A bit later to the party with reading (actually listening) to Jonathan Haidt’s latest book but I do think there is a lot for us in education.  It is interesting to think of  Haidt’s thesis in the context of the cell phone restrictions in schools that are sweeping North America (including British Columbia this fall).

Reflecting on Jonathan Haidt’s latest work, The Anxious Generation, I can’t help but connect its themes to the stories and experiences I’m encountering in my work as superintendent. Haidt’s exploration of the growing anxiety epidemic among today’s youth speaks deeply to those of us in education, as we’re on the frontlines of witnessing what seems like a  generational shift. For those of us who have been in the system for 20 or 30 years, what we see is telling us something is different with today’s students and their families. I want to unpack some of Haidt’s key ideas and consider what they mean for our schools, our students, and us as educators.  It is also important to note upfront that Haidt’s work has not been universally accepted, and critics have loudly raised concerns (some here) about the research used. In the TED Talks Daily podcast with Elise Hu I recently listened to interviewing Haidt she challenged him as to whether he we conflating correlation for causation when it comes to young people and the impacts of social media.

The Reality of Rising Anxiety

One of the central arguments of The Anxious Generation is that young people today are struggling with unprecedented levels of anxiety, and Haidt attributes much of this to environmental changes—particularly the rise of social media, the erosion of unstructured play, and the hyper-focus on safety and risk aversion. These ideas are not new to those who have followed Haidt’s previous work or the themes that often emerge in our schools.  For a number of years now I have heard some version of the criticism that we are bubble wrapping our kids.  There was a joke that went viral recently (TikTok link here) that you just don’t see kids with casts anymore – which plays on the same theme.

In our schools, we see the consequences firsthand of anxiety: students who are scared to fail, who hesitate to take risks, who struggle with resilience. It’s no longer about just teaching math or science; it’s about teaching coping strategies and emotional literacy. What’s particularly compelling about Haidt’s perspective is the way he links this anxiety to broader societal trends—less time outdoors, overprotective parenting, and of course, the omnipresent influence of social media.

The Social Media Dilemma

Haidt dedicates significant attention to social media and its impact on young minds. This is something we’ve been grappling with in our district for years—how to embrace the positive aspects of technology while safeguarding our students from its pitfalls. I was skeptical about the restrictions on cell phones in schools that went in place this fall, but I have heard first hand from students, it is calming to know nobody has access during class – there is no Fear of Missing Out.   I have also heard from school staff that our students using social media are constantly comparing, curating, and performing, and as a result, they’re often left feeling exhausted and, yes, anxious.

One point Haidt makes is that our role isn’t to demonize social media but to create spaces where young people can better understand and manage it. This resonates deeply with me. As educators and leaders, we need to be proactive about integrating digital literacy into our curriculum—not just how to use technology, but how to navigate the emotional landscape it creates.  I think we have done the right thing over the last 15 years to teach about social media use.  Schools are the best place to build thoughtful digital skills that they can take with them outside of school.

Reclaiming Unstructured Play

Another compelling aspect of Haidt’s book is his emphasis on the importance of unstructured play. He argues that the decline of unsupervised play and exploration has left kids ill-equipped to face challenges independently. When we overly supervise, we signal to our children that the world is inherently dangerous, and this message undermines their confidence.

This makes me think about the balance we try to achieve in our schools—balancing safety and freedom. It’s not about throwing caution to the wind, but about trusting our students enough to take risks, to make mistakes, and to solve problems on their own.  I do take it as a point of pride at how guests to our school district are often so impressed (and surprised) by all the rocks and trees we have for students to play on.  They always ask, “Aren’t you worried of kids getting hurt or you getting sued?” The short answer is no.

Haidt’s call for less structured environments isn’t just about playgrounds; it’s about our classrooms too. It’s about group work, inquiry projects, and letting students take the lead, even when it means they might stumble.  A lot in this that reminds me of the work in British Columbia over the last 20 years.

A Call for Resilience

Ultimately, what stands out to me in The Anxious Generation is a call for resilience—a reminder that we need to create conditions where young people can develop the skills they need to cope with an unpredictable world. It’s a reminder that education isn’t just about academics; it’s about shaping character. It makes me reflect on the initiatives we’ve put in place—self-regulation strategies, peer support systems, and counseling services—and the role of the entire community to support mental well being and resilience and how it should not be left just to schools.

As school leaders, we must also model this resilience. We need to show that while we acknowledge the challenges, we aren’t overwhelmed by them. Haidt’s work challenges us to rethink the environment we are building—not just for our students, but for our entire school community.

Moving Forward

The Anxious Generation offers no quick fixes, and perhaps that’s the most important lesson of all. Addressing youth anxiety is complex, and it requires us all—educators, parents, and community members—to play a role. We need to balance safety with freedom, acknowledge the pressures of social media, and create environments where students feel safe enough to take risks.

It’s a journey. And while Haidt offers a sobering look at the landscape of youth mental health today, he also provides hope—hope that by making thoughtful changes, we can help this generation not just survive, but thrive.

Curious for others who have read it – what do you think? What stood out for you?

The image at the top of this post was created by Chat GPT 4.  After drafting this post I used both Chat GPT  4 and Claude to get feedback and suggestions that I incorporated to improve the readability of the post.