Understanding Smartphone Addiction: Insights and Responses

The Emerging Concern of Smartphone Addiction

Smartphone addiction is becoming an increasingly pressing issue in modern society, even if it isn’t yet a formal clinical diagnosis. The ICD-11 (International Classification of Diseases) acknowledges the related Gaming Disorder, highlighting the mental health implications of excessive digital engagement. Further, the DSM-5-TR (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision) identifies Internet Gaming Disorder as a condition needing more investigation, thus framing problematic smartphone usage within the evolving context of behavioral addiction models.

Expert Opinion: Mark Samways’ Perspective

Counseling psychologist Mark Samways, co-founder of The Free Spirit Collective in Dubai, articulates the rising concerns regarding screen addiction. He emphasizes that this issue is not just a numbers game.

“It is definitely real. We’re seeing it more and more that’s coming into the center from our experience at the Free Spirit Collective.”

Samways highlights that addiction isn’t solely based on the number of hours spent on devices. Instead, the focus should be on function—namely, the role smartphones play in a person’s life. He raises critical questions about smartphone use:

“What role is it playing? What are you using it for? Are you using it to soothe? Are you using it to regulate your emotions? Are you prioritizing it over other activities?”

Emotional Regulation and Its Implications

The concerning trend of using smartphones for emotional regulation is at the heart of many issues surrounding screen addiction. Samways notes that:

“Emotion regulation is crucial for all of us, and it’s not a field that you just pick up once you turn 18.”

When young people rely on their devices for comfort rather than developing healthy coping mechanisms, they risk delaying crucial neurological development.

“If they’re using something else to emotionally regulate, they’re not picking up those tools—how to self-soothe, how to manage discomfort—and those neural pathways aren’t being built.”

The Role of UAE Schools

Recognizing the growing dilemma, many schools in the UAE are proactively addressing smartphone use. Almost 70 schools have joined the Screenwise Child UAE movement, though responses differ significantly among institutions.

At Ambassador International Academy, Principal James Lynch promotes structured solutions:

“We guide students to engage in games, interact with peers, and develop their social skills. This helps foster interpersonal relationships and creativity.”

While Lynch acknowledges the allure of delaying smartphone access until age 16, he stresses that practical compromises are often necessary:

“We recommend feature-limited devices and strong app restrictions instead.”

His vision is not to shun technology but to guide its use:

“Our aim is to ensure that technology supports learning rather than distracts from it.”

A Balanced Approach to Technology

Ben Rothwell, Principal of Victory Heights Primary School, advocates for age-appropriate technology goals:

"We prioritise hands-on learning over devices… Technology supports learning, but never replaces it."

He enforces a strict ban on smartphones in school:

"They’re a distraction—even for adults—so it’s unrealistic to expect children to manage them during learning time."

Paul Gardner, Deputy Head at the Swiss International Scientific School Dubai, highlights the variability in parental perspectives on smartphone use:

"Some parents see devices as essential tools for learning and communication, while others prefer a more cautious approach to screen access."

Gardner believes that phone bans enhance social interactions and diminish distractions:

"We’ve seen a significant improvement since implementing a hand-in policy for Grades 6–10."

The Challenge of Implementing Digital Literacy

Alison Lamb, Principal at Dubai Heights Academy, emphasizes the balance between access and boundaries. The school enforces clear regulations:

“Primary students are not allowed mobile phones. Secondary students must keep them switched off and in their school bags all day.”

She stresses the importance of digital literacy and adult modeling:

“By demonstrating healthy habits ourselves, we can help shape a better digital culture for students.”

Cameron Clark, Deputy Head at Jumeira Baccalaureate School, acknowledges that enforcing smartphone policies can be complex:

"Most pastoral concerns we have are centered around inappropriate use of social media."

The Digital Landscape: Schools and Challenges Ahead

At Dubai College, Deputy Head Deborah Jones warns against viewing smartphones as the sole issue:

"The most insidious element of screen time invasion isn’t the smartphone alone."

She points out the omnipresence of screens in classrooms, stressing that even without smartphones, students have constant access to distractions:

"We’re now all beginning to realize what we’ve created: a generation of children who are online before they are ready."

Jones’ school has banned smartwatches due to their disruptive nature:

"They allow students to stay digitally connected, constantly checking for the next dopamine hit."

At South View School, Principal Naomi Williams underscores the visible impact of their strict smartphone policy:

“It’s made a visible difference. But many of the issues now come from outside school—WhatsApp groups, weekend social media drama.”

Williams firmly believes that the conversation around digital habits should begin at home:

"Parents need to take responsibility too. Schools can do a lot, but we can’t do it alone."

Rethinking Bans: A Broader Perspective

Not all experts agree that blanket restrictions are the best approach. David, a UAE-based father of two teenagers, criticizes the simplistic solution of outright bans:

"We need to teach young people to manage them, not just take them away."

Professor Pete Etchells, from Bath Spa University, warns that schools’ complete bans endanger essential learning experiences. He believes that navigating technology responsibly is a skill students must acquire.

The Complex Nature of Screen Time

Recent studies paint a complex picture of smartphone usage. While some research indicates that smartphone restrictions improve academic performance, others suggest that bans alone may not significantly enhance overall well-being. Studies have shown that excessive phone use often links to lower grades, regardless of school policies.

The Importance of Context

Despite negative perceptions, social media isn’t entirely detrimental. Some research has indicated that it can foster social connection and support. The American Psychological Association emphasizes that the effects of technology vary significantly based on individual personalities and contexts.

Historical Context: A Generational Perspective

Williams contextualizes today’s concerns by drawing parallels with past media scares. The rise of each new form of media—from rock music to television—has sparked parental anxieties, but today’s digital landscape presents unique challenges due to its hidden, omnipresent nature.

A Call for Proactive Measures

As educators and parents grapple with the implications of smartphone use, the urgency for a more structured approach becomes apparent. Whether advocating for stronger parental involvement or comprehensive school policies, there’s an emerging consensus that we need to prioritize healthy digital habits and prepare children for the complexities of a technology-driven world.