To view the photo-rich magazine version, click here.
Originally appears in the Summer 2022 issue.
By Kerry Crofton
The young students in this Forest School were educated in screen-free, low-tech classrooms, could write cursive script, read an analog clock, and spent part of each day wandering freely in the woods — all without digital devices. This was some years ago, as you can imagine. (When I was in grade school we stood up whenever a teacher entered the classroom. Now, that was a long time ago).
Jacqui Reeves, the environmental educator leading that Forest School program, is on the board of our Canadian nonprofit, Global Health Alliance. Jacqui tells us,
«I remember outings in the woods when the children created their own games. One time it was a fantasy kingdom, complete with a king and queen wearing crowns that the children made from pine roots, leaves, and gemstone rocks. They stood on logs, delivered proclamations, and assigned tasks around the make-believe castle for court jesters, gardeners, and cooks. They especially enjoyed assigning these roles to the adult leaders and rewarding us with bits of quartz for jobs well done! Such creative nature play is so much healthier for their social and brain development than staying inside, glued to electronic screens.
“Sadly, these days we don’t see much of this child-led creativity. Now, many are passive and non-interactive, dependent on their devices or adult instruction. Without these, they don’t seem to know how to play on their own or express their imagination. And we see many more parents trying to insist that their kids keep their phones with them on our nature walks, even though the leader carries a mobile for emergencies.»
The too-much-tech and not-enough-nature educational challenges that Jacqui faces these days are felt by many teachers and environmental educators.
Many students would rather spend time indoors staring at small screens than outdoors exploring the natural world. I’ll cite a few recent studies with the evidence of harm; most likely you need to look no further than your own classroom.
On a brighter note, I’ll detail here some of our greentime activities.
Then in a follow-up article (Fall 2022) you’ll see our science-based strategies for healthier ergonomics and safer-tech solutions for all things wired and wireless.
First, let me be clear: our focus is not anti-tech, or anti-social media. We readily acknowledge these innovations have brought many benefits in our classrooms, our work, and our personal lives. Our board meetings are now by Zoom. (However, we follow our own advice on how to prevent Zoom fatigue.) Many of our environmental education workshops are now virtual. Ironic, I know, with our “Less Screen” mantra.
As green-minded educators, no doubt you’d agree with our view that the powerful forces of this digital age need a mindful and balanced approach. We see nature time as the remedy for tech overload — getting students outside is essential for their wellbeing and for their education, as you know.
Richard Louv, author of Last Child in The Woods, once asked an elementary class if they’d rather be outside or inside. One boy blurted out, with an exasperated roll of the eyes, “Well, inside, of course. That’s where all the electrical outlets are!”
And this was long before a global pandemic brought all of us inside more than ever before, and exacerbated feelings of isolation, depression, Zoom fatigue, and a plethora of symptoms related to tech overload.
And we have been largely cut off from the healing counterbalance of truly connecting — face-to-face — with each other and the healing power of nature. And you thought teaching was tough before this?
Many years ago, I worked as a teacher, and I have offered many Pro D workshops. I know all too well some of the challenges teachers face is finding a healthier screentime/greentime balance within the confines of the classroom, school policies, and parents demanding the latest tech for their kids.
A weary teacher shared with her peers, “Our young principal is a keen advocate of technology in the classroom. I worry that the students are not learning how to write longhand, or tell time — our analog clock has gone. They act out. Can’t concentrate. Get bored easily. And would rather be inside playing games on their phones than be outside. They’re eight!”
Childhood inactivity; screen, smartphone, and social media addiction — and what Louv calls “nature-deficit-disorder” — are the focus of our work. Our team of experts is concerned about the evidence of adverse health effects on physical and mental health, especially in children and youth.
Perhaps you share some of these concerns?
1. Excessive screentime/digital dependency:
2. Increasingly tech-focused classrooms and curriculum:
I read with interest the eye-opening observations in Screen Schooled: Two Veteran Teachers Expose How Technology Overuse Is Making Our Kids Dumber. The authors, Joe Clement and Matt Miles, challenge the current thinking that high-tech classrooms give students a learning advantage.
They wrote, “Over the past decade, education instruction has become increasingly digitized as districts roll out laptops and iPads to every student. Yet the most important question, ‘Is this what is best for students?’ is glossed over.” [1]
These teachers show the urgent need for balance with interactive learning — with other humans, not whiteboards. What is too much tech doing to the students’ wellbeing? Creativity? Literacy? Social interactions? And to their compassion?
And did you know there is also a debate about the radiation emitted by wireless technology, and the evidence of harm at government-sanctioned levels? Frank Clegg, former CEO of Microsoft Canada, is founder of Canadians for Safe Technology. He cautions, “Safety standards for exposure levels from cell towers, WiFi, and mobile devices are not in line with the science and are not protecting us.” [2]
3. Disconnect from nature:
You don’t have to spend all day outside. Research shows that only 20 minutes per day reduces ADHD and improves a child’s attention and behaviour. [3] Of course, an hour of outdoor activity each day is even better. Children thrive splashing in puddles and getting dirty. Doing so boosts immunity and overall health. Youth also need to be encouraged to relate to each other directly, not just on digital media. All ages need calm, not frazzled, brains and the ability to self-soothe without electronic screens.
Imagine getting a prescription from your doctor to spend time outside. Family physician Dr. Melissa Lem prescribes nature time of at least 20-to-30-minute sessions for a minimum of two hours each week.
Dr. Lem says, “With people spending more and more time indoors on screens, it’s even more crucial that they connect with nature to improve their mental and physical health. The science about the health-boosting benefits of nature increasingly points to positives like improved respiratory health, better immune function, and reduced stress — which are essential during the COVID-19 pandemic.” [4]
4. Climate grief, feelings of hopelessness, and burnout:
Stewards of the earth who are nature-savvy, and also know about safer-tech, are urgently needed to protect this planet and all her inhabitants. Increasingly, many dedicated environmentalists — of all ages — suffer from burnout, depression, and what has been called “climate grief or despair.” [5]
Our mission is to educate youth and support these environmental advocates and educators. This “care for the caregivers”, if you will, offers them strategies to protect their own wellbeing while caring for the wellbeing of the Earth.
Now let’s take a look at some of the research and then put that into action with some science-based recommendations.
Excessive screentime/digital dependency
In 2019, the International Journal of Mental Health and Addition reported the Effects of Excessive Screen Time on Neurodevelopment, Learning, Memory, Mental Health, and Neurodegeneration: a Scoping Review.
And, no surprise, the findings weren’t good news.
“Evidence suggests that chronic sensory stimulation via excessive exposure to screen time may affect brain development in negative ways. Excessive smartphone use may increase the risk of cognitive, behavioral, and emotional disorders in adolescents and young adults that also has the potential to increase the risk of early onset dementia in late adulthood.” [6]
In 2020, the World Health Organization reported the following: increased screentime leads to potentially harmful effects such as reduced sleep, headaches, neck pain, myopia, digital eye syndrome and cardiovascular risk factors such as obesity, high blood pressure, and insulin resistance due to increase in sedentary time. [7]
A new Canadian study raises concerns about screentime and its effects on pre-school-aged children’s behaviour. According to the researchers, these include “attention and concentration difficulties, hyperactivity and impulsivity, emotional internalizing and externalizing symptoms, and conduct problems.” [8]
Sadly, this evidence is not news to us. We offer effective strategies to reduce the strain on our bodies from too much tech. Taking good care of ourselves is essential for our personal wellbeing and for our ability to continue our important work.
Here is one middle-school teacher’s approach. “I have included a daily outdoor activity in our science curriculum. Even in bad weather the kids benefit from some physical activity in nature. And at the beginning of each class, I ask my students to put their devices in the tray that’s on my desk. If anyone refuses, this is handled as noncompliance: the student goes to the principal’s office and a parent may become involved. This policy has enhanced their ability to concentrate, learn, and interact more openly with each other. This is well worth the hassle of dealing with the pushback from some of the parents.”
You may have tried to implement similar tech policies in your classroom? Believe me, no one is suggesting this is easy. And there’s also the challenge of how to manage the screentime in healthier ways.
Here are some of our greentime activities, which can be done in a forest, schoolyard, or city park:
1. Journalling practice: We invite you to use journals — and pencils — for observation and contemplation. Doodling, writing, drawing — recording your thoughts, feelings, reflections on the following practices. What is the weather like? What is the wind doing? How do you feel, right now, in nature? Are you breathing deeply?
2. Finding your sit spot: In this practice, you are ideally meant to meander in the woods or park until you find an inviting spot that speaks to you and attracts you — your place to settle in.
3. Sit spot practice outdoors: When you find your sit spot, reflect on why this spot drew you in. This quiet place is your restoring retreat — a calming, screen-free place to open your senses and soak in the healing power of nature. Breathe deeply through your nose, exhale though your mouth. Feel your body on the earth. Feel grounded, connected, and grateful.
4. Nature’s frame: In this practice, try to focus on one small area, taking in everything you see, enhancing your visual awareness. Then, slowly, widen your gaze to what is surrounding the small area you were focusing on.
5. Nature’s sound: In this practice, tune into all the nature sounds you hear, isolating with what is closest. Focus on these sounds first, then slowly focus on sounds farther away. Finally, focus on the sounds farthest away.
I hope you will join us for a free seminar series this fall for environmental advocates and educators — yes, virtual — with our preventing-Zoom-fatigue protocols!
Details will be posted at www.LessScreenMoreGreen.org and also at our nonprofit’s site www.GlobalHealthAlliance.ca.
Kerry Crofton, PhD, is founder and director of the Canadian charity, Global Alliance for Brain & Heart Health (Global Health Alliance). Her international team of environmental health experts are dedicated to nurturing the physical and mental wellbeing of children, youth, and families in this digital age. Her 45 years of professional work includes developing and delivering wellness programs for teachers, parents, nurses, physicians, cardiac patients, air traffic controllers, commercial, fighter pilots, and others in high-stress occupations. She is the author of The Wellness Guide for the Digital Age as well as Less Screen More Green: The Mindful Tech Plan offers the powers of nature, mindfulness and being truly connected. Kerry is a nature-loving mother and grandmother, and once worked as a teacher. These days she offers Pro D Less Screen, More Green programs for other teachers, as well as The Mindful Tech Plan™, The Family Tech Plan™, and The School Tech Plan™.
Endnotes:
[1]Joe Clement and Matt Miles, Screen Schooled: Two Veteran Teachers Expose How Technology Overuse Is Making Our Kids Dumber (Chicago Review Press, 2017).
[2]Andrea Janus, “Wireless radiation exposure code ‘fails to protect Canadians,’” CTV News, July 10, 2014, https://www.ctvnews.ca/canada/wireless-radiation-exposure-code-fails-to-protect-canadians-1.1906165
[3]Frances E. Kuo and Andrea Faber Taylor, “A Potential Natural Treatment for Attention-Deficit/Hyperactivity Disorder: Evidence From a National Study,” American Journal of Public Health, vol. 94,9 (2004): 1580-6. doi:10.2105/ajph.94.9.1580
[4]Kerry Crofton, Less Screen, More Green: The Mindful Tech Plan is digital detox made fun using the powers of nature, mindfulness and being truly connected (Global Wellbeing Books, 2020).
[5]Avichar Scher, “‘Climate grief’: The growing emotional toll of climate change,” NBC News, December 24, 2018, https://www.nbcnews.com/health/mental-health/climate-grief-growing-emotional-toll-climate-change-n946751
[6]Eliana Neophytou, Laurie A. Manwell and Roelof Eikelboom, “Effects of excessive screen time on neurodevelopment, learning, memory, mental health, and neurodegeneration: A scoping review,” International Journal of Mental Health and Addiction, (2019). https://doi.org/10.1007/s11469-019-00182-2
[7]World Health Organization, “Excessive Screen Use and Gaming Considerations during COVID19,” Regional Office for the Eastern Mediterranean, 2020, https://apps.who.int/iris/handle/10665/333467
[8]Sukhpreet K. Tamana, Victor Ezeugwu, Joyce Chikuma, Diana L. Lefebvre, Meghan B. Azad, et al. “Screen-time is associated with inattention problems in preschoolers: Results from the CHILD birth cohort study.” PLOS ONE 14(4): e0213995. 2019, https://doi.org/10.1371/journal.pone.0213995
