privacy legislation that would prohibit online companies from collecting personal information from kids under the age of 17 without their consent.\u003c/p>\n\u003cp>Even though the online safety bill has broad bipartisan support, some lawmakers argue that the legislation could violate free speech rights. Others are concerned that the new regulations could \u003ca href=\"https://www.npr.org/2024/07/30/nx-s1-5056195/its-taken-2-years-to-get-the-kids-online-safety-act-to-this-point\">prevent some kids from accessing information on LGBTQ+ issues\u003c/a> or reproductive rights.\u003c/p>\n\u003cp>Social media companies including Microsoft, X and Snapchat have voiced support for the measure, while TikTok and Meta have called it unconstitutional.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3360x5040+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F2f%2F47%2F210528074694b25d0cf6103e5e7c%2Fkosa-kids-online-safety-act-2525.jpg\" alt=\"Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying.\">\u003cfigcaption>Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying. \u003ccite> (Erika Layne Salazar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Senate Majority Leader Chuck Schumer says there’s still more work to be done to regulate online protections for kids, but the new online safety law would be a step in the right direction. The bill now heads to the Republican-led House where Speaker Mike Johnson has signaled support for the legislation.\u003c/p>\n\u003cp>Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying. Molak is urging every House member to vote in favor of what she says is a game-changing bill.\u003c/p>\n\u003cp>“It’s game-changing for young people. It’s game-changing for families,” she says. “I hear it over and over again that it’s like a game of Whac-A-Mole. As soon as parents figure out to keep their kids safe on one platform — three more pop up.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003ca href=\"https://gloriamark.com/attention-span/\">\u003cem>Attention Span\u003c/em>\u003c/a>, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/p>\n\u003cp>Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">In a 2019 study\u003c/a> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades.\u003c/p>\n\u003cp>According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003ca href=\"https://www.learningandthebrain.com/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference.\u003c/p>\n\u003cp>In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day.\u003c/p>\n\u003ch2>\u003cstrong>The myth of endless focus\u003c/strong>\u003c/h2>\n\u003cp>According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>The myth of multitasking\u003c/strong>\u003c/h2>\n\u003cp>Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/p>\n\u003ch2>\u003cstrong>The myth of self-discipline\u003c/strong>\u003c/h2>\n\u003cp>The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/p>\n\u003ch2>\u003cstrong>Solutions\u003c/strong>\u003c/h2>\n\u003cp>Mark sees the \u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">banning of smartphones\u003c/a> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">broaden and build theory\u003c/a>, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/p>\n\u003cp>According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>During an interview, Mark stressed the importance of the integration of \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">media literacy\u003c/a> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003ca href=\"https://gloriamark.com/attention-span/\">\u003cem>Attention Span\u003c/em>\u003c/a>, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/p>\n\u003cp>Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">In a 2019 study\u003c/a> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades.\u003c/p>\n\u003cp>According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003ca href=\"https://www.learningandthebrain.com/\">Learning and The Brain: Teaching Engaged Brains\u003c/a> conference.\u003c/p>\n\u003cp>In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day.\u003c/p>\n\u003ch2>\u003cstrong>The myth of endless focus\u003c/strong>\u003c/h2>\n\u003cp>According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>.\u003c/p>\n\u003ch2>\u003cstrong>The myth of multitasking\u003c/strong>\u003c/h2>\n\u003cp>Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/p>\n\u003ch2>\u003cstrong>The myth of self-discipline\u003c/strong>\u003c/h2>\n\u003cp>The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/p>\n\u003ch2>\u003cstrong>Solutions\u003c/strong>\u003c/h2>\n\u003cp>Mark sees the \u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">banning of smartphones\u003c/a> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">broaden and build theory\u003c/a>, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/p>\n\u003cp>According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>During an interview, Mark stressed the importance of the integration of \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">media literacy\u003c/a> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Indiana Lawmakers Ban Cellphones in Class. Now It's Up to Schools to Figure Out How",
"headTitle": "Indiana Lawmakers Ban Cellphones in Class. Now It’s Up to Schools to Figure Out How | KQED",
"content": "\u003cp>School officials in Indiana are looking forward to class without the buzz of cellphones next school year. A \u003ca href=\"https://iga.in.gov/legislative/2024/bills/senate/185/details\">new law\u003c/a> with heavy bipartisan support requires school districts to adopt policies banning students from having wireless devices during class time.\u003c/p>\n\u003cp>The law applies to cellphones, tablets, laptops or gaming devices. It allows exemptions for educational purposes with a teacher’s permission, in emergencies or to manage health care. Students can also use technology if they have a disability or as part of an individualized education program.\u003c/p>\n\u003cp>Florida passed a similar law last year and Kentucky, Vermont, Tennessee and Kansas are considering it. Supporters say the laws reduce \u003ca href=\"https://www.npr.org/2018/01/11/577101803/a-schools-way-to-fight-phones-in-class-lock-em-up\">distractions in the classroom\u003c/a>, cut down on bullying through social media and encourage more in-person interaction.\u003c/p>\n\u003cp>Many schools in the state — and elsewhere — already had these bans on their own. Now others will have to adopt them, though the law doesn’t spell out how to enforce them.\u003c/p>\n\u003cp>David Bloomfield, a professor of education leadership, law and policy at Brooklyn College and the City University of New York Graduate Center, said the law means more work for schools and staff.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The cellphones have to be removed from their persons, and they have to be stored somewhere away from that individual,” he said. “That’s going to take time. It’s going to take expense, and it’s going to take enforcement.”\u003c/p>\n\u003cp>Bloomfield said some schools use technology-blocking software, but that raises questions about how students can use their phones in emergencies.\u003c/p>\n\u003cp>He also said the law’s lack of specific enforcement measures could lead to racial disparities in how the policies — or penalties — are applied.\u003c/p>\n\u003cp>“It’s easy for states to require districts to have policies, but they’re really offloading the job to school districts, and then obviously to schools to enforce those policies,” he said.\u003c/p>\n\u003cp>Indiana Rep. Julie McGuire, a Republican and one of the sponsors of the bill in the legislature, said some teachers now don’t have the power to confiscate phones even when they create a distraction. She said the new law will reduce problematic behavior around social media and teach students to replace screen time with more face-to-face communication.\u003c/p>\n\u003cp>“While we cannot control the amount of time students spend on social media outside school hours, we can provide reprieve during the seven hours per day that should be focused on learning,” she said.\u003c/p>\n\u003cp>Democratic Rep. Matt Pierce opposed the bill, questioning the need for mandating what he said should be obvious.\u003c/p>\n\u003cp>“From the policy perspective, it makes sense,” he said. “The other part of me is like, really? We need a bill so a school corporation can have a common-sense policy telling its kids not to use these devices? I was going to vote against this bill just because I don’t think it’s needed, but now I’ve got somebody telling me that you’ve got a school somewhere that’s telling some teacher they can’t just take the darn phone away. I don’t get it.”\u003c/p>\n\u003cp>The bill was signed by Indiana’s Republican Gov. Eric Holcomb in early March. and the law takes effect July 1.\u003c/p>\n\u003cp>Some districts, like Indianapolis Public Schools, will not be largely affected by the new law because they already have similar policies in place. Other districts vary.\u003c/p>\n\u003cp>At Westfield Washington School District, communications director Joshua Andrews said high school students there can only have their phones at lunch and between classes. However, middle school students cannot use their phones at all during the school day.\u003c/p>\n\u003cp>“When you change something that big, it kind of makes people recoil a little bit. But, there’s been little to no problems with it since we’ve rolled it out,” he said.\u003c/p>\n\u003cp>Other districts are still in the process of developing policies.\u003c/p>\n\u003cp>Terry Terhune, superintendent at Greenwood Community School Corp., said students at his schools generally aren’t supposed to have their phones out during class unless they have a teacher’s permission. However, the rules vary by grade level.\u003c/p>\n\u003cp>“One of my goals is to try to meet with some of our neighboring school districts and see kind of where everybody lands on that,” he said. “Within our county, Johnson County, I would like to try to be consistent with other districts. But again, everybody’s going to have their own opinion on those things.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Kirsten Adair covers education for Indiana Public Broadcasting.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 IPB News. To see more, visit \u003ca>IPB News\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Indiana+lawmakers+ban+cellphones+in+class.+Now+it%27s+up+to+schools+to+figure+out+how&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>School officials in Indiana are looking forward to class without the buzz of cellphones next school year. A \u003ca href=\"https://iga.in.gov/legislative/2024/bills/senate/185/details\">new law\u003c/a> with heavy bipartisan support requires school districts to adopt policies banning students from having wireless devices during class time.\u003c/p>\n\u003cp>The law applies to cellphones, tablets, laptops or gaming devices. It allows exemptions for educational purposes with a teacher’s permission, in emergencies or to manage health care. Students can also use technology if they have a disability or as part of an individualized education program.\u003c/p>\n\u003cp>Florida passed a similar law last year and Kentucky, Vermont, Tennessee and Kansas are considering it. Supporters say the laws reduce \u003ca href=\"https://www.npr.org/2018/01/11/577101803/a-schools-way-to-fight-phones-in-class-lock-em-up\">distractions in the classroom\u003c/a>, cut down on bullying through social media and encourage more in-person interaction.\u003c/p>\n\u003cp>Many schools in the state — and elsewhere — already had these bans on their own. Now others will have to adopt them, though the law doesn’t spell out how to enforce them.\u003c/p>\n\u003cp>David Bloomfield, a professor of education leadership, law and policy at Brooklyn College and the City University of New York Graduate Center, said the law means more work for schools and staff.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The cellphones have to be removed from their persons, and they have to be stored somewhere away from that individual,” he said. “That’s going to take time. It’s going to take expense, and it’s going to take enforcement.”\u003c/p>\n\u003cp>Bloomfield said some schools use technology-blocking software, but that raises questions about how students can use their phones in emergencies.\u003c/p>\n\u003cp>He also said the law’s lack of specific enforcement measures could lead to racial disparities in how the policies — or penalties — are applied.\u003c/p>\n\u003cp>“It’s easy for states to require districts to have policies, but they’re really offloading the job to school districts, and then obviously to schools to enforce those policies,” he said.\u003c/p>\n\u003cp>Indiana Rep. Julie McGuire, a Republican and one of the sponsors of the bill in the legislature, said some teachers now don’t have the power to confiscate phones even when they create a distraction. She said the new law will reduce problematic behavior around social media and teach students to replace screen time with more face-to-face communication.\u003c/p>\n\u003cp>“While we cannot control the amount of time students spend on social media outside school hours, we can provide reprieve during the seven hours per day that should be focused on learning,” she said.\u003c/p>\n\u003cp>Democratic Rep. Matt Pierce opposed the bill, questioning the need for mandating what he said should be obvious.\u003c/p>\n\u003cp>“From the policy perspective, it makes sense,” he said. “The other part of me is like, really? We need a bill so a school corporation can have a common-sense policy telling its kids not to use these devices? I was going to vote against this bill just because I don’t think it’s needed, but now I’ve got somebody telling me that you’ve got a school somewhere that’s telling some teacher they can’t just take the darn phone away. I don’t get it.”\u003c/p>\n\u003cp>The bill was signed by Indiana’s Republican Gov. Eric Holcomb in early March. and the law takes effect July 1.\u003c/p>\n\u003cp>Some districts, like Indianapolis Public Schools, will not be largely affected by the new law because they already have similar policies in place. Other districts vary.\u003c/p>\n\u003cp>At Westfield Washington School District, communications director Joshua Andrews said high school students there can only have their phones at lunch and between classes. However, middle school students cannot use their phones at all during the school day.\u003c/p>\n\u003cp>“When you change something that big, it kind of makes people recoil a little bit. But, there’s been little to no problems with it since we’ve rolled it out,” he said.\u003c/p>\n\u003cp>Other districts are still in the process of developing policies.\u003c/p>\n\u003cp>Terry Terhune, superintendent at Greenwood Community School Corp., said students at his schools generally aren’t supposed to have their phones out during class unless they have a teacher’s permission. However, the rules vary by grade level.\u003c/p>\n\u003cp>“One of my goals is to try to meet with some of our neighboring school districts and see kind of where everybody lands on that,” he said. “Within our county, Johnson County, I would like to try to be consistent with other districts. But again, everybody’s going to have their own opinion on those things.”\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Kirsten Adair covers education for Indiana Public Broadcasting.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 IPB News. To see more, visit \u003ca>IPB News\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Indiana+lawmakers+ban+cellphones+in+class.+Now+it%27s+up+to+schools+to+figure+out+how&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "10 Hacks to Boost Teens' Executive Function Skills and Manage Screen Time",
"headTitle": "10 Hacks to Boost Teens’ Executive Function Skills and Manage Screen Time | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Teens’ focus is interrupted, on average, every 90 seconds. Something as simple as an audible notification can draw focus away from a task. And when humans are distracted, it takes 23 minutes to get back to that previous level of focus. In schools, that means that in a 55-minute class period, multiple distractions across the classroom create an almost impossible task of staying on topic and focused. “When you toggle between two things, you lose cognitive energy and it takes a lot longer to get into deep focus,” said school psychologist \u003c/span>\u003ca href=\"https://www.tiktok.com/@thrivingstudents\">\u003cspan style=\"font-weight: 400\">Rebecca Branstetter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teens “don’t realize that multitasking is neurologically impossible.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter recently spoke at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference in San Francisco, where she cited the above statistics from the book \u003c/span>\u003ca href=\"https://stolenfocusbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stolen Focus\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Johann Hari. When Branstetter asked about challenges with screens in the classroom, the audience of teachers shouted out familiar student behaviors, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">playing games during a lesson,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">denying their phone was out when it was visible and\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">showing up tired from scrolling all night long.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These distractions aren’t only frustrating for educators, research shows they reduce cognitive efficiency. Because social media is designed to keep users engaged for long periods of time, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48315/why-executive-function-skills-take-so-long-to-fully-develop\">\u003cspan style=\"font-weight: 400\">kids and teens are still learning executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s important for parents and teachers to set boundaries and serve as tech mentors, she said. “Willpower alone is not enough. You have to require that environment to set the stage for how to help kids prioritize and focus.” In her talk and a follow-up interview with MindShift, Branstetter offered 10 tips and hacks to help boost teen’s executive function skills and manage screen time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. See tech as a tool\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology is like a hammer, said Branstetter. “It’s a tool, and you can use it to create beautiful things and you can create to destroy things. It depends on how you use it.” Adults can help to empower kids to see tech as a tool by encouraging them to find an app or tech tool that will address a specific challenge they are facing. If a teen is dealing with anxiety, for example, they can test out a few meditation apps and report back to the adult.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter also pointed out that there are apps that block the most searched websites on a device for a period of time, which can be useful for a student having a hard time focusing on tasks for extended periods of time.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Coach through task initiation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Task initiation is one of the big \u003ca href=\"https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/\">executive function skills\u003c/a> that are interrupted by technology and cell phone use, according to Branstetter. Adults might assume that stopping a previous task is an obvious precursor to initiating a new task, but kids and teens might need more explicit instruction to develop that sequencing habit. This can look like asking students what needs to be done in order to start a specific task. Students might suggest that phones need to go away and that they need to pull out necessary materials to perform the new task at hand. According to Branstetter, this is an important practice in self-awareness. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Probe for the feelings behind phone distractions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impulse control is another executive function skill that teens are developing. If a student is having trouble refraining from looking at their phone when initiating a new task, it can help to encourage quick mindful reflection. An adult can ask a teen, “What is it that’s making you go on your phone?” and suggest some feelings like anxiety or boredom that they might identify with. Then the adult and teen can create a quick plan for stopping phone use at that moment and refocusing on the more immediate task.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Try the scrunchie trick or airplane mode\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Putting a scrunchie over the front camera prevents smartphone facial recognition from effortlessly unlocking aphone. Branstetter recommended guiding teens to use that moment when the phone doesn’t unlock for a mental check-in: “Why am I checking this? How do I feel?” If the scrunchie method doesn’t work, Branstetter suggested teaching teens to use airplane mode during a time when phone distractions are unwelcome.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Take advantage of A.I.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also some useful A.I. tools for teens who might struggle with task breakdown and completion. Branstetter recommended \u003ca href=\"https://goblin.tools/About\">Goblin Tools\u003c/a>, which takes a prompt like “I have to write a five-page paper on Mesopotamia,” and creates a checklist with the steps that a student might need to do to complete the assignment.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Use a focus timer\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">Pomodoro technique\u003c/a>, which uses 25-minute bursts of focused time with breaks in between, has been a useful tool for the teens that Branstetter works with. She also recommended \u003ca href=\"https://www.forestapp.cc/\">Forest\u003c/a>, which can be downloaded as a smartphone app or used as a Chrome extension. Forest helps users track their focus time with a visual reminder of focus as a tree slowly grows on the screen, as well as real-world incentive. When a user completes a certain amount of focus time, without distraction, a real tree is planted through Forest app’s partner, Trees For The Future.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Create a tech contract\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/featured-content/files/common_sense_family_media_agreement.pdf\">Tech agreements\u003c/a> or contracts, allow teachers or parents to \u003ca href=\"https://www.commonsensemedia.org/articles/heres-real-proof-that-a-cellphone-contract-works\">collaborate with young people on expectations\u003c/a> for technology. One aspect of a tech agreement can be determining where the technology “hot spots” and “cold spots” are in the classroom or home. By predetermining where technology is expected to be used or not to be used, students have a better chance at applying their learned executive functioning and anticipatory thinking skills. Tech agreements can be \u003ca href=\"https://www.commonsensemedia.org/articles/our-sons-behavior-improved-with-a-tech-agreement\">revisited and adjusted\u003c/a> as often as needed, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Keep a technology diary\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another exercise that parents and teachers might find useful when it comes to making teens aware of their own habits, is to have them create a log of their daily activities, said Branstetter. For example, students can write a timeline of their day and determine how much time is spent outside, doing physical activity, socializing, having fun, focusing, and downtime without technology. By having kids take the time to reflect on their own data and see how much time is spent during their day doing certain activities, the unbalanced moments become very apparent, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>9. Encourage future thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Future planning is \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">also a learned executive function skill\u003c/a>. “Because motivation is the ability to see a positive emotion of the future … we need to help kids do a future sketch,” said Branstetter. Helping students visualize what it might look like and feel like in the future to complete a task will help them with anticipatory thinking.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter likes doing a future sketch that she calls a “movie in your mind.” For example, if a teacher notices a student on their phone when they should be completing a math task, they might say something like this: “Here’s the movie that is playing in my mind right now. You have your phone out and there’s a no-phone policy, so I’m supposed to take it from you, and that’s how the movie ends, with me taking it.” The teacher then prompts the student to narrate how an episode might play out if they finish their math task versus if they don’t finish their math task. The teacher can then simply ask, “which one feels better to you?” leaving the anticipatory thinking to the student.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>10. Reinforce positive behaviors\u003c/b>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter has also seen success in positive reinforcement from adults when it’s specific and sincere. She said praise is best paired with corrective feedback in a 5:1 ratio. But with teenagers, praise is not often received as well if it’s made publicly, so try to offer both praise and corrective feedback in quieter, more private settings. When it comes to regulating screen time in the classroom, praise can be as simple as saying to a student, “I haven’t seen you with your phone all day in my class,” Branstetter suggested in her conference session.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Teens’ focus is interrupted, on average, every 90 seconds. Something as simple as an audible notification can draw focus away from a task. And when humans are distracted, it takes 23 minutes to get back to that previous level of focus. In schools, that means that in a 55-minute class period, multiple distractions across the classroom create an almost impossible task of staying on topic and focused. “When you toggle between two things, you lose cognitive energy and it takes a lot longer to get into deep focus,” said school psychologist \u003c/span>\u003ca href=\"https://www.tiktok.com/@thrivingstudents\">\u003cspan style=\"font-weight: 400\">Rebecca Branstetter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teens “don’t realize that multitasking is neurologically impossible.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter recently spoke at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference in San Francisco, where she cited the above statistics from the book \u003c/span>\u003ca href=\"https://stolenfocusbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stolen Focus\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Johann Hari. When Branstetter asked about challenges with screens in the classroom, the audience of teachers shouted out familiar student behaviors, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">playing games during a lesson,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">denying their phone was out when it was visible and\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">showing up tired from scrolling all night long.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These distractions aren’t only frustrating for educators, research shows they reduce cognitive efficiency. Because social media is designed to keep users engaged for long periods of time, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48315/why-executive-function-skills-take-so-long-to-fully-develop\">\u003cspan style=\"font-weight: 400\">kids and teens are still learning executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s important for parents and teachers to set boundaries and serve as tech mentors, she said. “Willpower alone is not enough. You have to require that environment to set the stage for how to help kids prioritize and focus.” In her talk and a follow-up interview with MindShift, Branstetter offered 10 tips and hacks to help boost teen’s executive function skills and manage screen time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. See tech as a tool\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology is like a hammer, said Branstetter. “It’s a tool, and you can use it to create beautiful things and you can create to destroy things. It depends on how you use it.” Adults can help to empower kids to see tech as a tool by encouraging them to find an app or tech tool that will address a specific challenge they are facing. If a teen is dealing with anxiety, for example, they can test out a few meditation apps and report back to the adult.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter also pointed out that there are apps that block the most searched websites on a device for a period of time, which can be useful for a student having a hard time focusing on tasks for extended periods of time.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Coach through task initiation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Task initiation is one of the big \u003ca href=\"https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/\">executive function skills\u003c/a> that are interrupted by technology and cell phone use, according to Branstetter. Adults might assume that stopping a previous task is an obvious precursor to initiating a new task, but kids and teens might need more explicit instruction to develop that sequencing habit. This can look like asking students what needs to be done in order to start a specific task. Students might suggest that phones need to go away and that they need to pull out necessary materials to perform the new task at hand. According to Branstetter, this is an important practice in self-awareness. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Probe for the feelings behind phone distractions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impulse control is another executive function skill that teens are developing. If a student is having trouble refraining from looking at their phone when initiating a new task, it can help to encourage quick mindful reflection. An adult can ask a teen, “What is it that’s making you go on your phone?” and suggest some feelings like anxiety or boredom that they might identify with. Then the adult and teen can create a quick plan for stopping phone use at that moment and refocusing on the more immediate task.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Try the scrunchie trick or airplane mode\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Putting a scrunchie over the front camera prevents smartphone facial recognition from effortlessly unlocking aphone. Branstetter recommended guiding teens to use that moment when the phone doesn’t unlock for a mental check-in: “Why am I checking this? How do I feel?” If the scrunchie method doesn’t work, Branstetter suggested teaching teens to use airplane mode during a time when phone distractions are unwelcome.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Take advantage of A.I.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also some useful A.I. tools for teens who might struggle with task breakdown and completion. Branstetter recommended \u003ca href=\"https://goblin.tools/About\">Goblin Tools\u003c/a>, which takes a prompt like “I have to write a five-page paper on Mesopotamia,” and creates a checklist with the steps that a student might need to do to complete the assignment.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Use a focus timer\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">Pomodoro technique\u003c/a>, which uses 25-minute bursts of focused time with breaks in between, has been a useful tool for the teens that Branstetter works with. She also recommended \u003ca href=\"https://www.forestapp.cc/\">Forest\u003c/a>, which can be downloaded as a smartphone app or used as a Chrome extension. Forest helps users track their focus time with a visual reminder of focus as a tree slowly grows on the screen, as well as real-world incentive. When a user completes a certain amount of focus time, without distraction, a real tree is planted through Forest app’s partner, Trees For The Future.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Create a tech contract\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/featured-content/files/common_sense_family_media_agreement.pdf\">Tech agreements\u003c/a> or contracts, allow teachers or parents to \u003ca href=\"https://www.commonsensemedia.org/articles/heres-real-proof-that-a-cellphone-contract-works\">collaborate with young people on expectations\u003c/a> for technology. One aspect of a tech agreement can be determining where the technology “hot spots” and “cold spots” are in the classroom or home. By predetermining where technology is expected to be used or not to be used, students have a better chance at applying their learned executive functioning and anticipatory thinking skills. Tech agreements can be \u003ca href=\"https://www.commonsensemedia.org/articles/our-sons-behavior-improved-with-a-tech-agreement\">revisited and adjusted\u003c/a> as often as needed, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Keep a technology diary\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another exercise that parents and teachers might find useful when it comes to making teens aware of their own habits, is to have them create a log of their daily activities, said Branstetter. For example, students can write a timeline of their day and determine how much time is spent outside, doing physical activity, socializing, having fun, focusing, and downtime without technology. By having kids take the time to reflect on their own data and see how much time is spent during their day doing certain activities, the unbalanced moments become very apparent, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>9. Encourage future thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Future planning is \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">also a learned executive function skill\u003c/a>. “Because motivation is the ability to see a positive emotion of the future … we need to help kids do a future sketch,” said Branstetter. Helping students visualize what it might look like and feel like in the future to complete a task will help them with anticipatory thinking.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter likes doing a future sketch that she calls a “movie in your mind.” For example, if a teacher notices a student on their phone when they should be completing a math task, they might say something like this: “Here’s the movie that is playing in my mind right now. You have your phone out and there’s a no-phone policy, so I’m supposed to take it from you, and that’s how the movie ends, with me taking it.” The teacher then prompts the student to narrate how an episode might play out if they finish their math task versus if they don’t finish their math task. The teacher can then simply ask, “which one feels better to you?” leaving the anticipatory thinking to the student.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>10. Reinforce positive behaviors\u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter has also seen success in positive reinforcement from adults when it’s specific and sincere. She said praise is best paired with corrective feedback in a 5:1 ratio. But with teenagers, praise is not often received as well if it’s made publicly, so try to offer both praise and corrective feedback in quieter, more private settings. When it comes to regulating screen time in the classroom, praise can be as simple as saying to a student, “I haven’t seen you with your phone all day in my class,” Branstetter suggested in her conference session.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Six years ago, Harvard \u003ca href=\"https://www.nytimes.com/2017/06/07/opinion/how-to-keep-your-college-admission-offer-start-with-digital-literacy.html?searchResultPosition=1\">withdrew admissions offers\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> from 10 high school seniors it had previously accepted. School officials had gotten wind of jokes circulating on the students’ private Facebook group — memes that made light of school shootings and found hilarity in the Holocaust, among other repellant takes — and reversed course. After the George Floyd murder in 2020, more young people who had posted racist or apparently bigoted posts in their youth faced similar punishment when sleuths unearthed and shared their online offenses. A prominent \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/02/us/racism-social-media-college-admissions.html?searchResultPosition=1\">\u003ci>\u003cspan style=\"font-weight: 400\">New York Times\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">story \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">spread the word to ambitious kids and anxious parents: be careful what you say online, because it \u003ca href=\"https://www.kqed.org/mindshift/58688/you-can-now-ask-google-to-scrub-images-of-minors-from-its-search-results\">never goes away\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Author and media/technology guru \u003ca href=\"https://twitter.com/DevorahHeitner\">Devorah Heitner\u003c/a> heard all about it. Panicked parents approached her and asked, how can I keep my kid from going viral for all the wrong reasons? Heitner’s latest \u003c/span>\u003cspan style=\"font-weight: 400\">book\u003c/span>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/690819/growing-up-in-public-by-devorah-heitner-phd/\">\u003ci>\u003cspan style=\"font-weight: 400\">Growing Up In Public: Coming of Age in a Digital World\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, addresses these and other concerns related to \u003ca href=\"https://www.kqed.org/mindshift/61654/what-happens-when-one-twin-scorns-social-media-and-the-other-embraces-it\">kids’ use and misuse of social media\u003c/a>, as well as the subversive impact of surveillance culture. Heitner wants to help young people and their parents \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">better navigate the digital universe\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But first, let’s be clear about the likely downstream impact of foolish or cruel social media posts on college admissions. Most applicants needn’t agonize about an old SnapChat shot or Facebook message derailing their college dreams; admissions officers barely have the time to review the applications on their desks, let alone comb through ancient Instagram posts. What’s more important is that kids don’t get the message from the grown-ups in their lives that what matters is not getting caught. “I’d worry much more about kids who think genocide is funny than that they didn’t get into Harvard,” Heitner told me. Better to think about children’s character — what kind of teammate or classmate or citizen they are — than on the consequences of a callous post.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What parents \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">should\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> be worried about, or at least attentive to, are subterranean violations of privacy: social media companies scooping up seemingly innocuous data, filtering it through their algorithms, and turning it back on kids to drive consumption. Parents also need to pay attention to creepy sexual harassment on Instagram, which has \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">become routine for girls\u003c/a>. Though common, few kids will tell their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heitner’s advice to parents is grounded in mentorship and communication. “We want our kids to make good decisions, even when we are not right there,” she writes. “Mentoring is better than monitoring if we want to set our kids up for success.” She offers these and other suggestions to parents looking for guidance: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Heal thyself\u003c/b>\u003cspan style=\"font-weight: 400\">. Grown-ups are famous for tut-tutting about kids these days, but \u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">many of us are guilty of the very behavior we bemoan\u003c/a>: cocooning with our phones at all hours, lamenting the failure of our thousands of friends to like a brilliant post, and sharing personal information haphazardly online. To encourage prudent phone and social media use with kids, adults need to adopt it themselves. As a practical matter, that means detaching regularly from electronic devices and downplaying the impact of likes and follows. It also requires parents to be cautious about “sharenting” — displaying triumphant photos of our kids online.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Minimize surveillance.\u003c/b>\u003cspan style=\"font-weight: 400\"> Some kids report being fine with their parents tracking their every move, monitoring their grades and reviewing their texts. But kids acquiescing to their parents’ obsessive worry doesn’t make it wise or right. Keeping a constant eye on kids’ whereabouts generates suspicion and signals an essential mistrust in the child; they can’t be counted on to handle their own assignments, or travel from school to the library without getting lost. Growing up means figuring out how to manage oneself and carry out responsibilities. Better to \u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\">mentor kids in developing agency\u003c/a> than snooping and spying, which only allows for “catching” kids after the fact.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Talk about social media.\u003c/b>\u003cspan style=\"font-weight: 400\"> Immersed in flawless worlds where everyone is celebrating fabulous events that don’t include you, normal kids can easily feel like losers. To offset the enervating effect of Instagram and TikTok, parents need to communicate with their children about…reality. \u003ca href=\"https://www.kqed.org/mindshift/61126/how-to-help-young-people-limit-screen-time-and-improve-their-body-image\">Remind them that social media imagery is curated\u003c/a>. Invite them to assess their feelings when perusing these apps, so they learn how to understand and manage their emotions. Encourage actual activities with friends. Remind them to read posts before “liking” them. “Others’ social media is a performance,” Heitner said. And if kids do something dumb or foolish online to elicit a reaction, resist the temptation to yank their phones away; doing so will drive them to keep secrets. Instead, use the episode as an opportunity to address why posting certain pictures or liking edgy takes can backfire and give others the wrong impression of what kind of person you are.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Guide them on how to share personal information.\u003c/b>\u003cspan style=\"font-weight: 400\"> “There’s no opting out of mentoring our kids on technology,” Heitner said. Help them to be thoughtful about what they share, rather than impulsive. Encourage them to pause before posting something sensitive, and to challenge their own reasoning; if it’s to accumulate likes, that’s probably a bad reason. Advise them that if their post is deeply personal, they would be wise to keep it within a trusted group — friends who have demonstrated they can handle others’ personal disclosures. Though they might resist, kids intent on sharing intimate stories can be encouraged to tell their trusted friends in person rather than through Instagram. And unless the child is floundering, don’t snoop. No good can come of it.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Talk about sexting. \u003c/b>\u003cspan style=\"font-weight: 400\">Regrettable it may be, but most middle school children know about explicit imagery popping up on their phones. Heitner encourages parents to talk with their children about never forwarding explicit pictures, regardless of the source. Explain how doing so \u003ca href=\"https://www.kqed.org/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help\">breaches another’s privacy and transgresses ethics\u003c/a> — while also violating the law in some states. A parent might invite an exchange the next time a celebrity’s private photos are disseminated against her will. “It’s not an optional conversation,” Heitner told me.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Help them through the worst. \u003c/b>\u003cspan style=\"font-weight: 400\">Despite a parent’s best efforts, some kids do get caught up in social media scandals. There’s a way to handle this, Heitner says. First, let them know you understand their feelings of shame, humiliation or anger. Protect them from physical danger if such a risk exists. Then, invite them to reflect on and interrogate their own actions in the episode. And always set a good example: if other children are publicly shamed, don’t reshare and pile on. It’s during such dreadful periods that a family custom of open communication becomes most valuable. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Six years ago, Harvard \u003ca href=\"https://www.nytimes.com/2017/06/07/opinion/how-to-keep-your-college-admission-offer-start-with-digital-literacy.html?searchResultPosition=1\">withdrew admissions offers\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> from 10 high school seniors it had previously accepted. School officials had gotten wind of jokes circulating on the students’ private Facebook group — memes that made light of school shootings and found hilarity in the Holocaust, among other repellant takes — and reversed course. After the George Floyd murder in 2020, more young people who had posted racist or apparently bigoted posts in their youth faced similar punishment when sleuths unearthed and shared their online offenses. A prominent \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/07/02/us/racism-social-media-college-admissions.html?searchResultPosition=1\">\u003ci>\u003cspan style=\"font-weight: 400\">New York Times\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">story \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">spread the word to ambitious kids and anxious parents: be careful what you say online, because it \u003ca href=\"https://www.kqed.org/mindshift/58688/you-can-now-ask-google-to-scrub-images-of-minors-from-its-search-results\">never goes away\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Author and media/technology guru \u003ca href=\"https://twitter.com/DevorahHeitner\">Devorah Heitner\u003c/a> heard all about it. Panicked parents approached her and asked, how can I keep my kid from going viral for all the wrong reasons? Heitner’s latest \u003c/span>\u003cspan style=\"font-weight: 400\">book\u003c/span>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.penguinrandomhouse.com/books/690819/growing-up-in-public-by-devorah-heitner-phd/\">\u003ci>\u003cspan style=\"font-weight: 400\">Growing Up In Public: Coming of Age in a Digital World\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, addresses these and other concerns related to \u003ca href=\"https://www.kqed.org/mindshift/61654/what-happens-when-one-twin-scorns-social-media-and-the-other-embraces-it\">kids’ use and misuse of social media\u003c/a>, as well as the subversive impact of surveillance culture. Heitner wants to help young people and their parents \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">better navigate the digital universe\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But first, let’s be clear about the likely downstream impact of foolish or cruel social media posts on college admissions. Most applicants needn’t agonize about an old SnapChat shot or Facebook message derailing their college dreams; admissions officers barely have the time to review the applications on their desks, let alone comb through ancient Instagram posts. What’s more important is that kids don’t get the message from the grown-ups in their lives that what matters is not getting caught. “I’d worry much more about kids who think genocide is funny than that they didn’t get into Harvard,” Heitner told me. Better to think about children’s character — what kind of teammate or classmate or citizen they are — than on the consequences of a callous post.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What parents \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">should\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> be worried about, or at least attentive to, are subterranean violations of privacy: social media companies scooping up seemingly innocuous data, filtering it through their algorithms, and turning it back on kids to drive consumption. Parents also need to pay attention to creepy sexual harassment on Instagram, which has \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">become routine for girls\u003c/a>. Though common, few kids will tell their parents.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heitner’s advice to parents is grounded in mentorship and communication. “We want our kids to make good decisions, even when we are not right there,” she writes. “Mentoring is better than monitoring if we want to set our kids up for success.” She offers these and other suggestions to parents looking for guidance: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Heal thyself\u003c/b>\u003cspan style=\"font-weight: 400\">. Grown-ups are famous for tut-tutting about kids these days, but \u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">many of us are guilty of the very behavior we bemoan\u003c/a>: cocooning with our phones at all hours, lamenting the failure of our thousands of friends to like a brilliant post, and sharing personal information haphazardly online. To encourage prudent phone and social media use with kids, adults need to adopt it themselves. As a practical matter, that means detaching regularly from electronic devices and downplaying the impact of likes and follows. It also requires parents to be cautious about “sharenting” — displaying triumphant photos of our kids online.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Minimize surveillance.\u003c/b>\u003cspan style=\"font-weight: 400\"> Some kids report being fine with their parents tracking their every move, monitoring their grades and reviewing their texts. But kids acquiescing to their parents’ obsessive worry doesn’t make it wise or right. Keeping a constant eye on kids’ whereabouts generates suspicion and signals an essential mistrust in the child; they can’t be counted on to handle their own assignments, or travel from school to the library without getting lost. Growing up means figuring out how to manage oneself and carry out responsibilities. Better to \u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\">mentor kids in developing agency\u003c/a> than snooping and spying, which only allows for “catching” kids after the fact.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Talk about social media.\u003c/b>\u003cspan style=\"font-weight: 400\"> Immersed in flawless worlds where everyone is celebrating fabulous events that don’t include you, normal kids can easily feel like losers. To offset the enervating effect of Instagram and TikTok, parents need to communicate with their children about…reality. \u003ca href=\"https://www.kqed.org/mindshift/61126/how-to-help-young-people-limit-screen-time-and-improve-their-body-image\">Remind them that social media imagery is curated\u003c/a>. Invite them to assess their feelings when perusing these apps, so they learn how to understand and manage their emotions. Encourage actual activities with friends. Remind them to read posts before “liking” them. “Others’ social media is a performance,” Heitner said. And if kids do something dumb or foolish online to elicit a reaction, resist the temptation to yank their phones away; doing so will drive them to keep secrets. Instead, use the episode as an opportunity to address why posting certain pictures or liking edgy takes can backfire and give others the wrong impression of what kind of person you are.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Guide them on how to share personal information.\u003c/b>\u003cspan style=\"font-weight: 400\"> “There’s no opting out of mentoring our kids on technology,” Heitner said. Help them to be thoughtful about what they share, rather than impulsive. Encourage them to pause before posting something sensitive, and to challenge their own reasoning; if it’s to accumulate likes, that’s probably a bad reason. Advise them that if their post is deeply personal, they would be wise to keep it within a trusted group — friends who have demonstrated they can handle others’ personal disclosures. Though they might resist, kids intent on sharing intimate stories can be encouraged to tell their trusted friends in person rather than through Instagram. And unless the child is floundering, don’t snoop. No good can come of it.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Talk about sexting. \u003c/b>\u003cspan style=\"font-weight: 400\">Regrettable it may be, but most middle school children know about explicit imagery popping up on their phones. Heitner encourages parents to talk with their children about never forwarding explicit pictures, regardless of the source. Explain how doing so \u003ca href=\"https://www.kqed.org/mindshift/62011/teens-want-to-know-how-to-have-better-relationships-consent-education-can-help\">breaches another’s privacy and transgresses ethics\u003c/a> — while also violating the law in some states. A parent might invite an exchange the next time a celebrity’s private photos are disseminated against her will. “It’s not an optional conversation,” Heitner told me.\u003c/span>\u003c/li>\n\u003cli>\u003cb>Help them through the worst. \u003c/b>\u003cspan style=\"font-weight: 400\">Despite a parent’s best efforts, some kids do get caught up in social media scandals. There’s a way to handle this, Heitner says. First, let them know you understand their feelings of shame, humiliation or anger. Protect them from physical danger if such a risk exists. Then, invite them to reflect on and interrogate their own actions in the episode. And always set a good example: if other children are publicly shamed, don’t reshare and pile on. It’s during such dreadful periods that a family custom of open communication becomes most valuable. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">“Only yes means yes, take nothing more and nothing less.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your body, your choice, consent gives everyone a voice.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rhymes like these are often used to teach and reinforce the essential definition of consent: that all parties need to fully agree to take part in an activity or behavior. While they’re catchy and memorable — a consent-related song and dance even became \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8W4oKiEQph0\">\u003cspan style=\"font-weight: 400\">a popular TikTok trend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — these kinds of phrases don’t cover the full extent of what’s needed for kids to understand consent in today’s world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication. And kids want to learn these skills. Harvard Graduate School of Education’s \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (MCC) surveyed over 3,000 young adults and high school students and found that young adults want more guidance about developing caring, long-lasting relationships. “We do almost nothing to prepare young people for the subtle, tender, generous, focused, disciplined, tough, wonderful work of learning how to love somebody else and learning how to be loved,” said Richard Weissbourd, the director of MCC.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, consent education sometimes faces resistance from parents and community members who worry that the topics covered are too mature. As a result, implementing consent education programs in schools can be a challenge. In Utah, for example, when state representative Carol Spackman Moss – a former English teacher – \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2021/02/20/second-try-bill-updating/\">\u003cspan style=\"font-weight: 400\">proposed a bill to mandate consent education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, opposing groups claimed the legislation promoted sexual activity. \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2022/03/08/i-was-just-stunned-bill/\">\u003cspan style=\"font-weight: 400\">The bill failed.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When politicians and activists focus on the “sex” part of consent, they forget that consent can be applied to many non-sexual situations, said health educator \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54805/how-parents-can-talk-with-their-teens-about-sex-and-consent\">\u003cspan style=\"font-weight: 400\">Shafia Zaloom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Kids are navigating complex social landscapes every day, and their brains are primed to seek social acceptance. When young people say “no” to things like vaping or cheating, they’re saying no to the social power and the meaning that that person has in their relationships, according to Zaloom. That’s hard to do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom teaches health education and consent workshops at schools and nonprofit organizations. Learning to express and respect boundaries are central to her curriculum. In a class she teaches at Urban High School in San Francisco, Zaloom emphasizes that consent is not only about getting a yes or no. The goal is to make sure people leave an experience or relationship feeling respected. “That simply means that both people feel like they were treated like they have value,” she said. Through this work, she has seen that by teaching students about consent, schools can create a lasting culture of empathy and inclusion that benefits the whole community.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Some schools are rethinking sex ed with lessons on consent\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/9lh4XkuG_1A?start=1&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>From space bubbles to role playing \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Zaloom defines consent with her students, she uses concepts that are suited to their developmental stage. Generally, she said, consent can be boiled down to the idea that your body belongs to you. “You get to choose how you touch and how you get touched,” said Zaloom. When she’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59875/the-case-for-starting-sex-ed-in-kindergarten-hula-hoops-recommended\">\u003cspan style=\"font-weight: 400\">teaching young kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zaloom prompts them to think about their space bubbles so little ones can easily conceptualize how they interact with each other. Zaloom is sometimes asked to speak at schools where a young child has been hugging and kissing classmates on the playground without their consent. Adults in the school typically respond to the child by saying “no means no” with regard to touching other kids. While well-intended, Zaloom said this response teaches kids that the responsibility is on the recipient to object to something like a hug or a kiss. It’s more helpful, she said, to teach that people must actively seek consent before initiating such actions. And that a “yes” in one moment doesn’t mean “yes” always. “It’s an opportunity then to engage with kids around the reasons for consent and why they’re so important,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With older students, consent definitions are less concrete because consent can be applied to so many different situations. It comes into play when a student needs to borrow a calculator from a peer or when they are asking one another to be their date to prom. Older students are more interested in what consent looks like in action, said Zaloom, who finds that many teens already know the definition of consent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her classes, Zaloom has students role play scenarios that may come up in relationships. For instance, twenty-three year old Alyssa Romo, a graduate from Urban High School,\u003c/span>\u003cspan style=\"font-weight: 400\"> participated in a role play where a classmate said “I love you” when she wasn’t ready to reciprocate those feelings. \u003c/span>\u003cspan style=\"font-weight: 400\">“That’s something I still struggle with,” Romo said. “I remember thinking, ‘Oh, like it’s okay to not say [you’re in love] if you don’t want to.’” By actively participating in these scenarios, students develop skills for navigating complex emotional situations in relationships. Role playing allows students to explore different perspectives, learn effective ways to express their feelings and boundaries, and practice active listening and empathy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really important to meet kids where they are and to find things that translate all of this language and expectation into things that don’t feel so big and overwhelming,” said Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6515570052&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>More than a “moment of legal responsibility” \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sex education is often the closest schools get to teaching about love and relationships, but sex and health education programs can fall short when they only focus on STD and pregnancy prevention. According to \u003c/span>\u003ca href=\"https://siecus.org/wp-content/uploads/2021/09/2022-Sex-Ed-State-Law-and-Policy-Chart.pdf\">\u003cspan style=\"font-weight: 400\">Sex Ed for Social Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 16 states provide abstinence-only sex education. “It’s not about how to have an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50518/how-to-teach-teens-about-love-consent-and-emotional-intelligence\">\u003cspan style=\"font-weight: 400\">ethical, intimate relationship or sexual relationship \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">with somebody else,” said MCC’s Weissbourd. While some \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4882098/\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlight the effectiveness of abstinence-based education, \u003c/span>\u003ca href=\"https://www.jahonline.org/article/S1054-139X(17)30260-4/fulltext\">\u003cspan style=\"font-weight: 400\">a recent analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that abstinence-only programs do not reduce teen pregnancies or STD rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s so much more to think about, to take into consideration, to be attuned to, if we’re really talking about promoting healthy sexuality and relationships that are grounded in mutual respect, empathy, care and dignity,” said Zaloom. She teaches students about laws pertaining to sex and consent, but also encourages students to think of consent as a “vibe”, rather than a moment of legal responsibility, meaning that consent isn’t about just checking a box and moving on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she talks to students about ethical sexuality, which takes into account a person’s wellbeing. So whether it’s a casual relationship or something they’ve been building up to for a long time, both people involved should be consenting and aligned. Zaloom prompts students to think about what good sex means to them. “Because you can have a consensual sexual experience that is boring. That’s embarrassing. That’s disappointing. And not that that isn’t a part of life. It certainly is. But we want to aspire to something a little more than that,” said Zaloom. “So there’s legal, there’s ethical, and then there’s what’s good.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving beyond popular culture messages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">MCC’s survey of teens and young adults indicates that if children do not receive education about love and relationships from their parents or schools, they are likely to seek information from popular culture, including movies and social media. While popular culture representations are not inherently negative, unchecked models of unhealthy relationships can influence young people’s perceptions. “In that way, images of the media are more damaging and dangerous than images of violence in the media,” said Weissbourd. Misconceptions can result in young people staying in unhealthy relationships, alcoholism, or domestic abuse, according to MCC’s survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To counteract the negative influence of popular entertainment, Zaloom assigns romantic comedies for students to watch and facilitates whole-class discussions about them. During these discussions, students identify and analyze both healthy and unhealthy relationship practices portrayed by the main characters. Romo, Zaloom’s former student, remembered watching the movie “Friends with Benefits,” and identifying the characters’ healthy relationship practices. “Like setting expectations for the relationship or boundaries or telling each other what they wanted,” said Romo. “It’s a silly movie, but that’s kind of a big deal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When done well, consent education can help young people to navigate relationships, establish boundaries, and build meaningful connections. Romo, who is recently single after ending a five-year-long relationship, said she’s insistent on how people treat her because of what she learned in Zaloom’s class. “We had a lot of conversations about setting boundaries and being conscious of what you want out of a relationship and a partner and the people in your life,” said Romo. “That really stuck with me.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of this post misspelled Shafia Zaloom’s last name. We regret the error.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Only yes means yes, take nothing more and nothing less.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your body, your choice, consent gives everyone a voice.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rhymes like these are often used to teach and reinforce the essential definition of consent: that all parties need to fully agree to take part in an activity or behavior. While they’re catchy and memorable — a consent-related song and dance even became \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=8W4oKiEQph0\">\u003cspan style=\"font-weight: 400\">a popular TikTok trend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — these kinds of phrases don’t cover the full extent of what’s needed for kids to understand consent in today’s world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The primary goal of consent education is to foster healthy and respectful relationships rooted in mutual understanding and effective communication. And kids want to learn these skills. Harvard Graduate School of Education’s \u003c/span>\u003ca href=\"https://mcc.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">Making Caring Common\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (MCC) surveyed over 3,000 young adults and high school students and found that young adults want more guidance about developing caring, long-lasting relationships. “We do almost nothing to prepare young people for the subtle, tender, generous, focused, disciplined, tough, wonderful work of learning how to love somebody else and learning how to be loved,” said Richard Weissbourd, the director of MCC.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, consent education sometimes faces resistance from parents and community members who worry that the topics covered are too mature. As a result, implementing consent education programs in schools can be a challenge. In Utah, for example, when state representative Carol Spackman Moss – a former English teacher – \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2021/02/20/second-try-bill-updating/\">\u003cspan style=\"font-weight: 400\">proposed a bill to mandate consent education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, opposing groups claimed the legislation promoted sexual activity. \u003c/span>\u003ca href=\"https://www.sltrib.com/news/2022/03/08/i-was-just-stunned-bill/\">\u003cspan style=\"font-weight: 400\">The bill failed.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When politicians and activists focus on the “sex” part of consent, they forget that consent can be applied to many non-sexual situations, said health educator \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54805/how-parents-can-talk-with-their-teens-about-sex-and-consent\">\u003cspan style=\"font-weight: 400\">Shafia Zaloom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Kids are navigating complex social landscapes every day, and their brains are primed to seek social acceptance. When young people say “no” to things like vaping or cheating, they’re saying no to the social power and the meaning that that person has in their relationships, according to Zaloom. That’s hard to do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zaloom teaches health education and consent workshops at schools and nonprofit organizations. Learning to express and respect boundaries are central to her curriculum. In a class she teaches at Urban High School in San Francisco, Zaloom emphasizes that consent is not only about getting a yes or no. The goal is to make sure people leave an experience or relationship feeling respected. “That simply means that both people feel like they were treated like they have value,” she said. Through this work, she has seen that by teaching students about consent, schools can create a lasting culture of empathy and inclusion that benefits the whole community.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Some schools are rethinking sex ed with lessons on consent\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/9lh4XkuG_1A?start=1&feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>From space bubbles to role playing \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Zaloom defines consent with her students, she uses concepts that are suited to their developmental stage. Generally, she said, consent can be boiled down to the idea that your body belongs to you. “You get to choose how you touch and how you get touched,” said Zaloom. When she’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59875/the-case-for-starting-sex-ed-in-kindergarten-hula-hoops-recommended\">\u003cspan style=\"font-weight: 400\">teaching young kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Zaloom prompts them to think about their space bubbles so little ones can easily conceptualize how they interact with each other. Zaloom is sometimes asked to speak at schools where a young child has been hugging and kissing classmates on the playground without their consent. Adults in the school typically respond to the child by saying “no means no” with regard to touching other kids. While well-intended, Zaloom said this response teaches kids that the responsibility is on the recipient to object to something like a hug or a kiss. It’s more helpful, she said, to teach that people must actively seek consent before initiating such actions. And that a “yes” in one moment doesn’t mean “yes” always. “It’s an opportunity then to engage with kids around the reasons for consent and why they’re so important,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With older students, consent definitions are less concrete because consent can be applied to so many different situations. It comes into play when a student needs to borrow a calculator from a peer or when they are asking one another to be their date to prom. Older students are more interested in what consent looks like in action, said Zaloom, who finds that many teens already know the definition of consent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her classes, Zaloom has students role play scenarios that may come up in relationships. For instance, twenty-three year old Alyssa Romo, a graduate from Urban High School,\u003c/span>\u003cspan style=\"font-weight: 400\"> participated in a role play where a classmate said “I love you” when she wasn’t ready to reciprocate those feelings. \u003c/span>\u003cspan style=\"font-weight: 400\">“That’s something I still struggle with,” Romo said. “I remember thinking, ‘Oh, like it’s okay to not say [you’re in love] if you don’t want to.’” By actively participating in these scenarios, students develop skills for navigating complex emotional situations in relationships. Role playing allows students to explore different perspectives, learn effective ways to express their feelings and boundaries, and practice active listening and empathy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s really important to meet kids where they are and to find things that translate all of this language and expectation into things that don’t feel so big and overwhelming,” said Zaloom.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC6515570052&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>More than a “moment of legal responsibility” \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sex education is often the closest schools get to teaching about love and relationships, but sex and health education programs can fall short when they only focus on STD and pregnancy prevention. According to \u003c/span>\u003ca href=\"https://siecus.org/wp-content/uploads/2021/09/2022-Sex-Ed-State-Law-and-Policy-Chart.pdf\">\u003cspan style=\"font-weight: 400\">Sex Ed for Social Change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 16 states provide abstinence-only sex education. “It’s not about how to have an \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50518/how-to-teach-teens-about-love-consent-and-emotional-intelligence\">\u003cspan style=\"font-weight: 400\">ethical, intimate relationship or sexual relationship \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">with somebody else,” said MCC’s Weissbourd. While some \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4882098/\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> highlight the effectiveness of abstinence-based education, \u003c/span>\u003ca href=\"https://www.jahonline.org/article/S1054-139X(17)30260-4/fulltext\">\u003cspan style=\"font-weight: 400\">a recent analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that abstinence-only programs do not reduce teen pregnancies or STD rates. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s so much more to think about, to take into consideration, to be attuned to, if we’re really talking about promoting healthy sexuality and relationships that are grounded in mutual respect, empathy, care and dignity,” said Zaloom. She teaches students about laws pertaining to sex and consent, but also encourages students to think of consent as a “vibe”, rather than a moment of legal responsibility, meaning that consent isn’t about just checking a box and moving on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she talks to students about ethical sexuality, which takes into account a person’s wellbeing. So whether it’s a casual relationship or something they’ve been building up to for a long time, both people involved should be consenting and aligned. Zaloom prompts students to think about what good sex means to them. “Because you can have a consensual sexual experience that is boring. That’s embarrassing. That’s disappointing. And not that that isn’t a part of life. It certainly is. But we want to aspire to something a little more than that,” said Zaloom. “So there’s legal, there’s ethical, and then there’s what’s good.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Moving beyond popular culture messages\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">MCC’s survey of teens and young adults indicates that if children do not receive education about love and relationships from their parents or schools, they are likely to seek information from popular culture, including movies and social media. While popular culture representations are not inherently negative, unchecked models of unhealthy relationships can influence young people’s perceptions. “In that way, images of the media are more damaging and dangerous than images of violence in the media,” said Weissbourd. Misconceptions can result in young people staying in unhealthy relationships, alcoholism, or domestic abuse, according to MCC’s survey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To counteract the negative influence of popular entertainment, Zaloom assigns romantic comedies for students to watch and facilitates whole-class discussions about them. During these discussions, students identify and analyze both healthy and unhealthy relationship practices portrayed by the main characters. Romo, Zaloom’s former student, remembered watching the movie “Friends with Benefits,” and identifying the characters’ healthy relationship practices. “Like setting expectations for the relationship or boundaries or telling each other what they wanted,” said Romo. “It’s a silly movie, but that’s kind of a big deal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When done well, consent education can help young people to navigate relationships, establish boundaries, and build meaningful connections. Romo, who is recently single after ending a five-year-long relationship, said she’s insistent on how people treat her because of what she learned in Zaloom’s class. “We had a lot of conversations about setting boundaries and being conscious of what you want out of a relationship and a partner and the people in your life,” said Romo. “That really stuck with me.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Correction: A previous version of this post misspelled Shafia Zaloom’s last name. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"masters-of-scale": {
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},
"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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},
"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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},
"radiolab": {
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