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In the last edition of Equip, Mrs Marlow shared ºÚÁÏÌìÌÃ’s philosophy statement on screen-based technology; a reflection of our deep commitment to supporting students in a digital age. In this article I would like to expand on that philosophy statement by exploring an important question: What are our young people missing out on because of excessive screen time? And just as importantly, how can we harness the power of technology in a way that supports, rather than hinders their growth and wellbeing?

At ºÚÁÏÌìÌÃ, we are increasingly aware of what our students may be losing as screen time becomes more dominant in their daily lives. Our aim for the school years is far broader than academic development; it is a crucial time for shaping identity, values, and relationships. These years should be filled with deep learning, rich friendships, and formative experiences, many of which happen best away from screens.

One key area of concern is in-person connection. We believe that human beings are created for relationships, with God and with one another, and these relationships are strengthened through real, face-to-face interaction. When young people spend hours on screens instead of engaging with the world around them, they risk missing the social and emotional growth that comes from conversations, shared laughter, and community involvement. What a gift it would be if we could give these experiences back to young people.

Distraction is another growing concern, especially in the classroom. Although many people believe they can multitask, switching between apps, texts, and schoolwork, research consistently shows that the human brain is not designed to multitask effectively. A study from Stanford University found that people who frequently multitask are actually less efficient, more easily distracted, and have a harder time filtering out irrelevant information (Ophir, Nass, & Wagner, 2009). In the classroom, this means attention is fractured, deep thinking is compromised, and meaningful learning becomes harder to sustain. Simply put, the constant ping and buzz of notifications can interrupt the flow of learning and dilute a student’s ability to focus and retain information.

Too much screen exposure has been linked to reduced concentration, disrupted sleep, and emotional wellbeing challenges. Constant notifications, addictive content algorithms, and pressure to stay connected socially can overwhelm young people, making it difficult to focus in class or wind down for rest. Many young people are simply overstimulated and undernourished when it comes to meaningful, reflective time.

That said, technology can also be a powerful force for good. At ºÚÁÏÌìÌÃ, we don’t advocate for a screen-free life, rather, we champion a balanced, intentional approach. When used with purpose, technology can enhance learning, promote creativity, and open doors to meaningful global connections. Whether through digital art, language learning apps, or accessing faith-based resources online, students can use tech to grow in positive ways. Our commitment is to help students develop a healthy, age-appropriate relationship with technology. This means using time at the College intentionally, fostering immersive learning environments, and setting boundaries that support emotional and spiritual wellbeing. We aim to minimise the negative impacts of screen use while still embracing its benefits.

While the College maintains a clear policy banning phone use during the school day, we recognise that many students remain mentally distracted by the mere presence of their phones. This unseen but persistent distraction undermines the calm, focused, immersive environment we aim to foster. As a result, we are currently reviewing our policies and procedures to better support students in establishing healthy boundaries, both physically and mentally, with their devices during school hours.

Let’s work together to make bold decisions to restore balance and grow belonging in our community.

Daryl Hinton
Head of Secondary Years