Minimising screen time and developing a healthy relationship with screens is not a new conversation. New guidance from Sensible Screen Use around supporting students’ use of digital technologies in schools and other spaces has enriched this long-standing discussion. This is especially important for young New Zealanders, who have among the highest rates of screen use in the world, both at home and in the classroom. The average global use of digital devices for learning, including in other wealthy countries, is once or twice per week.
It follows work earlier this year that identified frequent and extended device use has been linked to the risk of harm to the health of children in Aotearoa. Julie Cullen, the lead author of the research, is a paediatric physiotherapist and founder of Sensible Screen use. The recommendations were developed in collaboration with other authors while studying at the Auckland University of Technology.
“‘Recommendations for the use of digital technologies: schools, kura and early childhood education,’ go some way to meeting the United Nations’ calls for urgent discussion and regulation of digitisation of education,” Julie says. The findings have been endorsed by The Paediatric Society of New Zealand Te Kāhui Mātai Arotamariki o Aotearoa. Also endorsing the research are The Pasifika Principals Association (NZPPA), Brainwave Trust, The Office for Early Childhood Education, The Australia and New Zealand Child Myopia Working Group and Sensible Screen Use.
“The purpose of the recommendations is to ensure New Zealand students maximise the learning benefits that screen-based digital tools can offer while minimising risks to health and wellbeing as they grow,” she adds. “Digital technologies can offer opportunities for learning and other benefits. However, there is now broad agreement amongst the scientific community that digital devices and internet access also present a risk of harm to children and youth.”
The recommendations include evidence-based advice for safer screen use in education settings across different ages and stages of development, including interventions such as eye breaks, blinking exercises, advice on safer use of headphones and earbuds, limits on screen time or a balance of screen-based learning with screen breaks, non-digital activities, and many others. This advice was produced by a diverse group of local and international scientists, educators, clinicians, and experts in digital media use for children and youth.
The Paediatric Society of New Zealand says the guidelines “provide practical and comprehensive recommendations to maximise the educational benefits of digital technologies while minimising potential health risks”.
“The document is the result of extensive research and consultation with experts in education, health, and digital safety. It outlines actionable strategies for balancing screen time and promoting the best outcomes for all children, including those with special learning needs.”
Julie welcomes the broad support for the guidelines. “It shows the strong need for nuanced conversations about how children and teens can make the most of other opportunities digital technology provides, with lower risk than many students are currently facing,” Julie says.
While the research directly addresses digital technology use in educational settings, it offers valuable hints for adults in offices and screen-facing jobs. As the research notes, excessive screen time can be harmful regardless of age. Adults in offices likely face similar risks to children, such as eye strain, posture problems, and potential sleep disruption. The recommendations emphasise regular screen breaks with eye exercises and non-digital activities; adults can adopt similar practices to reduce strain and promote well-being.
We need to live balanced digitised lives. Taking breaks for movement and periodically stepping away from screens are crucial practices for office and screen-facing working adults, in particular. Screen time takes a physical toll. Prolonged sitting, part and parcel of screen use, contributes to obesity, heart disease, and shorter life expectancy. Staring at screens also leads to eye strain, headaches, and poor posture.
The mental health effects are equally concerning. A study in the journal Psychology of Popular Media Culture found that people who spent more time on social media were three times more likely to experience depression. The constant stream of curated, perfect images can foster comparison and feelings of inadequacy. Not to mention that face-to-face interaction decreases, depression and anxiety increase, seeing as our lives are growingly antisocial per digitalisation.
Screen time before bed disrupts our sleep patterns. The blue light emitted by screens suppresses melatonin production, making it harder to fall asleep. Citing another journal study, Sleep Health found that reading on a blue light-emitting device before bed reduced sleep quality. Setting boundaries is key: designate screen-free zones (like the bedroom) and times (during meals or an hour before bed).
Screens are a necessary part of modern life; awareness of our usage and intentional boundaries are key to mitigating the negative effects. Be aware of when you’re reaching for a screen out of boredom or habit; stay mindful. Replace screen time with physical activities, reading, or creative pursuits. Apps like Freedom, Moment, and Screen Time track and limit your screen use, too. There are many things you can do; you just have to keep your presence in mind and avoid the algorithm and screen time trap. Don’t be an iPad kid!
According to its website, the UN cites three keys to unlocking the power of digital teaching and learning, making it more universally accessible and a more reliable pillar of holistic educational experiences.
Key one is content. The UN says that high-quality, curriculum-relevant digital teaching and learning content must be made available to all students, learners, teachers and caregivers through digital learning platforms.
“Digital learning platforms with high-quality content can transform learning for children, youth and adults. The experience of the COVID-19 educational disruption revealed that large numbers of learners do not know where to go or have nowhere to go to access digital education resources to pursue their studies, needs and interests.
“In many instances, content that does exist has not been quality assured, is inaccessible on mobile phones, is poorly organised, or resides behind paywalls or in virtual spaces that inappropriately capture and sell student data and expose learners to advertising.
“A recent review of over 150 ed-tech products found that close to 90 per cent were engaged in data practices that risked or infringed on children’s rights. Too many countries still have no publicly sanctioned platforms and content for digital learning.”
Key two is capacity. The UN notes that the capacity to use digital technology to improve learning must be strengthened to ensure teachers, learners, and other education stakeholders have the skills and knowledge needed to leverage digital tools for learning using evidence-based approaches.
“Capacity development is needed to enable evidence-based approaches to effective digital learning, which will provide benefits well beyond academic outcomes. Across the world, a lack of digital skills ranks among the most commonly cited barriers to using the internet for education and other purposes, often eclipsing even barriers of cost.
“One in three people lack even the most basic digital skills, and even for those who have digital skills, very little training is available to teachers to enhance their pedagogical practices for using technology effectively. Moreover, gender gaps in digital skills remain unacceptably high. Women and girls are 25 per cent less likely than men to know how to leverage digital technology for basic purposes.”
Key three is connectivity. Digital connectivity helps ensure that all schools and individuals can benefit from the educational advantages that come with good-quality internet connections, the UN says.
“Connectivity provides a vital pathway to digital learning. Globally, however, 2.9 billion people are still offline, 90 per cent of whom live in developing countries. In addition, there are significant differences in internet affordability worldwide, such that the poorest people often have the most expensive mobile data fees.
“Due largely to access and cost differentials, people in wealthy countries use, on average, 35 times more digital data than people in poorer countries. This inequity in access to connectivity narrows opportunities for far too many young people and adults to learn and fulfil their potential.
Read more here: https://www.un.org/en/transforming-education-summit/digital-learning-all
So how can employers implement the three keys to prioritising safety and wellbeing?
By using high-quality platforms that ensure privacy, are accessible and inclusive, and focus on input and well-being, employees are uplifted and protected.
· Employee privacy: Ensure any digital platforms used to protect employee data and privacy. Conduct regular audits to guarantee platforms aren’t misusing data or exposing employees to unnecessary risks.
· Accessible and inclusive: Choose platforms that are accessible for all employees, including those with disabilities. This means platforms should comply with accessibility standards and offer features like screen reader compatibility.
· Wellbeing-focused features: Opt for platforms that have built-in features promoting wellbeing, such as reminders to take breaks, limits on after-hours notifications, and tools to track and manage screen time.
· Employee input: Involve employees in the selection and implementation of digital platforms. Get their feedback on usability, comfort, and any wellbeing concerns.
Capacity development looks like regular education, training, policy updates, and an awareness of the physical impacts of screen use such as what it does to our eyes and posture, as examples.
· Digital literacy training: Provide training on how to use digital tools in a way that promotes wellbeing. This could include workshops on healthy screen use, setting boundaries, and using technology’s wellbeing-focused features.
· Manager training: Equip managers to recognise signs of screen-related burnout or wellbeing issues. Teach them how to have supportive conversations and connect employees with resources.
· Wellbeing policies: Develop clear policies around healthy screen use, such as limits on work hours, screen breaks, and encouraging screen-free time. Make sure managers model these behaviours.
· Eye care benefits: Offer benefits that support eye health, such as reimbursement for eye exams or blue light-blocking glasses.
Finally, setting boundaries, maintaining strong relationships, and keeping the real-life web strong means keeping people safe on the digital web.
· Equitable access: Ensure all employees have reliable access to the internet and necessary devices. This might mean providing equipment or subsidies for home internet.
· Boundaries: Establish clear expectations around when employees need to be connected versus when they can disconnect. Respect employees’ screen-free times and spaces.
· Screen breaks: Encourage regular screen breaks and time outdoors. If possible, create screen-free zones in the physical workspace.
· Wellbeing support: Provide access to wellbeing resources, like mental health support or digital wellbeing coaching, that employees can access remotely.
By focusing on these three keys, employers can create a digital work environment that prioritises employee safety and wellbeing. This, in turn, can lead to more engaged, productive employees and a healthier, happier workplace.
We can be hypercritical about children and their relationship with screens. We cannot become hypocritical when doing so, though. Teaching our kids to stay aware and healthy when it comes to using screens, devices, the Internet, and new technology, starts with leading by example, whether that’s around children at home or in one’s own daily life and work practice.
