The Effects of Brain Toggling
I recently read an interesting article published by the Harvard Medical School. It follows conversations with parents who have expressed concern about excessive use of devices and the impact of screen time on developing brains. Dr Charlotte Keating has a PhD in Neuroscience and is uniquely placed to understand the needs of young people following her advisory role to both the Alannah & Madeline Foundation and Dolly’s Dream.
Dr Keating cautions about the social impacts for children and teenagers following lockdowns and the restrictions imposed by COVID. It is her contention that our young people have lost the opportunity for taking real-world risks through travel options and camping programs. Further, Dr Keating believes that this absence of real-world risk-taking, in conjunction with the lack of attainment of normal developmental milestones, along with the overstimulation of the brain brought about by screen switching, has led to a notable increase in social and emotional issues arising in young people.
This screen switching commentary resonated with my habit of having multiple screens open at any one time, and so, I was drawn to Dr Keating’s comments about the impact of a term known as ‘fast-switching between screens’. This activity actually now has a technical term: Electronic Screen Syndrome, also known as ESS.
Current research is centred on the impact of screen flipping, and early indications suggest such brain toggling causes an overstimulation of the brain. Although adults can manage this flipping between screens, the impact on our young people can be significant. An inability to concentrate and pay attention results from a conditioning of the brain to not focus on any one thing for any substantial length of time.
According to Iowa University researchers, 90% of children master various devices, (including the phone/tablet/iPad) by the age of two. Such devices tend to intrude on children’s visual and mental space, sometimes more seriously, causing addiction. Electronic Screen Syndrome designates an overstimulation of the children’s nervous system that can negatively influence behaviour, mood and focus.
Dr Keating emphasises the need for children to experience boredom. Essentially, boredom is the space whereby creativity and imagination occurs. Paediatrician Michael Rich of Harvard University also reported the growing human brain is constantly building neural connections while pruning away less-used ones, and digital media use plays an active role in that process. Much of what happens on screen provides “impoverished” stimulation of the developing brain compared to reality, he says. Children need a diverse menu of online and offline experiences, including the chance to let their minds wander. (Rich, 2019)
Parents of Middle Years students will be interested in Dr Keating’s commentary on the occurrence of ‘friendship drift’, which commonly occurs in the early teenage years. Friendship drift is a natural and normal part of growing up, yet it can be quite a challenging experience as young people to ‘find their tribe’.
Dr Keating provides the following advice:
- encourage multiple friendship groups
- ensure strong family connections
- encourage spirituality and / or being in nature
- seek opportunities for volunteering
- connect to something bigger than self
- develop skills that enable a healthy perspective, gratitude and empathy with the notion it ‘feels good to do good’.
I concur with Dr Keating’s advice: “Young people work out ‘who they are’ through social connection, building resilience through relationships and experiences where they have fun, feel valued and worthwhile. Technology can have positive and negative impacts on wellbeing and development, but collaboratively there is a need for parents to work to some change habits – balancing online and offline activities that support reaching the developmental milestones. The teen brain, in particular, is sensitive. Parents are encouraged to have a list of ways to help young people proactively manage stress with priorities such as relaxation and having fun.”
Mrs Kim Kiepe
Principal
Acknowledgement: Rich, M (2019) hms.harvard.edu/news/screen-time-brain