Mental Health Goes to School

In this episode, Candida Fink MD and Jo-Ann Berry take a friendly but critical look at Jonathan Haidt’s bestseller, The Anxious Generation. The hosts break down Haidt’s four key recommendations for raising healthier kids and challenge some common buzzwords (like “brain rewiring”) with up-to-date research. They mix in plenty of real-world wisdom from the front lines of education and psychiatry, tackling what families and schools are actually up against when it comes to technology, screen time, and the mental health of young people.

Episode Chapters & Timestamps

• 00:00 Intro: Coffee Chaos & Catching Up
• The episode starts with Jo-Ann Berry and Candida Fink MD swapping coffee disaster stories and welcoming listeners to another conversation at the intersection of school and mental health.
• 01:47 The Anxious Generation: Haidt’s Four Rules
• Jo-Ann Berry introduces Jonathan Haidt’s four major recommendations: no smartphones before high school, no social media before 16, phone-free schools, and more unsupervised play.
• 03:50 Facing Reality: The Pressure on Families
• Candida Fink MD highlights the real-life struggle for families to follow these guidelines given the strong pull of community standards and FOMO.
• 07:47 ⭐ HIGHLIGHT: The (Lack of) Science on “Rewiring” Kids’ Brains
• Candida Fink MD explains there’s little evidence smartphones are literally rewiring young brains, pushing for honest, non-scary science communication.
• 11:30 How Tech Hooks Us: Dopamine, Design, and Predatory Apps
• The conversation turns to how tech and gaming companies use brain science to keep everyone—especially kids and teens—coming back for more.
• 15:44 Gender Differences & Power for Marginalized Groups
• The hosts discuss how boys and girls are socialized into different tech habits, while also acknowledging that online spaces can be crucial support networks for LGBTQ+ kids and other marginalized youth.
• 21:27 Redefining Success: There’s More to Life Than a Paycheck
• Jo-Ann Berry and Candida Fink MD critique the tendency to judge success by career and financial outcomes alone—reminding us that connection, emotional health, and care work matter too.
• 30:43 Free Play & the Lost Art of Appropriate Risk
• Why “boredom” and unstructured time (even with a little risk) are keys to kid’s growth—and how families used to (and still can) nurture these crucial experiences.
• 34:17 One Good Thing & Closing Shout Outs
• Jo-Ann Berry celebrates feeling better, and Candida Fink MD throws some love to the recent Bad Bunny halftime show for its infectious energy.

Key Takeaways

• The Four Pillars: Basic agreement on no smartphones pre-high school, no social media before 16, phone-free schools, and encouraging more free play and independence.
• Science vs. Hype: No strong evidence (yet) that smartphones and social media are literally “rewiring” brains—so let’s be careful with scary language.
• Compassion & Community First: The most successful changes will come from “ground up” agreements among parents, not just top-down rules.
• Know Your Tech: Social media and gaming platforms are designed to hold attention; understanding this is the first step toward making smarter choices.
• Benefits for Marginalized Youth: Online spaces aren’t all bad—there’s real power and connection for many kids who don’t see themselves represented elsewhere.
• Redefining Success: Remember, there are lots of ways to measure a “successful” life—mental health, relationships, and community are just as important as financial gain.

Practical Tips for Families

• Build Community Agreements: Connect with other families to set mutual expectations around devices and apps—individual change is hard in a vacuum.
• Teach Critical Consumption: Regularly talk with your kids about how, and why, tech platforms try to keep them engaged.
• Encourage Analog Fun: Make space for (and celebrate!) boredom, spontaneous play, and outdoor adventures—sometimes the best learning happens away from screens.
• Watch for Signs: Keep an eye out for when gaming or online time stops being fun and starts interfering with sleep, relationships, or schoolwork.

Resources Mentioned

• Book: The Anxious Generation by Jonathan Haidt
• Book: Of Boys and Men by Richard Reeves
• Article: Is Technology Really Ruining Teens’ Lives? by Molly Fischer (The New Yorker)
• Support: NAMI (National Alliance on Mental Illness) for families navigating youth mental health
• Further Reading: AAP Technical Report on Digital Ecosystems, Children, and Adolescents
• Show Notes: [References to selected scientific studies] to be listed in the episode’s web notes

Looking for more practical suggestions, resources, or future topics? Find us at mentalhealthgoestoschool.com, and don’t forget to subscribe and leave us a quick review!

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Episode Summary

In this episode, Dr. Candida Fink and special educator Jo-Ann Berry dive into the nuances of supporting students with ADHD in the classroom. Moving beyond repetitive "pay attention" reminders, they explore the "curious approach" to prompting—asking students if they are stuck or simply thinking. The conversation covers practical classroom strategies for high schoolers, the importance of student autonomy, and how simple adjustments like doodling or movement breaks can transform a student's ability to engage with challenging or tedious tasks.

Key Points & Highlights

• The Power of Curiosity: Replacing standard redirections with curious questions (e.g., "Are you thinking or are you stuck?") helps students re-engage without feeling singled out or shamed.
• The "Neuro-Spicy" Classroom: Strategies like doodling, fidgets, and varied seating (wobbly stools, yoga balls, or spin chairs) are essential tools that help ADHD brains "reset" their attentional systems.
• Autonomy in High School: Giving older students the choice to opt-out or delay a task often leads to better engagement, as it shifts the dynamic from compliance to personal responsibility.
• Functional Writing Skills: For 11th and 12th graders, the focus shifts from academic perfection to functional communication, such as emailing a doctor or writing a job application.
• The Flaw in IEP Goals: Jo-Ann critiques the common IEP phrasing "the student needs to..." and argues that goals should reflect what the educator wants to see, rather than placing the "need" solely on the student.

Takeaways & Practical Tips

• For Teachers: Use neutral "check-ins" like "Are you with me?" rather than demanding eye contact. If a student is looking away, they may still be listening.
• For Students: Identify which sensory "muscle" helps you focus—whether it's a specific fidget, standing up for a minute, or taking a strategic "mental break" by looking out the window.
• Movement as a Tool: Understand that movement helps "wire" the brain to focus. Even a brief walk to the restroom can serve as a necessary cognitive reset.
• Writing Prompts: Use low-stakes, non-daily writing prompts to build the "writing muscle" without the pressure of a major grade.

Resources Mentioned

• Ross Greene’s Collaborative & Proactive Solutions (CPS) Model: Referenced for its "What's up?" approach to problem-solving.
• Classroom Tools: Wobbly stools, yoga balls, spin chairs, and fidget bins.
• Digital Tools: iPads/Tablets for doodling during lessons or, even better, paper and pencil.
• Connect With Us
• We want to hear from you! What strategies have worked in your classroom or for your child?
• Website: MentalHealthGoesToSchool.com.
• Social Media: Watch on YouTube and be sure to follow us on Instagram for more tips and "good things" from our travels and teaching.

Timeline

[00:00] Intro: Welcome to Episode 32.

[02:15] The frustration of repetitive ADHD prompts in the classroom.

[05:40] Strategies for high school: Doodling, fidgets, and movement breaks.

[09:20] The "Are you stuck or are you thinking?" technique.

[12:10] The importance of student autonomy and choice.

[16:45] Reimagining IEP goals: Moving away from "Student needs to..."

[20:30] Functional writing skills for upperclassmen.

[24:50] "One Good Thing": Recapping our trip to Iceland and the beauty of the glaciers.

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In this episode, Dr. Candida Fink and special educator Jo-Ann Berry discuss the transition from high school to college for students with mental health and learning needs. They explore the growth of college accommodations and provide practical advice for students and families on how to access the supports they deserve.

Key Discussion Points

• The Growth of Accommodations: Inspired by the Atlantic article "Accommodation Nation," the hosts discuss the rising use of supports like extra time and separate settings for students with ADHD, anxiety, and depression.
• Accommodations Don't Follow You: Unlike K-12, college accommodations are not automatic. Students must proactively apply through the college’s Disability Support or Academic Support office.
• Recommended Documentation: Most colleges require documentation, such as a recent psychological evaluation (ideally within three years) and a current IEP.
• Common Accommodations: Common supports include extended time on exams, separate low-distraction environments, note-taking services, and the ability to record lectures.
• Reduced Course Load: A powerful but often overlooked support is maintaining full-time status while taking fewer credits (e.g., 12 credits instead of 16).
• Universal Supports: Resources like tutoring centers, writing centers, and professor office hours are available to all students and are highly recommended for success.

Top Takeaways

• Don't stop what works: If an accommodation helped you succeed in high school, continue using it in college rather than viewing it as a "crutch".
• Be proactive: You must identify yourself to the disability office and individual professors early in each term to receive your accommodations.
• Alternative Paths: Success isn't always a linear four-year path. Community college is a powerful tool and "ramp" for many students.
• You are not alone: Mental health struggles are incredibly common, and seeking help is a sign of strength.

Resources Mentioned

• NAMI (National Alliance on Mental Illness): Support and guidance for families and students.
• Understood.org: Information on learning disabilities and ADHD.
• Accommodation Nation by Rose Horowitz, Atlantic Magazine, January 2026
• Public Libraries: Excellent resources for navigating educational and mental health questions.

Connect with Us

Website: mentalhealthgoestoschool.com

YouTube: Mental Health Goes to School

Social Media: Find us on Instagram, Facebook, and LinkedIn.

Practical Tips for Parents & Students

Self-Advocacy Practice: Start letting the student lead IEP meetings in senior year of high school.

Organize the Paperwork: Create a digital folder with the most recent neuro-psych testing, 504/IEP history, and a letter from a treating psychiatrist or therapist.

Interview the College: Don’t just look at the campus; visit the Disability Services office during tours to see how responsive and welcoming they are.

Chapter Breakdown & Timestamps

[00:00] Intro: The Shift from K-12 to College

Jo-Ann and Candida set the stage: Why the legal landscape changes the moment a student turns 18.

[08:15] IDEA vs. ADA: Who is Responsible?

Understanding why the burden of proof shifts from the school district to the student.

[15:40] ⭐ HIGHLIGHT: The Essential Documentation Checklist

The "Gold Standard": Why a recent neuropsychological evaluation (within 3 years) is often required.

The Paper Trail: How to bridge your high school IEP or 504 plan into a college-level request.

Clinical Support: The role of letters from treating psychiatrists or therapists in securing "Reasonable Accommodations."

[24:30] Navigating the Office of Disability Services

How to "interview" the office before you even enroll and what to expect during the intake meeting.

[32:10] FERPA & Privacy: The Parent’s New Role

Navigating the delicate balance of supporting your child when you no longer have "automatic" access to their records.

[39:45] Closing Tips & Future Outlook

Final advice for rising seniors and their families.

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Episode Summary

In Episode 31, Dr. Candida Fink and Jo-Ann Berry tackle the complex and evolving role of technology in the classroom. They discuss the growing movement toward "phone-free" schools, examining the tension between the potential benefits of reduced distractions and the practical challenges of enforcement. The conversation also shifts to the transformative power of Generative AI, with Jo sharing firsthand accounts of how tools like Gemini are becoming essential "thought partners" for students with learning differences. Together, they explore how educators can move away from a culture of restriction toward one of intentional, supportive technology use.

Key Points & Highlights

• The Phone-Free School Debate: Schools are increasingly implementing bans to reclaim student focus, but the practical reality of managing "thousands of phones" remains a major hurdle for administrators.
• AI as a Cognitive Tool: Generative AI is shifting from a feared "cheating tool" to a powerful executive functioning aid, helping students brainstorm, organize thoughts, and break down complex tasks.
• The "Thought Partner" Concept: Jo describes AI not as a replacement for work, but as a collaborator that helps students move past the "blank page" paralysis often associated with ADHD and learning disabilities.
• Safety vs. Distraction: While parents often want students to have phones for safety reasons, the constant pull of social media and notifications creates a significant "switching cost" that hinders deep learning.
• Modeling Digital Habits: The hosts emphasize that adults must model healthy technology use rather than just imposing bans, acknowledging that phone addiction is a systemic challenge for all ages.

Takeaways & Practical Tips

• For Educators: Instead of banning AI, teach students how to use it for "low-stakes" brainstorming or outlining to build confidence in their writing process.
• For Parents: Understand that the push for phone-free environments is about creating a "sacred space" for learning, even if it feels inconvenient for immediate communication.
• For Students: Experiment with using AI tools to summarize long texts or generate "to-do" lists for projects to help manage executive functioning demands.
• Incremental Implementation: Schools can try "phone-free" zones or specific times (like lunch or transition periods) rather than an all-or-nothing approach to build community buy-in.

Resources Mentioned

Gemini (Google AI): Discussed as a tool for students to use as a brainstorming partner.

Yondr Pouches: Mentioned as a common physical solution for locking away phones during the school day.

The Anxious Generation by Jonathan Haidt: Referenced (implicitly) in the context of the national movement toward phone-free schools and the impact of technology on youth mental health.

Connect With Us

We would love to hear how your school is handling the phone and AI revolution!

Website: MentalHealthGoesToSchool.com

Social Media: Follow us for updates on "good things" from our travels and classroom insights.

Timeline

• [00:00] Intro: Welcome to Episode 31.
• [02:45] The "Great Phone Ban": Current trends in school policies across the country.
• [06:30] The distraction factor: How "switching costs" impact a student's ability to focus.
• [10:15] Parents and safety: The conflict between home communication and school focus.
• [14:50] AI in the classroom: Moving from fear of cheating to embracing support.
• [19:20] Case study: How Jo uses AI as a "thought partner" for students with ADHD.
• [24:10] The future of education: Why we need to teach students "how to learn" with these tools.
• [27:35] "One Good Thing": Celebrating our trip to Iceland—the food, the people, and the geothermal pools.

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In this episode of Mental Health Goes to School, hosts Candida Fink and Jo-Ann Berry dive into the complex and often misunderstood relationship between children's screen time and their mental health. They explore a recent longitudinal study and discuss why the focus is shifting from total hours spent online to the nature of "addictive use." The conversation covers the developmental vulnerabilities of the adolescent brain, the impact of sleep disruption on learning, and the importance of teaching digital literacy.

Summary

The episode centers on a New York Times article discussing a study of children aged 10 to 14, which suggests that "addictive use"—the inability to stop using a device—is a more significant risk factor for mental health issues than total screen time alone. Candida and Jo-Ann break down the biological and social reasons why teenagers are particularly susceptible to the "hooks" of social media and gaming algorithms. They also explore the ripple effects of screen-related sleep deprivation on classroom performance and emotional regulation.

Key Takeaways & Practical Tips

Addiction Over Duration: It’s not just about how many hours kids spend on screens; it’s about their ability to disengage. Look for signs of "addictive use," such as irritability when forced to put the phone away or choosing screens over essential activities like sleep.

The Developing Brain: Adolescents have a highly active "go" system (impulse/reward) but an under-developed "stop" system (frontal lobe). This makes them biologically more vulnerable to addictive algorithms.

Prioritize Sleep: Screen use often leads to sleep deprivation, which significantly impairs a student's ability to learn new content and regulate anxiety. A tired brain has a much harder time accessing newly learned emotional coping skills.

Digital Literacy: Help children understand that their "attention is the commodity." Teaching them how algorithms work can help them become more conscious users rather than passive products of the platform.

Wait Until 8th: The hosts discuss the benefits of delaying social media access until at least age 13 or 14 to allow for more brain maturation and the development of in-person social skills.

Resources Mentioned

New York Times Article: "Real Risk to Youth Mental Health Is Addictive Use, Not Screen Time Alone, Study Finds.” by Ellen Barry

Wait Until 8th: A movement encouraging parents to delay giving children smartphones until 8th grade.

AAP (American Academy of Pediatrics) Screentime Guidance and references

Connect With Us

We want to hear your thoughts! Have you noticed a difference between "screen time" and "addictive use" in your home or classroom?

Website: Mental Health Goes to School

Social Media: Follow us and join the conversation on YouTube and Instagram.

Feedback: If you love the show, please leave us a review or an emoji on your favorite podcast platform! If you have concerns, email us directly through our website so we can chat.

Episode Timeline

00:00 – Saturday morning greetings and the "non-gardening" garden (grapevines and concrete).

04:30 – Diving into the New York Times article: Screen time vs. addictive use.

06:15 – Understanding the ABCD study: Tracking kids from age 10 to 14.

08:45 – The biological "hook": Why the adolescent brain struggles to resist addictive content.

12:20 – Social feedback loops and the "Confirmation Bias" of Instagram and TikTok.

15:00 – The Sleep Connection: How screen-induced exhaustion affects the classroom and anxiety.

18:30 – Content matters: Gaming vs. Social Media vs. Video.

22:00 – Policy and Regulation: Cell phone bans in schools and the Australian age-limit model.

25:40 – The Myth of Multitasking: Why a phone on the desk is a distraction even when it's off.

28:15 – AI in the Office: The pitfalls of AI medical scribes and "hallucinated" diagnoses.

33:50 – Final thoughts and how to support the podcast.

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In this episode, Jo-Ann Berry (Special Educator) and Dr. Candida Fink (Child & Adolescent Psychiatrist) explore the science and clinical use of two prominent mental health treatments: SSRIs and Ketamine. They break down how these medications work, their common side effects, and the importance of professional medical supervision—especially for adolescents in a school setting.

Key Points & Takeaways
SSRIs (Selective Serotonin Reuptake Inhibitors)

• Mechanism: SSRIs work in the synapses between brain cells, blocking the "vacuum cleaner" (transporter) that reabsorbs serotonin into the first cell, making more serotonin available for the receptors in the second cell.
• Not Instant: These medications are not a "quick fix." It can take several weeks to a few months to see their full effect.
• Gradual Dosing: Treatment typically begins with a low dose and is gradually increased, which adds to the time before benefits are felt.

Ketamine

• Background: Originally approved as a general anesthetic and for pain management, it has been found effective for treatment-resistant depression in adults.
• Rapid Response: Unlike SSRIs, intravenous ketamine can produce a very rapid antidepressant response.
• Supervised Use: Ketamine and its nasal spray version, Esketamine, must be administered in specialized clinical settings where patients can be monitored for several hours.

Practical Tips & Side Effects

• Common SSRI Side Effects: Early, temporary side effects can include nausea, diarrhea, headache, tiredness, or lightened sleep.
• The "Paradoxical Reaction": In young people, there is a small risk of feeling worse (increased anxiety or irritability) when starting SSRIs, which requires close monitoring.
• Patience and Communication: It is vital for patients and caregivers to maintain frequent communication with their prescribing doctor and inform school nurses of any new medication.
• Never Stop Suddenly: Patients should never stop taking SSRIs abruptly without medical supervision due to the risk of withdrawal.

Resources

Website: mentalhealthgoestoschool.com

Upcoming Topic: Transcranial Magnetic Stimulation (TMS) as another intervention for treatment-resistant depression.

AACAP (American Academy of Child and Adolescent Psychiatry) Medication Guides

Study regarding ketamine treatment for depression in youth ages 18-25

Connect With Us

Like, Follow, and Review: Please interact with us on your favorite podcast platform or our website to suggest topics or ask questions.

Timeline & Timestamps

[00:00] – Introduction and the New York heatwave.

[01:40] – Defining SSRIs and how they function in the brain's synapses.

[04:15] – Why SSRIs take time to work and the importance of patient patience.

[06:20] – Common and temporary side effects of starting SSRIs.

[07:45] – More serious risks: Paradoxical reactions and suicidal ideation in young people.

[12:35] – Addressing the stigma and misconceptions about mental health medication.

[15:15] – Introduction to Ketamine: From anesthesia to treatment-resistant depression.

[18:40] – The rapid effect of Ketamine vs. SSRIs.

[21:10] – Side effects of Ketamine, including dissociation.

[23:30] – The importance of school communication regarding student medication.

[26:50] – Closing thoughts and teaser for a future episode on TMS.

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Co-Hosts: Jo-Ann Berry (Special Educator and Dr. Candida Fink (Child & Adolescent Psychiatrist)

The Big Picture

In this episode, Jo-Ann and Candida distill years of experience in the classroom and the clinic into their "Top 3" recommendations for supporting the mental health of teens and young adults.

They explore the critical intersection of education and psychiatry, offering actionable advice for parents and educators navigating the teen mental health crisis.

Key Takeaways

Jo-Ann’s Top 3 (The Educator’s Perspective)

● Prioritize Sleep: Sleep isn't just about rest; it’s the foundation for cognitive function and mood regulation.

● Limit Screen Time: Setting a "shutoff time" before bed is essential for both sleep hygiene and making room for "real life" interactions.

● Move & Go Outside: Encouraging students to "touch grass" and incorporate physical movement helps break the cycle of digital burnout.

Dr. Fink’s Top 3 (The Clinician’s Perspective)

● Active Listening: Create space for kids to talk without immediately jumping in to fix or "tell." Be present rather than just preparing your next response.

● Emotional Validation: Respect their feelings, even if the trigger seems trivial to an adult. Validation is the necessary starting point for any productive movement forward.

● Collaboration Over Control: As kids grow, the goal should shift from managing their behavior to solving problems with them to build independence.

Episode Timeline

● [00:00] – Introduction: The mission of Mental Health Goes to School.

● [01:48] – Bridging the gap: Lack of resources for the 12–22 age group.

● [03:16] – Backstory: From college theater friends to professional collaborators.

● [07:47] – Jo-Ann’s recommendations: Sleep, screens, and movement.

● [09:25] – Dr. Fink’s recommendations: Listening, validation, and collaboration.

● [12:56] – How to support the show and engage with the community.

● [14:17] – "One Good Thing": Celebrating new grandbabies and the joys of grandparenting. Connect & Resources

● Website: mentalhealthgoestoschool.com

● YouTube: Mental Health Goes to School Channel

● Support the Show: Please Like, Rate, and Review on your favorite podcast platform—even a single emoji helps us grow! *Show notes generated by Gemini AI and edited by humans

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In this episode, we dig into an April 13, 2025, article in the New York Times Magazine by journalist Paul Tough. Bringing together perspectives as a clinician and a special educator, we consider the article’s point of view regarding ADHD. Jo-Ann and Candida explore the evolving understanding of ADHD, exploring its definitions, the implications of overdiagnosis and underdiagnosis, and the role of medication as a treatment tool. From our vantage points in the classroom and through consulting with families and schools, we discuss the importance of environmental adjustments in educational settings and the need for flexibility in teaching strategies to support students with ADHD, while acknowledging the challenges of implementing these approaches. Our conversation also highlights real-life applications and strategies for managing ADHD in high schoolers and adults, showcasing the multifaceted nature of the disorder and the various approaches to support individuals affected by it.

References

https://www.nytimes.com/2025/04/13/magazine/adhd-medication-treatment-research.html?searchResultPosition=2

WHO Information Sheet on ADHD 

https://iris.who.int/bitstream/handle/10665/364129/WHOEMMNH214E-eng.pdf?sequence=1&isAllowed=y

Keywords 

ADHD 

ADHD Medication 

Mental health

Child Development 

Child Psychiatry

Student Success

Learning Strategies 

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Addiction specialist Dr. Lipi Roy discusses what substance use disorders are and teaches us about the most updated models of care for these painful conditions. There are effective medical treatments available now that are integrated into comprehensive treatment plans that include non-medication interventions as well.  

Unfortunately, because of outdated understandings of and stigma about substance use disorders, many people are unaware of how effective medical treatments can be. Old models that blame criminal behavior or moral failures prevent people from getting care that works.  Medical treatment models are now considered the most effective way to treat substance use disorders, approaching them as chronic medical conditions that deserve care and not blame or punishment.

We discuss evidence-based treatment, public health interventions related to harmful substances, and focus on harm reduction.  The key to success is remembering that “the opposite of addiction is connection.” Educators, providers, parents, and others can help by providing a safe space without judgment and being a curious and active listener. If you are worried about an adolescent or they come to you with concerns, these safe conversations, rather than shock or anger, will help start the process of recovery. 

Tags

addiction

Substance use disorder

evidence-based treatment

Addiction treatment

harm reduction

Medically assisted treatment 

Resources:

Boston Children’s Hospital Addiction Medicine

National Center for College Students with Disabilities

NAMI College Guide

The Steve Fund

The Jed Foundation

Mental Health America

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Peer mentor Jax Agee joins Candida and Jo-Ann to tell about their work as a peer mentor for people living with mental health challenges. Jax’s lived experience helps them connect with individuals living in the community with tasks and goals related to their treatment plans. This can include tasks of daily living, budgeting and banking, learning to use transportation, reinforcing therapeutic goals, and more. We learned what to expect as a client and what it’s like to be a mentor.

Resources suggested by Jax and NAMI

National Center for College Students with Disabilities

NAMI College Guide

The Steve Fund

The Jed Foundation

Mental Health America

Tags:

Peer mentor

Community 

Community Mental Health

Mental Health

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