Q&A: Helping Youth Thrive in a Digital World

Last month, amid growing concerns about teens’ social media use, Instagram launched teen accounts with new rules and limitations on how youth can interact with the app. But as digital technologies continue expanding into all facets of our lives, will changes like this address the root of the issue?

Nancy Deutsch, associate dean for faculty development at the University of Virginia’s School of Education and Human Development and the Linda K. Bunker Professor of Education, directs Youth-Nex, a research center focused specifically on positive youth development, and co-directs UVA’s Thriving Youth in a Digital Environment initiative (TYDE).  

An upcoming conference co-sponsored by Youth-Nex and TYDE will focus on how youth are using technology in their day-to-day lives, digital technologies’ potential role in youth mental health equity, and how policy makers are thinking about digital technology in relation to supporting healthy youth development.

We caught up with Deutsch ahead of the conference to learn about the latest research and her advice for parents.  

Q: You have discussed how social media can be both good and bad for teens, but what about other digital technologies? What do we know about the role they play in teens’ lives?  

A: People often jump immediately to cell phones and social media when talking about teens and digital technology. But teens interact with many technologies in their daily lives, including educational technologies used inside and outside the classroom, AI tools that are increasingly being used both on their own as well as integrated into other platforms, multiple types of wearable technology such as fitness trackers and smart watches, and apps that offer access to mental health therapies, mindfulness techniques, and other types of health and wellness tools.  

Digital technology plays many and varied roles in teens’ lives. We need to understand more not just about amount of use but about the differences between types of technologies and forms of use, as well as individual differences between teens in what kinds of use may be harmful versus helpful and under what conditions.    

Q: What do you mean by “youth mental health equity?”

A: We know that there has been a tremendous rise in teens struggling with mental health issues. Yet anyone who has tried to find mental health support for their teen knows that it can be difficult, even for the most well-resourced parents. Even in communities with multiple adolescent therapists, there are often long wait lists, few after school or weekend appointments, and limited providers who are within people’s insurance networks, if you are lucky enough to have an insurance policy that covers mental health care. Those challenges are compounded by a lack of mental health providers, especially in rural and under-economically resourced urban communities. Add to that a shortage of BIPOC providers and providers who are LGBTQ+ friendly or offer gender-affirming care, and getting access to mental health care for your teen can feel like searching for a needle in a haystack. Fostering mental health equity means increasing access to supportive, affirming, and affordable mental health care for every teen in every community.
 

Q: How can parents and other adults work with youth to integrate digital technology in their lives in healthy ways while minimizing the negative impacts?

A: As with most things in parenting, I think that open communication is a great starting point. Teens use digital technologies to meet their developmental needs, so understanding their needs is a necessary first step.  You likely met those same needs in other ways when you were a teen. For example, in high school I instantly called my best friend from our landline phone when I got home. My parents couldn’t understand what I had to talk to her about after spending the whole day at school with her, but that social need was high for me, as it is for most adolescents. Without addressing those needs, you’ll most likely wind up in a losing battle.  

You should also never underestimate the power of role modeling. If you don’t want your teen on their phone at the dinner table, then you can’t have your phone at the dinner table. Be aware of how, when, and why you use different technologies, and be open about that with your teen. If you like to jump on Wordle at the end of the day to give your brain a break, say that explicitly and talk to your teen about what is the equivalent use for them. Offer to start monitoring your use too, and hold each other accountable for engaging in technology purposefully. 

Finally, talk about the research with teens as well as their own experiences. Why is it important to not look at screens before bedtime? How are algorithms designed to keep them engaged? How do they feel when a friend is looking at their phone instead of paying attention to what they are doing together in that moment? We assume that teens only see the positives of technology, but they are also aware of when it can be a problem. And talking about the good, the bad, and the in-between with them, rather than just focusing on the negatives or on limits you want to impose, will involve them in the decision making. You may be surprised by the ideas they have for making technology a healthy, and not all-encompassing, part of their lives!   

Q: What are some of the policies being adopted or proposed to address concerns?

A: A lot of schools and districts around the country are putting some form of cell phone bans in place. There are also proposals for limits on notifications or usage for teens on social media apps, including limits on the amount of time teens can be on per day, or limits on use between certain hours (e.g., the school day or late at night). Decision makers need to be clear about what concerns they are trying to address with any given proposal, and whether the policy being proposed is the right, or only, needed tool for the job.  

Teens are very quick to find work-arounds when they really want to do something. In general, limiting or banning certain technologies alone is unlikely to address the core issues. If we want kids to be engaged in class, keeping cellphones out of the classroom will help, but we also need to make learning more meaningful. If we want teens to engage with each other more in person, limiting access to social media will only get us part way there. We also have to provide them with spaces and activities in the real world where they can find a sense of belonging, explore their identities, and develop a sense of purpose. At core, their needs are going to drive their behavior, so we need policies that help address those needs as well as provide limits.

Q: Youth-Nex is co-hosting an upcoming conference: “Thriving Youth in a Digital World: Understanding the Role of Digital Technology in Positive Youth Development.” What is unique about this event, and what do you hope will come from it?

A: In addition to featuring researchers and decision makers, the conference will also prominently feature youth voices. We had our first ever high school student as a co-chair of this year’s conference. She helped plan the event and will be hosting an all-youth panel on the first morning. 

The conference will also feature a public livestream discussion between Drs. Candice Odgers and Jonathan Haidt, two scholars who come to different conclusions from the existing research base. TYDE aims to foster just this kind of conversation, as well as to add to the research base that undergirds these conversations. Across both TYDE and Youth-Nex, we are focused on using research evidence to inform the practices and policies that shape youth’s lives. We hope that this conference will allow people to learn more about this complex topic and walk away with a greater understanding of both what the research says, and the lived experiences of youth.