“If we want our children to be happy and successful, if we want them to reach their highest potential in self-transcendence, then the most important thing we can do is replace screens with activities that turn their focus outward.” —Clare Morell

Summary

It’s no secret that addictive digital technologies like smartphones and social media apps are harming a generation of kids socially, mentally, and even physically. But a workable solution seems elusive. After all, don’t kids need phones, and won’t they be vulnerable or socially isolated without them? In this interview with Clare Morell, author of The Tech Exit, we discuss the lies parents have been sold about parental controls, screen-time limits, and even the effectiveness of screens in the classroom. There is another way!  If you need a shot in the arm to make the break from tech, listen in and see how digital technology is anything but necessary for children to live happy, healthy, and socially full lives.  

 

Key Takeaways

• Putting limits on something immediately implies harm. Why are we choosing to expose our children to something that is harmful? 

• Dopamine that is released when a child uses screens affects the brain like a drug and produces cravings, not satisfaction.  

• Since screens have been in our schools, math and reading scores have hit an all time low.  

• Replace screen time with responsibilities and tasks, as well as hobbies and play. 

• Screens make us all feel like we don’t need other people.  It decreases community inherently, 

• Life is not about being constantly amused and entertained.  We all need time for reflection, activity, and boredom.  

 

Couple Discussion Questions

• Are we happy with the screen time use in our home right now?  Are we happy with our own screen time?  How can we be better? 

• How have screens affected our family life?  What do we want to change about this? 

 

Resources

• thetechexit.com 

• clare.morell.substack.com

• Messy Family Guide to Tech:  https://messyfamilyproject.org/guide/screens-your-child/