Parents, teachers, and staff connected over the past few months for a comprehensive book study designed to inform and spark conversation about adolescent smartphone usage and its impact on mental health.
Over the course of the study, adults met virtually in January, February, and March to discuss three distinct sections of the book. In each session, the larger group divided into smaller breakout groups where participants examined various topics and discussion prompts drawn from the book’s content.
First Session – The Overprotected and Underprotected Generation
In the first meeting, participants examined the book’s central claim: “Overprotection in the real world and underprotection in the virtual world are the major reasons why children born after 1995 became the anxious generation.” This discussion set the stage for recognizing how shifting parenting practices might contribute to the vulnerabilities experienced by today’s youth.
Second Session – The Decline of Play-Based Childhoods
The conversation then moved to the changing landscape of childhood. The group discussed how play-based childhoods are fading as parents grow increasingly fearful and overprotective. Many shared memories of the unstructured play they enjoyed—a time when “free play is without adults,” allowing natural socialization and independence to flourish. The discussion linked this decline to the broader societal changes that began at the end of the 1970s when social trust eroded among adults, fundamentally altering how children experienced their formative years.
Third Session – The Rise of the Phone-Based Childhood
The final virtual meeting focused on the shift toward a phone-based existence. Research cited in the book reveals that by 2015, one in five American teen girls spent over 40 hours a week on social media. By 2023, more than 46% of teens reported being online “almost constantly.” This alarming trend sparked several questions among participants, including:
How does the rise of phone-based interactions contribute to feelings of isolation among adolescents despite being constantly “connected”?
What reservations should be considered regarding unsupervised time for children?
What problems do smartphones, social media, and screens solve—and what new challenges do they create?
What is the result of students having the greatest distraction device ever invented in their pockets?
These questions underscored the need for a balanced view of technology’s role in our children’s lives and set the foundation for a broader conversation on fostering resilience and confidence.
In-Person Connection and Community Engagement
The study culminated with an in-person meeting on April 16 at Woodhaven High School, where dozens of parents and teachers gathered to share their reflections on social media’s impact on children’s mental health and well-being. In small groups, participants engaged in deep discussions, exchanging insights and actionable ideas.
Cassie Sims, a parent, expressed her gratitude:
“I really appreciate that the district (Phil Short in particular) took the time to put together this amazing book study that created a platform for members of the community to have thought-provoking discussions about the challenges Gen Z faces with mental health caused by the rise of technology in our society. It is our duty to collectively act against these great issues that have caused mental health to decline in our youth population, specifically by limiting social media and encouraging play-based learning and in-person social interaction. It is comforting to know that the district is concerned not only about the academic success of our students, but also their mental well-being and ability to become productive members of society.”
Phil Short, WBSD Curriculum Supervisor, highlighted the broader vision behind the initiative:
“Meaningful engagement with the community has always been a fundamental part of WBSD and will continue to be in the future. WBSD connected teachers, school leadership, and parents through this book study because we are ardently committed to the whole-child education approach - one that not only ensures high levels of academic achievement but also develops resilience and confidence in our students. We know the impact of social media on our students' mental health and well-being, and we also know that the way forward is through a collective action partnership between schools and parents.”
Joshua Satterfield, WBSD Director of Curriculum is excited about bringing more thoughtful conversation such as these to the community:
“The conversations sparked by this book study are just the beginning. As a district, we envision a future where education not only prepares students academically, but also empowers them to navigate the complexities of a digital world with confidence, balance, and resilience. Partnering with families and educators in this work is essential—we're not just reacting to challenges, we're proactively shaping a healthier, more connected future for our children.”
Special education teacher Tara Lax from Brownstown Middle School reinforced the call to action:
“Actionable steps are so important. It's one thing to read about a topic and to gather information, but it's something else entirely to actually do something about it. I think one of the first actionable steps that any individual or school district can take is to educate oneself and others. Spread the message. You don't know what you don't know. Learning about the harmful effects of technology on young children is an important piece to enacting change.”
The discussion also touched on the evolving challenges and opportunities posed by technology. One participant challenged the group by asking, “What part of the book challenged your thinking the most - and why?” This question resonated deeply with both parents and teachers as it prompted them to re-evaluate how best to foster autonomy and confidence in children while ensuring their safety from digital and social media pitfalls. Despite the daunting challenges, there was a shared consensus that conversation and collaboration are key to forming viable solutions.
Lastly, Jim Walrad, Career/Exploratory Technology Teacher at Brownstown Middle School, provided a perspective on balancing technology in education:
“How can we balance the benefits of technology with the need to protect students’ mental health and development? As a technology teacher, I fully support the implementation and utilization of educational technology in the classroom. It is my hope that we can continue to outline a clear distinction for the integration of technology into education, as opposed to just a source of entertainment. Technology continues to show many benefits for all types of learners. Being able to validate it as a classroom tool - as well as monitor for appropriate use - will be key in helping it establish itself in education.”
Through these thoughtful discussions, the book study not only shed light on the challenges of modern technology use among adolescents but also paved the way for actionable solutions and stronger community partnerships. The collective insights from parents, teachers, and school leaders underscore WBSD’s commitment to nurturing both the academic and emotional well-being of its students - a commitment that promises to drive positive change in an increasingly digital world.
