Teaching Teenagers Healthy Smartphone Habits: Evidence from Colombia

Problem: Recent evidence suggests an elevated prevalence of anxiety (19%) and depression (30%) among Colombian adolescents [1]. Simultaneously, 81% of Colombian adolescents own smartphones, devoting on average 4 hours/day to social media. We hypothesize a causal connection between smartphone usage and mental health problems in adolescence via distraction, exposure to harmful content, and loneliness [2]. However, banning phones – as many currently advocate for – overlooks their potential as learning tools. Intervention and theory of change: Partnering with a Colombian NGO (Aulas en Paz) specializing in socioemotional learning, we design/test a 3-month classroom and coaching curriculum to help high school students develop healthy smartphone habits by promoting key socioemotional skills including self-awareness (usage), self-management (restraint), social awareness (substitution for in-person interactions), and responsible decision-making (avoiding harmful and seeking educational content). Promoting these socioemotional skills may affect four intermediate pathways: promoting productive phone use and in-person relationships, while reducing classroom distractions and exposure to harmful content. Through these pathways, we aim to improve both mental health and learning endline outcomes. Setting and implementation: We have established partnerships with Bogotá’s Secretary of Education, NGO Aulas en Paz, a charter school network (Alianza Educativa), and a caregiver network (RedPapaz). We first conduct focus groups (students, teachers, parents) to understand usage patterns, needs, and constraints. We then pilot with 100 high school students to fine-tune curriculum design and measurement instruments. Pilot results will inform a subsequent at-scale RCT. [1] https://www.nature.com/articles/s41598-023-35789-y [2] Haidt (2024). The Anxious Generation.