Parent Phone and Social Media Survey Findings

Introduction

The Parent Phone and Social Media Survey provided interesting insights into what parents are thinking about their sons’ use of phones and social media. This report summarises the areas of concern and the suggestions for improvement and support.

Concerns

The report identified four main areas of concern:

1. Screen Time

Most parents are uncomfortable about the amount of time their children spend on phones and other digital devices.

• ‘I feel it is an addiction; kids get so agitated when they are removed from their tech.’
• ‘Parents find it difficult to regulate the amount of time children are spending on their phones.’
• ‘It [his phone] takes up too much of his time.’
• ‘The new phone and its overuse is a frequent point of contention.’
• ‘The limitless doom-scrolling!’

2. Access to Inappropriate Content

One of the biggest concerns regarding young people’s phone use is the potential exposure to inappropriate or harmful content. 83% of parents believe that children are accessing social media too early and 58% believe that young people should not have access to social media until they are at least 15. 74% of parents whose children have smartphones are concerned about the views they are exposed to on social media.

• ‘I don’t know the full extent of what is out there, nor how to properly use it.’
• ‘There is a barrage of online content that encourages young men to behave in ways that do not match our family’s (or school’s) values.’
• ‘I am worried about the lack of balance in online discourse.’
• ‘Even if my son doesn’t search for certain things, he is likely to be exposed anyway.’
• ‘I have concerns around exposure to harmful content online that could be perceived as being the norm.’

3. Impact on Attention and Learning

The constant use of phones and social media can have a significant impact on children’s ability to focus and concentrate. 83% of parents whose children have a smartphone agree that their son finds it difficult to concentrate when he has access to his smartphone, and only 21% believe their son make good use of mobile phone technology to support his academic study.

Interestingly, in a corresponding Staff Survey, 95% of teachers agreed that their students find it difficult to concentrate when they have access to their smartphone and only 11% agreed that their students makes good use of mobile phone technology to support their academic studies.

4. Impact on Socialising

Another concern is the potential effect of phones on face-to-face interactions and social skills. In the Staff Survey, 84% of teachers agreed that smartphones have negatively impacted social interactions between students, and this was reflected in the parent comments.

• ‘I am concerned about the lack of opportunity for boys to develop conversation and negotiation skills …when their attention seems to be so effectively stolen by social media and gaming.’
• ‘We are losing the art of verbal communication, of people being able to interact with each other.’
• ‘[I am worried about] keyboard warriors and online bullying.’
• ‘It is wrong that they sit and Snapchat each other rather than play.’
• ‘Boys need to understand the negative impact it can have on their relationships with others.’

Suggestions for Change

The suggestions fell broadly into five key categories:

1. Parents want a clear policy around phone use during school hours.

In fact, 91% of parents think phones should be banned at school.

• ‘I’d love them to have recess and lunch without phones at all year levels.’
• ‘Let school be a place purely for learning, socialising and being active.’
• ‘Expecting teenagers to manage their own access/usage entirely on their own is not working.’

2. Parents want practical information about how to monitor and regulate social media, internet and phone use outside school.

Information about issues such as how they can block or limit access to inappropriate content, including pornography, would be valuable. They also want information about age-appropriate apps, how to track time online and how to navigate safety and privacy concerns.

• ‘Navigating all this as a parent who isn’t savvy with social media is tricky.’
• ‘Parental restrictions on phones are so hard to understand.’

3. Parents want accurate research around the impact of phones, social media and pornography on young people.

Parents want to know how to support their children to create healthy habits around technology. Many parents acknowledged that social media and phones are a cause of family tension, and they are looking for guidance around how to have productive conversations about social media and phones.

• ‘A clear stance and guidance will help me discuss smartphone use with my son.’
• ‘Parental knowledge is key.’

4. Parents want their children to learn to be critical thinkers and be empowered to make good choices around their phone use.

• ‘The more information we can give to them [the boys] the better.’
• ‘Kids need education around this to learn to make the right choices for themselves.’
• ‘It’s not their fault that they find it so hard to get off their phones, but we need to give them tools and strategies to self-limit.’

5. Parents think we need to work as a community to help boys form healthy relationships with technology.

• ‘It’s too hard being the only one.’
• ‘It would be helpful if we had consistent guidelines in the community.’
• ‘If there is a consistent message across my son’s peers, and their parents too, it will make it easier.’
• ‘This would be wonderful if as a community we could make a change.’

Conclusion

As parents and teachers, we are navigating a digital world that many of us didn’t grow up with and don’t fully understand. The survey highlights the collective anxiety we have around children’s smartphone use and access to social media.

Parents are looking for evidence-based information and strategies to support them to work with their children to facilitate healthier and more positive relationships with technology both inside and outside of school.

The survey also suggests that parents want BGS to develop clearer policies and processes to help boys regulate and reduce the time they spend on screens at school. Many comments reflected an understanding that a unified, community approach will be the most effective way forward.