Actress, mother of two, and school activist Sophie Winkleman began her recent address on children at the 2025 Alliance for Responsible Citizenship Conference in London by describing a recent scene from a packed London bus. Standing over a young man and a young woman, both intent on their smartphones, Winkleman noticed that each was on a dating site, “reading profiles of men and women who presented as extremely similar to the two of them.”
She concluded:
Our bus reached Piccadilly Circus and both happened to alight at this stop. I watched the two of them as they walked away from each other, one towards Shaftesbury Avenue and the other towards St. James’s. I don’t need to labour the point of what I witnessed with this couple never to be. They were side by side, both seeking companionship or love, but they didn’t even register each other’s existence.
In the brilliant and passionate address that followed – I don’t use those adjectives lightly – Winkleman turned to the effects of smartphones and classroom technology on adolescents, which she called “the digital destruction of childhood.” She continued:
We left the doors to our children’s classrooms, their bedrooms and their minds wide open to the world. Perhaps we thought we were giving children the right to access everything which might be good out there, but instead we’ve given everyone else – the good and the bad, access to our children.
Winkleman spends part of her talk examining data familiar to many parents: the horrifying rise in teen suicides and self-harm incidents, the massive increase of anxiety and depression among the young, the fact that 97% of Britain’s 12-year-olds now possess a smartphone, and that children ages eight to 18 now spend an average of over seven hours every day on one screen or another. She further notes, “Hospital admissions for children with eating disorders in the UK have risen sixfold in a decade, the ‘contagious influence’ of social media cited as a major factor.”
Winkleman also cites mountains of evidence demonstrating that digital classrooms offer inferior education to those centered on teachers, books, paper and pencils. “The Karolinska Institute in Sweden,” she told the audience, “recently published research concluding that, ‘there’s clear scientific evidence that tools impair rather than enhance learning.’ Sweden has taken note and been the first country to kick tech out of the classroom, reinvesting in books, paper and pens. They had the courage to admit that EdTech was a ‘failed experiment’.”
So why, given this abundance of data and the visible harm screens bring to so many of the young – and to many adults as well – do parents and schools continue to pair the young with screens and smartphones?
For parents, the social pressures felt by their children are a factor. “My friends all have iPhones, why can’t I?” Many parents also fail to understand that screens are addictive, electronic drugs in a plastic case designed to stimulate dopamine in the brain. As for classroom use, screens can reduce the duties of teachers while often better capturing the attention of students.
Winkleman reminds her audience that childhood itself is at stake here. The playing fields of the imagination – books, backyard games, the engagement with others in face-to-face encounters, and so much more – are being rapidly replaced by digitalized games, social media, and the artifice of screens.
Regarding education, she offers wise observations such as this one:
Reading books and handwriting work is a deeper, not to mention a calmer, way to learn. Screens manage to be both caffeinating and numbing – where books are decompressing and absorbing.
Reading and handwriting are also harder in a good way. Friction and struggle are a necessary part of the learning process. Make everything too easy and it’s like feeding ten-year-olds puree when they need to chew.
Jonathan Haidt is the author of the extraordinary bestseller, “The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness.” Haidt praises Winkleman’s address as “the best talk I’ve ever seen on what computers and tablets on the desktops of children do to the child’s education.” His article includes the full video of the talk and a transcript.
At the end of her talk, Winkleman says:
[I]f we want to produce a generation of responsible citizens, we must flip the current argument on its head.
Rather than constantly having to prove that screen use is blighting childhood, we should ask simply: where is the evidence to prove that it’s safe?
I would up that question a notch and ask, “Where is the evidence to prove that it’s beneficial?”
Jeff Minick is a father of four and grandfather to many. A former history, literature, and Latin teacher, Jeff now writes prolifically for The Epoch Times, American Essence Magazine, and several other publications.
This culture article was made possible by The Fred & Rheta Skelton Center for Cultural Renewal, a project of 1819 News. To comment on this article, please email culture@1819news.com. The views and opinions expressed here are those of the author and do not necessarily reflect the policy or position of 1819 News.
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