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24 Oct 2024 - 12:41 am

Study shows how the pandemic may have affected teens’ brains
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The pandemic’s effects on teenagers were profound — numerous studies have documented reports of issues with their mental health, social lives and more.

Now, a new study suggests those phenomena caused some adolescents’ brains to age much faster than they normally would — 4.2 years faster in girls and 1.4 years faster in boys on average, according to the study published Monday in the journal Proceedings of the National Academy of Sciences.

By being the first to contribute details on aging differences by sex, the study adds to the existing body of knowledge provided by two previous studies on the Covid-19 pandemic and accelerated brain aging among adolescents.
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“The findings are an important wake-up call about the fragility of the teenage brain,” said senior study author Dr. Patricia K. Kuhl, the Bezos Family Foundation Endowed Chair in Early Childhood Learning and codirector of the Institute for Learning and Brain Sciences at the University of Washington in Seattle, via email. “Teens need our support now more than ever.”

Significant socioemotional development occurs during adolescence, along with substantial changes to brain structure and function. The thickness of the cerebral cortex naturally peaks during childhood, steadily decreases throughout adolescence and continues to decrease through one’s lifespan, the authors wrote.

The researchers originally intended to track ordinary adolescent brain development over time, starting with MRIs the authors conducted on participants’ brains in 2018. They planned to follow up with them for another scan in 2020.

The pandemic delayed the second MRI by three to four years — when the 130 participants based in Washington state were between ages 12 and 20. The authors excluded adolescents who had been diagnosed with a developmental or psychiatric disorder or who were taking psychotropic medications.

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24 Oct 2024 - 12:00 am

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When my friends and I walked into homeroom on the first day of school this year, my teacher told all of us to put our phones in a black plastic box on an old desk by the classroom door.

Handing over our phones during class is an official school policy, and my teachers always make this announcement at the beginning of the school year. But teachers would usually forget about the box by third period on the first day, never to be mentioned again by the second day of school. This year, however, the policy stuck that entire first day — and every day since.
I asked my Latin teacher why the school was suddenly getting so strict on phones. It turns out that over the summer most of the teachers had read social psychologist Jonathan Haidt’s book “The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness.”

Haidt, the Thomas Cooley Professor of Ehtical Leadership at New York University Stern School of Business, argues that a phone-based childhood leads to mentally unhealthy kids who are unprepared for life and, in my Latin teacher’s words, it “really freaked us out.” Teachers were serious about taking our phones now.

It’s not just causing trouble at my school. Some 72% of public high school teachers in the United States say that cell phone distraction among their students is a major problem, according to a study published by the Pew Research Center in April. In high schools that already have cell phone policies, 60% of teachers say that the policies are very or somewhat difficult to enforce, the same study reported.

Several states have passed laws attempting to restrict cell phone use in schools, and California Gov. Gavin Newsom recently signed legislation requiring school districts to regulate cell phone use. At least seven of the 20 largest school districts in the nation have either banned phones during the school day or plan to do so.

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23 Oct 2024 - 07:47 pm

What this high school senior wants adults to know about classroom phone bans
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When my friends and I walked into homeroom on the first day of school this year, my teacher told all of us to put our phones in a black plastic box on an old desk by the classroom door.

Handing over our phones during class is an official school policy, and my teachers always make this announcement at the beginning of the school year. But teachers would usually forget about the box by third period on the first day, never to be mentioned again by the second day of school. This year, however, the policy stuck that entire first day — and every day since.
I asked my Latin teacher why the school was suddenly getting so strict on phones. It turns out that over the summer most of the teachers had read social psychologist Jonathan Haidt’s book “The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness.”

Haidt, the Thomas Cooley Professor of Ehtical Leadership at New York University Stern School of Business, argues that a phone-based childhood leads to mentally unhealthy kids who are unprepared for life and, in my Latin teacher’s words, it “really freaked us out.” Teachers were serious about taking our phones now.

It’s not just causing trouble at my school. Some 72% of public high school teachers in the United States say that cell phone distraction among their students is a major problem, according to a study published by the Pew Research Center in April. In high schools that already have cell phone policies, 60% of teachers say that the policies are very or somewhat difficult to enforce, the same study reported.

Several states have passed laws attempting to restrict cell phone use in schools, and California Gov. Gavin Newsom recently signed legislation requiring school districts to regulate cell phone use. At least seven of the 20 largest school districts in the nation have either banned phones during the school day or plan to do so.

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