Digital Dependency - From the Warden

Digital Dependency A Conversation

I am often asked what Radley’s policy is on ‘mobile phones’.

The question comes in a number of forms but essentially comes down to a very understandable concern that all sensible parents have: is my son (in Radley’s case) spending too much time on a screen? At the same time, most recognise that there are huge advantages to the digital revolution and that the world is now irredeemably digital... we need to prepare boys for it. It is a complex issue.

It is also a nuanced one: there are plenty of other variables that need to be considered. Individuals are different in terms of personality, biology and interests: all those factors will affect their use and level of dependence on phones. Times of the day matter; screen time late at night can affect sleep.

Some boys use the digital world as a way ‘to avoid work’; others to relax away from it. There is a clear difference between what the device is used to access... from the toxic and dangerous to the mindless but harmless to the stimulating and valuable. Activity on phones can promote positive collaboration and interaction (a point we often miss); equally, it can magnify and lengthen the impact of bullying behaviour and it can reinforce values and attitudes that we would not want to support.

DIGITAL DEPENDENCY: A CONVERSATION

The debate is often too narrow. We perhaps place the digital threat too much in the ‘cause’ column rather than the ‘symptom’... in other words, it is deceptively easy to blame societal problems – at Radley or further afield on the fact of the digital revolution rather than see it is a means by which societal problems manifest themselves, albeit perhaps with greater impact and effect. For example, although we are obliged to use the phrase cyberbullying, I do not like it: it is bullying. The same issue using different methods. Another . . . do phones prevent conversation or fill the gaps where conversation used to be? Chicken and egg, I suspect.

We need to know what the problem is we are trying to solve. Are we worried about them not reading enough, about poor academic performance, about handwriting in preparation for exams, addiction to pornography, addiction to gaming, general addiction, lack of socialisation, poor manners, lack of sleep, moronic behaviour, bullying, mental health concerns, lack of exercise, the wrong role models etc? Once we know what we are trying to stop, or limit, or train for, we can develop policy accordingly. Of course, it is likely to be a combination. But a catch-all ‘blame digital’ does not necessarily produce tailored solutions to specific problems. And as we debate the problems, do we recognise the benefits?

We need to develop a holistic perspective too. Radley’s job is to develop fine young men over five years. Occasionally, policy that might look questionable at the micro level at a particular point in time makes sense when seen in the round. The debate should be focused on whether we succeed on the overarching aim. Which we need to define. And measure.

Not easy.

Then, finally, we need to think about the approach we take to getting it right. Stopping, limiting and training are all different. At one extreme, the ‘one size fits all’ censorship model is easier to define, provides a clear lead and acknowledges the challenges head-on... but it might lack nuance and only reinforce problems. On the other, the more liberal ‘let them make their own mistakes’ perhaps allows greater flexibility, encourages more conversation and increases self-regulation over time. . . but it might ignore the depth of the issue we face until too late. Some would throw all technology away. Others would throw away pens and paper. I suspect the answer lies in the middle.

So, the upshot is that my first answer to the question is, ‘I don’t know’ . . . and that policies which are simple are often too simplistic. If anyone says they have this sorted, I suggest they don’t. We must continue to discuss it in all its complexity. At the same time, we need to have policy. With the latter in mind, I would like to initiate a ‘conversation’ over the course of the next year as we seek to get the balance right. Talking to senior boys about their digital journey to date, increasing the conversations with all boys about what they actually do on-screen, sharing good practice with parents, seeking feedback from parents, measuring the nature and extent of the problem and its impact on the academic, the pastoral, and the social development of boys.

DIGITAL DEPENDENCY: A CONVERSATION

Guiding Principles To help frame that conversation, I offer the following principles as a guide to help us think. I hope they are uncontroversial in themselves; the balancing between them is obviously the area for debate: We should not thoughtlessly demonise digital. It is abuse of it that we wish to tackle, not use.

Our aim is to produce digitally aware, reflective and self-regulating young men over time.

When social, academic, emotional and physical progress is not what it should be, for a boy or a group of boys, we should ask and ascertain why that is . . . and digital abuse might well be the answer. It also might not be.

Manners, conversation, and social engagement matter. Digital distraction can get in the way.

Sleep is vitally important. Digital distraction can get in the way.

Reading is vitally important. Digital distraction can get in the way.

Good values, modelling of appropriate behaviour and encouragement of broader activity in the community are vital influences in shaping and controlling digital behaviour.

We prefer digital behaviour to be shaped by encouragement, ‘nudge’ and response to experience than by punitive preventative or curative approaches.

There is, however, an obvious need for collective rules on the use of the digital, and very clear and robust response to abuse, particularly any that impacts the lives of others.

Digital abuse can take many forms. It can range from wasting time to addiction, from a lack of social grace to serious bullying. Each need to be addressed . . . in different ways.

There should be room for incentivisation too, recognising that individuals are different and ‘sticks’ and ‘carrots’ can both work.

Clearly there has to be gradation. Boys arriving in the Shells should not have as much freedom as those leaving in the 6.2.

We need to judge successful analysis by balancing both ‘in the moment’ and ‘over five years’.

We need to work in partnership with parents, helping each other to know how best to achieve the results we want.

We intend to spend the 2023-24 academic year having this ‘conversation’, using it as an opportunity to encourage us all to reflect whether what we are trying to achieve educationally is helped or hindered by the digital and to what extent. Then turning to what the right response to that should be.

And review our policies accordingly.

In the first instance, therefore, please talk to your sons. Try to agree approaches with them at home that fit your expectations and their need.... but that allow them to be developing sensible habits rather than simply resenting the rules. Regularly review how they are getting on with it. Make sure that there are appropriate controls in place at home. Ask for our help if and as you need it.

The debate also has to be about much more than digital. It should be about the challenges and exciting opportunities that AI brings. It will both transform the educational landscape and yet at the same time some things will not change. It is, as is so often the fundamental foundational thought at Radley, a question of harnessing the best of the new without losing the value of what went before.

Of course, it is not that we have not been thinking this through already. We regularly debate it, as I know you do too. But I hope the above highlights the issue as we currently see it, is honest but thoughtful about it, and helps frame the debate. I will be in touch as the year goes on as to how you can contribute to our thinking... but the most important thing is for us to be talking about it. It is an important conversation.

John Moule Warden