State laws and school district policies are being considered to restrict or prohibit smartphones in schools to improve educational learning and student well-being. This is occurring In New Mexico, other states, and school districts across the U.S. When students returned to school after the extended Covid lockdown, there was an increase in depression, anxiety, and hostility in the overall student population. At that time it was assumed it was due to student isolation during the lockdowns. That may not be the case according to Dr Jonathan Haidt. Smartphones were introduced around 2010 at which point the massive increase in depression and anxiety began a drastic trend upward.
Dr Jonathan Haidt, a social psychologist at New York University’s Stern School of Business, has studied the impact of smartphone usage and its effects on different age groups through appropriate self-reported surveys. He has authored The Anxious Generation and includes data from his The Evidence—The Anxious Generation.
The visual data displayed in graph form is astonishing and begs the question: Should changes be made to smartphone usage by youth with access to social media? Many states and school districts are currently wrestling with this question.
Effects on Education
Although this data is eye-opening since the trend began its upward ascent after smartphones were introduced, “Correlation is not causation” needs further review. Are the effects of smartphone usage also tangentially related to screen use in classrooms with Chromebooks or teachers’ presentations on large monitors? How much basic screen time is healthy?
Smartphones in school have also been a major cause of classroom disruptions and bullying. A vast majority (83 and 90%respectively) of The National Education Association (NEA) supports prohibiting the use of smartphones during the day or restrictions during class time. The effect on the education experience has culminated in low test scores over the entire U.S.
Effects on Students
There is no question regarding the negative effects occurring. Although the data show effects on boys and girls, the greater impact is on girls. Major depressive episodes since 2010 increased 161% in boys and 135% in girls between the ages of 12-17. This data was derived from a self-reported checklist from the U.S. National Survey on Drug Use and Health.
American College Health Association data showed that U.S. undergraduates overall diagnosed with anxiety increased by 134% and depression diagnoses increased by 106% since 2010.
According to data from the CDC, emergency department visits for non-fatal self-harm in U.S. teens (10-14) have dramatically increased: Girls from 2010 increased by 311% and boys increased by 171%. However, females (15-19) had the highest incidence rate per 100,000 population.

Rate per 100,000 in the population at which U.S. teens and pre-teens (ages 10-14) are treated in hospital ER’s for non-fatal self-harm. Chart by Zach Rausch from the “Evidence – The Anxious Generation”
Social Isolation
Social isolation is defined as “a state or process in which persons, groups, or cultures lose or do not have communication or cooperation with one another, often resulting in open conflict” according to Dictionary.com. Oxford Reference defines it as “A condition in which an individual lacks connections to family, friends, or others… are more vulnerable than others to many conditions, including psychosocial problems.” It can also affect health and life span.
Data from Monitoring the Future shows a compelling reduction in semi-adult activities in U.S. 12th graders. These categories include: “Tried Alcohol”, “Have a driver’s license”, “Had sex”, and “Ever Worked.”

Haidt commented, “As overprotection in the real world increased, a new and exciting virtual world opened up to kids. The old play-based childhood was being replaced…” Time online increased. “By 2015, one in five American teen girls use social media more than 40 hours a week…By 2023, more than 46 percent of teens report being online “almost all of the time.”
Social Isolation, Social Engagement and Companionship
As social isolation increased so did depression and anxiety.
In a paper published in ScienceDirect by Kannan and Veazie (2023) the data showed steady declines in family, friends, and companionship interactions. These results may be the results of “may be substituting online, digital social interaction for in-person, face-to-face social engagement” according to Twenge & Spitzberg, 2020).

National trendlines and joinpoint analyses for all six measures of social connectedness. Self-reported data. Chart by Viji Diane Kannan & Peter J. Veazie
We have all seen people or families dining out, sitting at a table, and not interacting with one another. They are all looking at their personal smartphones. We have contributed to this decline. Are we capable of interacting with others especially our families anymore?
Students of a younger age and less maturity have a difficult time emotionally dealing with smartphone time and social media. Age is a definite risk factor as shown in the data. Much consideration by parents would be beneficial and healthier for the mental health of the child before placing a smartphone or tablet in a child’s hands If it is necessary to keep in contact with your child try a flip phone instead.
Parents, after seeing this serious information, it is up to you to be an example to them. Encourage your children to be independent, responsible, and accountable to help them build confidence and maturity. This also affects their educational experience. These situations can be turned around. Think before children are given a smartphone or tablet to occupy their time.
Read the article below for more information about the experiences of other schools across the country in addressing the smartphone issue.