Author: Mr Brett Macdouall
HAIS Principal
During the recent Tết break, I returned to Australia and was struck by the volume of discussion surrounding new age restrictions on social media access for young people. The public debate was interesting to say the least, yet for many educators and parents, the concerns being raised are not new. The research on the impact of social media and screen use on the adolescent brain has been available for some time for those willing to examine it closely.
I recall reading David Gillespie’s Teen Brain in 2019 and feeling a sense of affirmation. It articulated what many of us working with young people had already begun to observe: that traditional adolescent risk-taking behaviours were increasingly being replaced by screen-based dependencies, particularly online gaming and social media. Gillespie described how technology delivers frequent, unpredictable rewards - likes, comments and notifications - that trigger repeated dopamine responses in the brain. Over time, this constant stimulation can shape behaviour, contribute to compulsive use and make emotional regulation more difficult for developing minds.
Australia’s recent legislative changes are a significant step and a clear signal that society is beginning to respond. However, policy
Author: Mr Brett Macdouall
HAIS Principal
During the recent Tết break, I returned to Australia and was struck by the volume of discussion surrounding new age restrictions on social media access for young people. The public debate was interesting to say the least, yet for many educators and parents, the concerns being raised are not new. The research on the impact of social media and screen use on the adolescent brain has been available for some time for those willing to examine it closely.
I recall reading David Gillespie’s Teen Brain in 2019 and feeling a sense of affirmation. It articulated what many of us working with young people had already begun to observe: that traditional adolescent risk-taking behaviours were increasingly being replaced by screen-based dependencies, particularly online gaming and social media. Gillespie described how technology delivers frequent, unpredictable rewards – likes, comments and notifications – that trigger repeated dopamine responses in the brain. Over time, this constant stimulation can shape behaviour, contribute to compulsive use and make emotional regulation more difficult for developing minds.
Australia’s recent legislative changes are a significant step and a clear signal that society is beginning to respond. However, policy alone is not a solution. Many young people under the age threshold still have access to social media and the responsibility for guiding healthy habits remains firmly with families and schools working together.
At HAIS, we have long been intentional in our approach to technology. Our no-mobile-phone policy during the school day reflects our commitment to protecting students’ focus, wellbeing and social development. Students do not bring personal laptops to school until Year 9, ensuring that childhood – particularly in the early and middle years – remains rich in conversation, physical activity and real-world connection. Our classrooms are filled with ideas, creativity and challenges across academics, sport and the arts because we believe a young person’s attention is something worth protecting and investing wisely.
Most importantly, this is not a school issue alone nor is it a home issue alone. It requires a strong and consistent partnership. When children receive the same message in the classroom and at home, they are far more likely to develop the discernment and self-regulation needed to navigate the digital world wisely. Our goal is to help students move from being passive ‘users’ of technology to becoming thoughtful ‘choosers’, young people who understand how social media platforms and apps are designed to capture attention and who can make informed decisions about balance, purpose and security in their lives.
Research tells us that teenagers reclaim their focus most powerfully when it feels like an act of independence rather than restriction. Together, as parents and educators, we can help them see that managing their attention is not about limitation, it is about freedom.
I have referenced the article “A ‘Quiet Revolution’: Why Young People Are Swapping Social Media for Lunch Dates, Vinyl Records and Brick Phones” on CNBC.com that I recently read. Discuss attention, purpose, balance and digital overwhelm with your child(ren). These conversations matter.
Thank you for your continued partnership in allowing children to be children and in supporting them to find their passion and realise their dreams.
