Issue #32: Balancing Screens and Nature: A Community’s Journey to Mindful Parenting by Oren and Na'ama

Written by Oren Schaedel and Na’ama Moran

Many of us came here to make conscious changes in our lives, especially in the lives of our children. We are surrounded by beauty, nature, and the freedom to create a meaningful upbringing environment for our children. Yet, like most families around the world, we face a growing concern about our children’s relationship with digital devices and social media.  Finding a balance between screen time and non-digital play for our children is a challenge that many families face, at home and in our community spaces. It turns out that this is not an issue that families can solve by themselves; your children are exposed to many influences during school and after school, and without community agreements, your children may be exposed to digital content or games that at home you do not allow. In other words, collective action is necessary to address this issue. Together, we can address these concerns in a way that meets the needs of our children and our desire for balance as parents.

Luckily, our unique, tight-knit community is blessed with the gift of living so close to nature and sharing values of conscious living  - that is why we have a real opportunity to take collective action to reshape the way our children interact with technology. By joining forces, we can ensure that our children grow up with a healthy relationship with digital devices while preserving the natural curiosity, problem solving and joyful play that come from exploring the outdoors.

Our goal is to create a conscious, community-driven approach to using digital devices and social media - a program that educates, organizes, and activates our community to reduce screen time and promote outdoor play and meaningful in-person connections. Together, we will build a healthier future for our children, support each other as parents, and set an example of intentional digital use.

The program we are proposing consists of three main components: Educate, Organize, and Act. These units provide the foundation for the actions we will take to shift our community’s habits, and they reflect insights from the best research and advice available nowadays. Here’s a closer look at each phase of the plan.

1. Educate: Raising Awareness of the Risks and Benefits of Screen Time and Social Media

The first step in shaping our community’s relationship with technology is education. As parents and caregivers, it is vital that we understand the risks that prolonged exposure to digital devices and social media pose to our children’s physical, emotional and mental well-being.

Today, Asbestos is widely known as a carcinogen, and is rarely used as a building material and fire retardant, yet,  during the 20th century, it had been widely used  in many countries around the world. Research on the lethal effects of asbestos on people started amassing in the 1930s, yet the public movement to regulate asbestos began 30 years later during the 1960s . Public education campaigns and scientific advocacy ramped up during the 1970s, leading to a consumer-driven push for safer alternatives and workplace protections. By the late 1980s and early 1990s, this growing public pressure led to significant legislative changes, including the Asbestos Hazard Emergency Response Act (AHERA) in 1986 in the U.S., and similar regulations in other countries, banning or restricting asbestos use.

Do we really want to wait that long to protect our own children?

Studies have shown that excessive screen time can lead to: increased anxiety or depression in children and teens [1,2]  body image issues [7,8] sleep disturbances [9,10], cyberbullying [5,6] and reduced attention span [11,12]. The uncurated online content they consume can influence their self-image and cognitive development [13-16]. Social media, in particular, can encourage unrealistic comparisons to others, superficial connections, cyberbullying and addiction to instant gratification. Additionally, exposure to blue light from screens disrupts circadian rhythms, negatively impacting sleep quality and, by extension, overall health [9,10].

To address this, we are building a comprehensive website that may serve as the go-to resource for parents in our community. The site will host a collection of articles, summaries of scientific research, and helpful tips for establishing healthier digital boundaries at home. Families will be encouraged to try out different screen time management strategies - like designated device-free hours or tech-free zones - and share what works within their household. This will give us practical, real-world insights that we can discuss as a group as we refine our community policies.

The Educate component will also provide resources for understanding how to keep our children active, while fostering curiosity and creativity in our children without the reliance on screens. We want to promote outdoor activities, hands-on projects, or community-led events like nature walks and outdoor play. We will work with the school and the community to provide guidelines for the games and apps that teach children skills, yet, we do encourage each family to set its own guidelines on the amount and timing of screen time. 

2. Organize: Making Community Agreements

Once we are all equipped with some basic knowledge of the effects of screen time on children, the next phase is to organize our community around a shared set of values and standards regarding digital device use. This is not about imposing strict, one-size-fits-all rules; instead, it is about approaching this conversation with compassion and understanding, working together to find a consensus that reflects the unique needs and aspirations of our rural, close-knit community.

It is very common nowadays to ask what is your preference for your children’s food for eg. gluten free? Vegetarian? Any allergies? etc. Yet it is not often that you are asked about your preferences for your children’s digital media use. 

Given the collective action nature of this issue, we are engaging with the school leadership - many of whom are fellow parents - to begin discussing how we can implement a cohesive approach to digital device use, which spans the home, the school, and the community. At the same time, we would like to gather the interested community for a series of conversations to talk about how we will make agreements or set ground rules for device usage within school settings, at community gatherings, and in public spaces. Here are some questions we can consider as we organize:

• How is our own relationship with devices impacting our children? Are we willing to make changes in our own behavior for our children’s benefit and the common good? Think of smoking as an example - are you comfortable with smoking at home?

• What device behaviors are we comfortable with in public or shared spaces? Again thinking of smoking - are we comfortable with public smoking?

• How do we balance the need for digital connection and the desire for outdoor play?

• What role should the school take in encouraging screen-free activities, both during and after school hours?

• Can we create more community-led events or initiatives that encourage device-free face-to-face interaction?

• How do we kindly remind community members about the behaviors that we are trying to encourage without making it unpleasant or feeling accusatory? 

• How do we inform visitors and guests about our community practices?  

As we discuss and debate these ideas, it is essential to remember that the ultimate goal is to create an environment that nurtures our childrens’ curiosity about nature, the development of their social and problem-solving skills, and their emotional and mental well-being all while maintaining the benefits that digital tools can offer in limited, mindful doses.

To keep everyone informed and involved, we will continue to publish blog posts on our website(coming soon!) and on our community-managed Machuca Elements newsletter, and offer regular in-person meetups to share our research. This way we can update everyone on the progress we have made, share testimonials from families trying out new screen time strategies, and highlight upcoming meetings where we can refine our collective digital policy.

3. Act: Bringing Our Vision to Life

Once we have educated ourselves and organized the community, it is time to put our vision into action. The Act phase is where we kick off the program and encourage everyone to participate.

The first action item is to officially set community-wide agreements about our digital device policy. These agreements may include:

• Establishing "digital-free zones" in public areas like playgrounds, schools, and communal spaces.

• Setting specific hours during the week where screens are put away in favor of outdoor activities.

• Creating a buddy system where families can support each other in reducing screen time at home.

• Hosting regular community events that encourage digital-free outdoor exploration, whether it’s a hike, beach day, or a weekend nature challenge.

• Reaching agreements on screen time and online content during playdates.  

• There are many other suggestions that other researchers, thought leaders and communities have tried, and we update the website with the newest activities and techniques. 

To ensure these agreements are sustainable and enjoyable for all, we will make sure the process is positive and inclusive. No one should feel pressured or judged, and the idea is to support each other in making gradual changes towards healthier habits. Our goal is to lead by example, with parents setting the tone for mindful technology use that their children can model.

Lastly, this is a call to action for everyone. We’re working on a new website(coming soon!) which will house various resources. We know many of you have had a lot of experience with children and technology and we’d love to hear from you - please reach out and contribute your ideas and experiences. Let’s work together to create a future where our children are connected to nature, engaged in real-world play, and free to explore the wonders of life beyond the screen. Let’s also work together to consciously guide our children on the safe and educational usage of technology.

We will be scheduling a community-wide meeting with the school in the next few weeks, and we encourage all parents to attend. This is our chance to bring our shared vision to life and make meaningful changes that will benefit our children for years to come.

Join us in building a mindful, connected, and balanced future for our kids!

References: 

Social Media Anxiety:

1. Twenge, J. M., & Martin, G. N. (2020). "Social Media Use and Mental Health Among Adolescents: The Chicken or the Egg?" Clinical Psychological Science, 8(5), 836-846. doi:10.1177/2167702620920699

2. Allen, K. A., Ryan, T., Gray, D. L., McInerney, D. M., & Waters, L. (2014). "Social media use and social connectedness in adolescents: The positives and the potential pitfalls." Educational Developmental Psychologist, 31(1), 18-31.[Link]

Gaming Addiction:

3. Przybylski, A. K., Weinstein, N., & Murayama, K. (2017). "Internet gaming disorder: Investigating the clinical relevance of a new phenomenon." American Journal of Psychiatry, 174(3), 230-236. doi:10.1176/appi.ajp.2016.16020224 [Link]

4. Kuss, D. J., & Griffiths, M. D. (2012). "Internet gaming addiction: A systematic review of empirical research." International Journal of Mental Health and Addiction, 10(2), 278-296. doi:10.1007/s11469-011-9318-5 [Link]

Cyberbullying:

5. Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). "Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth." Psychological Bulletin, 140(4), 1073-1137. doi:10.1037/a0035618 [Link]

6. Hinduja, S., & Patchin, J. W. (2010). "Cyberbullying: Identification, prevention, and response." Journal of Adolescence, 29(1), 1-10. [Link]

Body Image Issues:

7. Tiggemann, M., & Slater, A. (2014). "NetGirls: The Internet, Facebook, and body image concern in adolescent girls." International Journal of Eating Disorders, 47(6), 630-633. doi:10.1002/eat.22341 [Link]

8. Perloff, R. M. (2014). "Social Media Effects on Young Women’s Body Image Concerns: Theoretical Perspectives and an Agenda for Research." Sex Roles, 71(11), 363-377. doi:10.1007/s11199-014-0384-6 [Link]

Sleep Disruption:

9. Levenson, J. C., Shensa, A., Sidani, J. E., Colditz, J. B., & Primack, B. A. (2017). "The association between social media use and sleep disturbance among young adults." Preventive Medicine, 85, 36-41. doi:10.1016/j.ypmed.2016.11.021 [Link]

10. Hale, L., & Guan, S. (2015). "Screen time and sleep among school-aged children and adolescents: A systematic literature review." Sleep Medicine Reviews, 21, 50-58. doi:10.1016/j.smrv.2014.07.007 [Link]

Attention Span Reduction 

11. Baumgartner, S. E., Weeda, W. D., van der Heijden, L. L., & Huizinga, M. (2014). "The relationship between media multitasking and executive function in early adolescents." Journal of Early Adolescence, 34(8), 1120-1135. [Link]

    Findings: This study specifically looked at the effects of media multitasking (e.g., watching TV while using a smartphone) on executive function and attention. It found that adolescents who frequently multitasked with screens exhibited lower attention spans and poorer task-switching abilities.

12. Lillard, A. S., Drell, M., Richey, E. M., Boguszewski, K., & Smith, E. D. (2015). "Further examination of the immediate impact of television on children's executive function." Developmental Psychology, 51(6), 792-805. [Link]

Cognitive Development and Screen Time:

13. Hutton, J. S., Dudley, J., Horowitz-Kraus, T., DeWitt, T., & Holland, S. K. (2020). "Associations Between Screen-Based Media Use and Brain White Matter Integrity in Preschool-Aged Children." JAMA Pediatrics, 174(1), e193936. [Link]

    Findings: This study used MRI scans to assess the effects of screen time on young children's brain development. It found that higher screen time was correlated with lower white matter integrity, which is critical for language, literacy, and cognitive skills. Although this study focused on younger children, it implies that excessive screen exposure during key developmental stages can negatively impact brain structure and cognitive function in the long term.

14. Paulus, M. P., Squeglia, L. M., Bagot, K., et al. (2019). "Screen media activity and brain structure in youth: Evidence for diverse structural correlation networks from the Adolescent Brain Cognitive Development (ABCD) study." NeuroImage, 185, 140-153. [Link]

    Findings: This large-scale study involving over 11,000 children aged 9 to 10 found a relationship between time spent on digital devices and changes in brain structure, particularly in areas responsible for cognitive control, learning, and memory. The study showed that increased screen time was correlated with lower performance in cognitive tests assessing memory and attention.

15. Twenge, J. M., & Campbell, W. K. (2018). "Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study." Preventive Medicine Reports, 12, 271-283. [Link]

    Findings: This study identified a strong correlation between excessive screen time and lower psychological well-being in adolescents, including decreased cognitive functioning. The findings suggest that the more time pre-teens and teens spend on digital devices, the more likely they are to experience problems in focus, memory, and overall cognitive health.

16. Firth, J., Torous, J., Stubbs, B., et al. (2019). "The 'Online Brain': How the Internet may be changing our cognition." World Psychiatry, 18(2), 119-129. [Link]

    Findings: This paper reviews how the increasing use of digital devices can alter cognition, particularly in developing minds. The review highlights concerns that prolonged engagement with fast-paced online content can reduce the ability to concentrate on longer tasks, potentially leading to cognitive issues like reduced attention span and memory recall in adolescents.