Loading...
The URL can be used to link to this page
Your browser does not support the video tag.
General (01)
Date:3/5/2026 8:18:54 AM From:"durfeycraig778@gmail.com" durfeycraig778@gmail.com To: "'Craig A Durfey'" cadurfey@gmail.com, "ADAM.BOMAN@asm.ca.gov" ADAM.BOMAN@asm.ca.gov, "'Teri Rocco'" teri.rocco@ggusd.us, "senator.umberg@senate.ca.gov" senator.umbe rg@se nate.ca.gov, "'PIO Department'" pio_department@ggusd.us, "'Bob Harden'" bob.harden@ggusd.us, "'Dina Nguyen'" dina.nguye n@ggusd.us, "'Lan Nguyen'" lan.nguyen@ggusd.us, "'Walter Muneton'" walter.muneton@ggusd.us, "SHEA.Committee@senate.ca.gov" SHEA.Committee@senate.ca.gov, "'Lisa Kim'" lisak@ci.garden-grove.ca.us, "'Public Records Request'" cityclerk@ggcity.org, "stephaniek@ggcity.org" stephaniek@ggcity.org, "Sam.Waldoch@asm.ca.gov" Sam.Waldoch@asm.ca.gov, "'Gabriela Mafi'" gmafi@ggusd.us, "'Liz Vasquez'" lizv@ggcity.org, "'De von Atkinson'" datkinson@ocde.us, "'Nick Dibs'" nickdibs1@gmail.com, "arianaa@ggcity.org" arianaa@ggcity.org, "phillipn@ggcity.org" phillipn@ggcity.org, "'George Brietigam'" georgeb@ggcity.org, "yese niam@ggcity.org" yeseniam@ggcity.org, "cindyt@ggcity.org" cindyt@ggcity.org, "David.Ochoa@sen.ca.gov" David.Ochoa@sen.ca.gov, "hlarum@cityofirvine.org | cityofirvine.org" hlarum@cityofirvine.org | cityofirvine.org, "re sponse @ocgov.com" response@ocgov.com, "irvinecitycouncil@cityofirvine.org" irvinecitycouncil@cityofirvine .org, "'Jeffrey Layland'" jlayland@ggusd.us, "rosie.rosales@sausd.us" rosie.rosales@sausd.us, "City.Council@surfcity-hb.org" City.Council@surfcity-hb.org, "SEDN.committee@senate.ca.gov" SEDN.committee@senate .ca.gov, "Don Barnes" ddbarnes@ocsd.org, "GGDPIO@GGCITY.ORG" GGDPIO@GGCITY.ORG, "Public Comment" publiccomment@anaheim.net Subject:[EXTERNAL] Dangers online predators real interaction children's games Warning: This email originated from outside the City of Anaheim. Do not click links or open attachme nts unle ss you recognize the sender and are expecting the message. 03-05-202603-05-2026 (P.R.D.D.C.)(P.R.D.D.C.) PARENTS F OR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDRENPARENTS F OR THE RIGHTS OF DEVEL OPMENTAL LY DISABL ED CHIL DREN CRAIG A. DURF EY F OUNDER OF P.R.D.D.C.CRAIG A. DURFEY FOUNDER OF P.R.D.D.C. P.O.BOX 2001 GARDEN GROVE, CA 928 42P.O.BOX 20 01 GARDEN GROVE, CA 92 84 2 CEL L 7 14 -32 1-8 23 8CELL 714-321-8238 CADURFEY@ GMAIL.COMCADURFEY@GMAIL.COM SOCIAL EMOTIONALPAWS.COMSOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEYFACEBOOK: CRAIG DURFEY U.S. HOUSE OF CONGRESS H2 40 4 - HONORING U .S. H OU SE OF CON GRESS H2 40 4 - HONORING CRAIG CRAIG DURFEYDURFEY FOR HIS F IG HT AGAINST AU TISM ... Ms. F OR HIS FIGHT AGAINST AUTISM ... Ms. L ORETTALORETTA SANCHEZSANCHEZ of California. of Californ ia. h ttps://www.g ovin fo .go v/co nte nt/p kg /CREC-2 00 3-0 3-2 7/p df/CREC-2 00 3-0 3-2 7.p dfhttps://www.go vinfo.g ov/content/pkg/CREC-2003-03-27/pdf/CREC-2 00 3-0 3-2 7.p df new website new website socialemotionalpaws.orgsocialemotionalpaws.org To whom it may concernTo whom it may concern Shawn Ryan ShowShawn Ryan Show Shared with PublicShared with Public ?? FollowFollow “This is literally like Tinder, and when you match someone you get a private chat with them. That was like“This is literally like Tinder, and when you match someone you get a private chat with them. That was like five seconds and someone was already trying to message and move the conversation five seconds and someone was already trying to message and move the conversation off-platform. They’reoff-platform. They’re probably going to try to get us on Snapchat or Discord. This is what people are wanting to do to your kidsprobably going to try to get us on Snapchat or Discord. This is what people are wanting to do to your kids on this game, and it’s already happening almost instantly.”on this game, and it’s already happening almost instantly.” #shawnryanshow #podcast #crime #police #roblox #parenting #didyouknow #onlinegaming See less#shawnryanshow #podcast #crime #police #roblox #parenting #didyouknow #onlinegaming See less Facebook Date:3/5/2026 8:18:58 PM From:"durfeycraig778@gmail.com" durfeycraig778@gmail.com To: "'Craig A Durfey'" cadurfey@gmail.com, "ADAM.BOMAN@asm.ca.gov" ADAM.BOMAN@asm.ca.gov, "senator.umberg@senate.ca.gov" senator.umberg@senate.ca.gov, "rosie.rosale s@sausd.us" rosie.rosales@sausd.us, "'PIO Department'" pio_department@ggusd.us, "'Teri Rocco'" teri.rocco@ggusd.us, "'Bob Harden'" bob.harden@ggusd.us, "'Dina Nguyen'" dina.nguyen@ggusd.us, "'Lan Nguyen'" lan.nguye n@ggusd.us, "'Walter Muneton'" walter.muneton@ggusd.us, "SHEA.Committee@senate .ca.gov" SHEA.Committee@senate.ca.gov, "'Lisa Kim'" lisak@ci.garden-grove .ca.us, "'Public Records Request'" cityclerk@ggcity.org, "Sam.Waldoch@asm.ca.gov" Sam.Waldoch@asm.ca.gov, "'Gabriela Mafi'" gmafi@ggusd.us, "stephaniek@ggcity.org" stephaniek@ggcity.org, "'Liz Vasquez'" lizv@ggcity.org, "'Devon Atkinson'" datkinson@ocde.us, "'Nick Dibs'" nickdibs1@gmail.com, "arianaa@ggcity.org" arianaa@ggcity.org, "phillipn@ggcity.org" phillipn@ggcity.org, "'George Brietigam'" georgeb@ggcity.org, "yese niam@ggcity.org" yeseniam@ggcity.org, "cindyt@ggcity.org" cindyt@ggcity.org, "David.Ochoa@sen.ca.gov" David.Ochoa@sen.ca.gov, "hlarum@cityofirvine.org | cityofirvine.org" hlarum@cityofirvine.org | cityofirvine.org, "response@ocgov.com" response@ocgov.com, "irvinecitycouncil@cityofirvine .org" irvinecitycouncil@cityofirvine.org, "'Jeffrey Layland'" jlayland@ggusd.us, "City.Council@surfcity-hb.org" City.Council@surfcity-hb.org, "SEDN.committee@senate.ca.gov" SEDN.committee@senate .ca.gov, "Don Barnes" ddbarnes@ocsd.org, "GGDPIO@GGCITY.ORG" GGDPIO@GGCITY.ORG, "Public Comment" publiccomment@anaheim.net, "Superintendent@cde.ca.gov" Superinte nde nt@cde.ca.gov, "ocbe @ocde.us" ocbe@ocde.us Cc:"senator.umberg@senate.ca.gov" senator.umberg@senate.ca.gov, "Don Barnes" ddbarnes@ocsd.org Subject:[EXTERNAL] 1. Washington Post Children Happiest Less Screen Time Attachment: Washington Post Children Happiest Less Screen Time;66d0782166347d6ddce 660f8_SUI Screening Handout.pdf;House Resolution No. 28-Relative to humane education.pdf;hoag_and_irvine_unified_speaker_series_1_gaming_social_me dia_and_me ntal_wellness_presentation (5).pdf;SCR-73 Blue Light Awareness Day. (1).pdf;Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ.pdf;Resolution Addressing Social Media Use Screen Time and Mental He alth_Approved 2025.03.26_For Sharing (1).pdf;BOH Resolution Press Release_Screen Time _April 2025 (2).docx;Laguna Beach Unified School District, screen time.pdf;LGUBSD SCREEN TIME Approval of Resolution No. 25-20 Supporting Efforts to Optimize Computer Screen Time and Reduce Excessive Computer Screen Time.pdf; Warning: This email originated from outside the City of Anaheim. Do not click links or open attachme nts unle ss you recognize the sender and are expecting the message. 03-05-202603-05-2026 (P.R.D.D.C.)(P.R.D.D.C.) PARENTS F OR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDRENPARENTS F OR THE RIGHTS OF DEVEL OPMENTAL LY DISABL ED CHIL DREN CRAIG A. DURF EY F OUNDER OF P.R.D.D.C.CRAIG A. DURFEY FOUNDER OF P.R.D.D.C. P.O.BOX 2001 GARDEN GROVE, CA 928 42P.O.BOX 20 01 GARDEN GROVE, CA 92 84 2 CEL L 7 14 -32 1-8 23 8CELL 714-321-8238 CADURFEY@ GMAIL.COMCADURFEY@GMAIL.COM SOCIAL EMOTIONALPAWS.COMSOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEYFACEBOOK: CRAIG DURFEY U.S. HOUSE OF CONGRESS H2 40 4 - HONORING U .S. H OU SE OF CON GRESS H2 40 4 - HONORING CRAIG CRAIG DURFEYDURFEY FOR HIS F IG HT AGAINST AU TISM ... Ms. F OR HIS FIGHT AGAINST AUTISM ... Ms. L ORETTALORETTA SANCHEZSANCHEZ of California. of Californ ia. h ttps://www.g ovin fo .go v/co nte nt/p kg /CREC-2 00 3-0 3-2 7/p df/CREC-2 00 3-0 3-2 7.p dfhttps://www.go vinfo.g ov/content/pkg/CREC-2003-03-27/pdf/CREC-2 00 3-0 3-2 7.p df new website new website socialemotionalpaws.orgsocialemotionalpaws.org Haldor Larum | SergeantHaldor Larum | Sergeant Irvine Police Department | Mental Health Unit | DRE CoordinatorIrvine Police Department | Mental Health Unit | DRE Coordinator 949-724-7400 | 1 Civic Center Plaza, Irvine, CA 92606949-724-7400 | 1 Civic Center Plaza, Irvine, CA 92606 hlarum@cityofirvine.org | cityofirvine.orghlarum@cityofirvine.org | cityofirvine.org To whom it may concernTo whom it may concern Requesting support for a summit at Valley High School 1801 South Greenville St. Santa Ana, CARequesting support for a summit at Valley High School 1801 South Greenville St. Santa Ana, CA 92704-4005, awareness education K-12 suicide prevention such as CA State introduce 92704-4005, awareness education K-12 suicide prevention such as CA State introduce a bill AB-a bill AB- 2003 Pupil health: suicide prevention.(2025-2026)2003 Pupil health: suicide prevention.(2025-2026) Valley High celebrates renovated arts center/greatValley High celebrates renovated arts center/great opportunity foropportunity for Home - Valley High SchoolHome - Valley High School Existing law requires the State Department of Education to identify an evidence-based onlineExisting law requires the State Department of Education to identify an evidence-based online training program that a county office of education, school district, state training program that a county office of education, school district, state special school, or charterspecial school, or charter school that serves pupils in grades 7 to 12, inclusive, can use to train school staff and pupils asschool that serves pupils in grades 7 to 12, inclusive, can use to train school staff and pupils as part of their policy on pupil suicide prevention. Existing law requires the department, subject to anpart of their policy on pupil suicide prevention. Existing law requires the department, subject to an appropriation for these purposes, appropriation for these purposes, to provide a grant to a county office of education to acquire ato provide a grant to a county office of education to acquire a training program identified by the department and disseminate that training program at no cost totraining program identified by the department and disseminate that training program at no cost to specified educational entities, as specified.specified educational entities, as specified. This bill would revise and recast these provisions by (1) deleting the requirement to provide theThis bill would revise and recast these provisions by (1) deleting the requirement to provide the above-described grant, (2) deleting the requirement of the department above-described grant, (2) deleting the requirement of the department to identify the above-to identify the above- described evidence-based online training program, (3) instead requiring the Behavioral Healthdescribed evidence-based online training program, (3) instead requiring the Behavioral Health Services Oversight and Accountability Commission to develop an online training program to trainServices Oversight and Accountability Commission to develop an online training program to train school staff, parents, and pupils of county school staff, parents, and pupils of county offices of education, school districts, state specialoffices of education, school districts, state special schools, and charter schools that serve pupils in kindergarten or in any of grades 1 to 12, inclusive,schools, and charter schools that serve pupils in kindergarten or in any of grades 1 to 12, inclusive, on pupil suicide prevention, as specified.on pupil suicide prevention, as specified. The bill would require those educational entities that elect to conduct suicide risk screenings toThe bill would require those educational entities that elect to conduct suicide risk screenings to report data on these screenings to the department, as provided, and would report data on these screenings to the department, as provided, and would require the departmentrequire the department to compile and post statewide aggregate data on these screenings on its internet website, asto compile and post statewide aggregate data on these screenings on its internet website, as provided.provided. https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202520260AB2003https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202520260AB2003 The opportunity to collectively work as County effort than having multiple groups attempt toThe opportunity to collectively work as County effort than having multiple groups attempt to research to gather information the work has been done, below are movies, presentation research to gather information the work has been done, below are movies, presentation with Rose,with Rose, a senior at Northwood High mental health with Hope Squad as a speaker about hope squad.a senior at Northwood High mental health with Hope Squad as a speaker about hope squad. Rose, a senior at Northwood High mental health Rose, a senior at Northwood High mental health with Hope Squadwith Hope Squad Seeking support of Santa Ana School District to utilize the Valley high school new medial academySeeking support of Santa Ana School District to utilize the Valley high school new medial academy creating opportunities to develop material to promote awareness campaign creating opportunities to develop material to promote awareness campaign with social media etc.with social media etc. https://valley.sausd.us/https://valley.sausd.us/ Seek Orange County Behavior Health funding and CA State prop 63 funding under CA State 638Seek Orange County Behavior Health funding and CA State prop 63 funding under CA State 638 year was 2021-2022 Hope Squad etc.year was 2021-2022 Hope Squad etc. Washington Post Children Happiest Less Screen TimeWashington Post Children Happiest Less Screen Time The Washington Post's report on the relationship between screen time and happiness amongThe Washington Post's report on the relationship between screen time and happiness among children and adolescents highlights that less screen time is associated with higher children and adolescents highlights that less screen time is associated with higher happinesshappiness levels. The study, conducted by the University of Michigan, found that adolescents who spent lesslevels. The study, conducted by the University of Michigan, found that adolescents who spent less than 20 hours a week on screens were happier than those who used screens for 20 or more hoursthan 20 hours a week on screens were happier than those who used screens for 20 or more hours a week.a week. The findings suggest that the more hours day teens spend in front of screens, the less satisfiedThe findings suggest that the more hours day teens spend in front of screens, the less satisfied they are, and that the correlation between happiness and screen activities they are, and that the correlation between happiness and screen activities is uniformly negative.is uniformly negative. The report also indicates that the happiest teens are those who get a small amount of exposure toThe report also indicates that the happiest teens are those who get a small amount of exposure to screen time, between one and five hours a week.screen time, between one and five hours a week. Washington Washington post children happiest less screen time - Searchpost children happiest less screen time - Search Children are generally happier and have better mental well-being with less than one hour of dailyChildren are generally happier and have better mental well-being with less than one hour of daily screen timescreen time , as excessive , as excessive use (over 4–7 hours) is strongly linked to anxiety and depression.use (over 4–7 hours) is strongly linked to anxiety and depression. Prioritizing active, after-school, or face-to-face social activities instead of digital media significantlyPrioritizing active, after-school, or face-to-face social activities instead of digital media significantly increases emotional well-beingincreases emotional well-being https://www.google.com/search?https://www.google.com/search? q=childern+happist+less+screen+time&rlz=1C1ONGR_enUS1178US1178&oq=childern+happist+lesq=childern+happist+less+screen+time&rlz=1C1ONGR_enUS1178US1178&oq=childern+happist+les s+screen+time&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIHCAEQIRifBTIHCAIQIRifBTIHCAMQIRifBTIHCAs+screen+time&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIHCAEQIRifBTIHCAIQIRifBTIHCAMQIRifBTIHCA QQIRifBTIHCAUQIRifBTIHCAYQIRifBTIHCAcQIRifBTIHCAgQIRifBTIHCAkQIRifBdIBCDU3MzBqMGoxqAIQQIRifBTIHCAUQIRifBTIHCAYQIRifBTIHCAcQIRifBTIHCAgQIRifBTIHCAkQIRifBdIBCDU3MzBqMGoxqAI AsAIA&sourceid=chrome&ie=UTF-8AsAIA&sourceid=chrome&ie=UTF-8 DepressionDepression Screen Time and Mental Health in KidsScreen Time and Mental Health in Kids High levels of screen time can be problematic for kids' mental health.High levels of screen time can be problematic for kids' mental health. https://www.psychologytoday.com/us/blog/inner-source/202411/screen-time-and-mental-health-in-https://www.psychologytoday.com/us/blog/inner-source/202411/screen-time-and-mental-health-in- kidskids Teens who spend less time in Teens who spend less time in front of screens are happier — up tofront of screens are happier — up to AB 2003, as introduced, Berman. Pupil health: suicide prevention.AB 2003, as introduced, Berman. Pupil health: suicide prevention. Existing law requires the State Department of Education to identify an evidence-based onlineExisting law requires the State Department of Education to identify an evidence-based online training program that a county office of education, school district, state training program that a county office of education, school district, state special school, or charterspecial school, or charter school that serves pupils in grades 7 to 12, inclusive, can use to train school staff and pupils asschool that serves pupils in grades 7 to 12, inclusive, can use to train school staff and pupils as part of their policy on pupil suicide prevention. Existing law requires the department, subject to anpart of their policy on pupil suicide prevention. Existing law requires the department, subject to an appropriation for these purposes, appropriation for these purposes, to provide a grant to a county office of education to acquire ato provide a grant to a county office of education to acquire a training program identified by the department and disseminate that training program at no cost totraining program identified by the department and disseminate that training program at no cost to specified educational entities, as specified.specified educational entities, as specified. Bill Text - AB-2003 Pupil health: suicide prevention.Bill Text - AB-2003 Pupil health: suicide prevention. Show the Screenagers movies in your school or communityShow the Screenagers movies in your school or community The impact of this digital age has led to rapid increases in levels of mental health challengesThe impact of this digital age has led to rapid increases in levels of mental health challenges among youth. Through our movies, resources and initiatives, we aim to play among youth. Through our movies, resources and initiatives, we aim to play our part in restoringour part in restoring the balance.the balance. Screenagers Movie | Screen In Your CommunityScreenagers Movie | Screen In Your Community The Screenagers PodcastThe Screenagers Podcast Screenagers Movie | Host a ScreeningScreenagers Movie | Host a Screening Screenagers Movie | ResourcesScreenagers Movie | Resources Parents Handout SUI draft April 19Parents Handout SUI draft April 19 Dangers of social media for teens examined in new documentaryDangers of social media for teens examined in new documentary A new Bloomberg documentary, "Can't Look Away," investigates the dark side of social media forA new Bloomberg documentary, "Can't Look Away," investigates the dark side of social media for teens and the growing fight to hold tech companies accountable. Bloomberg teens and the growing fight to hold tech companies accountable. Bloomberg investigative reporterinvestigative reporter Olivia Carville, who is an executive producer of the film, talks about her reporting in theOlivia Carville, who is an executive producer of the film, talks about her reporting in the documentary. documentary. Dangers of social media for teens examined Dangers of social media for teens examined in new documentaryin new documentary The drug-like effect of screen time on the teenage brainThe drug-like effect of screen time on the teenage brain The drug-like effect of screen time on the teenage The drug-like effect of screen time on the teenage brainbrain Why Book Screen Strong?Why Book Screen Strong? We do not compromise the truth or bend to culture.We do not compromise the truth or bend to culture. We provide the gold standard for parents & schools.We provide the gold standard for parents & schools. When you choose Screen Strong, you’re embarking on a journey to bring back harmony to yourWhen you choose Screen Strong, you’re embarking on a journey to bring back harmony to your family in today’s digital world. We offer practical solutions and evidence-backed family in today’s digital world. We offer practical solutions and evidence-backed insights thatinsights that empower listeners to tackle screen time challenges with confidence.empower listeners to tackle screen time challenges with confidence. On our podcast and in media interviews, Screen Strong isn’t just about talk; we’re about making aOn our podcast and in media interviews, Screen Strong isn’t just about talk; we’re about making a genuine impact. Our goal is clear: to help families break free from screen genuine impact. Our goal is clear: to help families break free from screen addiction and buildaddiction and build stronger, healthier connections.stronger, healthier connections. Book Workshop | Screen Strong | Screen StrongBook Workshop | Screen Strong | Screen Strong Capistrano Valley High School hosts panel for parents concerned aCapistrano Valley High School hosts panel for parents concerned a Capistrano Valley High School hosts panel Capistrano Valley High School hosts panel for parents concerned afor parents concerned a Gaming, Social Media and Mental WellnessGaming, Social Media and Mental Wellness Gaming, Social Media and Mental WellnessGaming, Social Media and Mental Wellness Hoag Speaker Series Event: Gaming, Social Media and Mental WellnessHoag Speaker Series Event: Gaming, Social Media and Mental Wellness Bing Bing VideosVideos Anxious Nation is a feature documentary focusing on the epidemicAnxious Nation is a feature documentary focusing on the epidemic Anxious Nation is a feature documentary Anxious Nation is a feature documentary focusing on the epidemicfocusing on the epidemic Screen time | 60 Minutes ArchiveScreen time | 60 Minutes Archive Screen time | 60 Minutes ArchiveScreen time | 60 Minutes Archive The devastating effects of video game addiction on children | 60The devastating effects of video game addiction on children | 60 The devastating effects of video game The devastating effects of video game addiction on children | 60addiction on children | 60 Free The Anxious GenerationFree The Anxious Generation Free The Anxious GenerationFree The Anxious Generation Can't Look Away: The Case Against Social MediaCan't Look Away: The Case Against Social Media Can't Look Away: The Case Against Social MediaCan't Look Away: The Case Against Social Media Collin Kartchner TIPS Talk at the 2019 Uplift Families ParentingCollin Kartchner TIPS Talk at the 2019 Uplift Families Parenting Collin Kartchner TIPS Talk at the 2019 Collin Kartchner TIPS Talk at the 2019 Uplift Families ParentingUplift Families Parenting IUSD and Hoag to Host Gaming, Social Media and Mental Wellness PresentationIUSD and Hoag to Host Gaming, Social Media and Mental Wellness Presentation IUSD and Hoag to Host Gaming, Social Media and Mental IUSD and Hoag to Host Gaming, Social Media and Mental Wellness Presentation | IUSD.orgWellness Presentation | IUSD.org HOAG HOSPITAL MENTAL ILLNESS SOCIAL MEDIA ADDICTIONSHOAG HOSPITAL MENTAL ILLNESS SOCIAL MEDIA ADDICTIONS Explore the impact technology has on adolescent behavior and brain development during this Explore the impact technology has on adolescent behavior and brain development during this educational discussion hosted by Hoag Hospital and Capistrano Unified. Read educational discussion hosted by Hoag Hospital and Capistrano Unified. Read the FULL STORY onthe FULL STORY on CUSD Insider: http://cusdinsider.org/cusd-and-hoag-... SUBSCRIBE: http://bit.ly/CUSDYouTubeCUSD Insider: http://cusdinsider.org/cusd-and-hoag-... SUBSCRIBE: http://bit.ly/CUSDYouTube HOAG HOSPITAL MENTAL ILL NESS SOCIAL HOAG HO SPITAL MENTAL ILL NESS SO CIAL MEDIA ADDICTIONSMEDIA ADDICTIONS Dangers of social media for teens examined in new documentaryDangers of social media for teens examined in new documentary Dangers of social media for teens examined Dangers of social media for teens examined in new documentaryin new documentary Rose, a senior at Northwood High mental health with Hope SquadRose, a senior at Northwood High mental health with Hope Squad Rose, a senior at Northwood High mental health Rose, a senior at Northwood High mental health with Hope Squadwith Hope Squad Valley High celebrates renovated arts center/great opportunity forValley High celebrates renovated arts center/great opportunity for Valley High celebrates renovated arts center/great Valley High celebrates renovated arts center/great opportunity foropportunity for Internet addiction disorder affecting toddlers | 60 Minutes Australia.Internet addiction disorder affecting toddlers | 60 Minutes Australia. Internet addiction disorder affecting Internet addiction disorder affecting toddlers | 60 Minutes Austrtoddlers | 60 Minutes Austr Kansas bill would limit students' screen time in class and create extra costs for school districtsKansas bill would limit students' screen time in class and create extra costs for school districts Kansas bill would limit Kansas bill would limit students' screen time in class and create extra costs for school districts | KCUR -students' screen time in class and create extra costs for school districts | KCUR - Kansas City news and NPRKansas City news and NPR Home - Valley High SchoolHome - Valley High School I’m available to assist for free by phone if you have any question just call me at 714-321-8238.I’m available to assist for free by phone if you have any question just call me at 714-321-8238. Thank YouThank You Craig DurfeyCraig Durfey Date:3/20/2026 10:58:48 AM To: "'Craig A Durfey'" cadurfey@gmail.com, "ADAM.BOMAN@asm.ca.gov" ADAM.BOMAN@asm.ca.gov, "senator.umberg@senate.ca.gov" senator.umberg@senate.ca.gov, "rosie.rosales@sausd.us" rosie.rosales@sausd.us, "'PIO Department'" pio_department@ggusd.us, "'Teri Rocco'" teri.rocco@ggusd.us, "'Bob Harden'" bob.harden@ggusd.us, "'Dina Nguyen'" dina.nguyen@ggusd.us, "'Lan Nguyen'" lan.nguyen@ggusd.us, "'Walter Muneton'" walter.muneton@ggusd.us, "SHEA.Committee@senate.ca.gov" SHEA.Committee@senate.ca.gov, "'Lisa Kim'" lisak@ci.garden-grove.ca.us, "'Public Records Request'" cityclerk@ggcity.org, "Sam.Waldoch@asm.ca.gov" Sam.Waldoch@asm.ca.gov, "'Gabriela Mafi'" gmafi@ggusd.us, "stephaniek@ggcity.org" stephaniek@ggcity.org, "'Liz Vasquez'" lizv@ggcity.org, "Devon Atkinson" datkinson@ocde.us, "Nick Dibs" nickdibs1@gmail.com, "arianaa@ggcity.org" arianaa@ggcity.org, "phillipn@ggcity.org" phillipn@ggcity.org, "'George Brietigam'" georgeb@ggcity.org, "yeseniam@ggcity.org" yeseniam@ggcity.org, "cindyt@ggcity.org" cindyt@ggcity.org, "David.Ochoa@sen.ca.gov" David.Ochoa@sen.ca.gov, "hlarum@cityofirvine.org | cityofirvine.org" hlarum@cityofirvine.org | cityofirvine.org, "response@ocgov.com" response@ocgov.com, "irvinecitycouncil@cityofirvine.org" irvinecitycouncil@cityofirvine.org, "Jeffrey Layland" jlayland@ggusd.us, "City.Council@surfcity-hb.org" City.Council@surfcity-hb.org, "SEDN.committee@senate.ca.gov" SEDN.committee@senate.ca.gov, "Don Barnes" ddbarnes@ocsd.org, "GGDPIO@GGCITY.ORG" GGDPIO@GGCITY.ORG, "Public Comment" publiccomment@anaheim.net, "Superintendent@cde.ca.gov" Superintendent@cde.ca.gov, "ocbe@ocde.us" ocbe@ocde.us Subject:Washington Post Children Happiest Less Screen Time Attachment: Resolution No. 25-20 Supporting Efforts to Optimize Computer Screen Time and Reduce Excessive Computer Screen Time - Google Docs (1).pdf;LGUBSD SCREEN TIME Approval of Resolution No. 25-20 Supporting Efforts to Optimize Computer Screen Time and Reduce Excessive Computer Screen Time.pdf;Orange County, NC - Resolution Addressing Social Media Use Screen Time and Mental Health_Approved by OC Health Department, NC 2025.03.26_For Sharing (1).pdf;BOH Resolution Press Release_Screen Time_April 2025 (2).docx;screen-time-guidelines-1024x536.jpg;AB-638 Mental Health Services Act early intervention and prevention programs (1).pdf;SB-224 Pupil instruction mental health education. (1).pdf;Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ.pdf;SCR-73 Blue Light Awareness Day. (1).pdf;Hope Squad One-Pager.pdf;Grant Support Document 2025 (1).pdf;Grant Support Document 2025.pdf;Hope Squad Pricing - 2025-2026 School Year.pdf;hoag_and_irvine_unified_speaker_series_1_gaming_social_media_and_mental_wellness_presentation (5).pdf;House Resolution No. 28-Relative to humane education.pdf;66d0782166347d6ddce660f8_SUI Screening Handout.pdf; (P.R.D.D.C.) PARENTS FOR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDREN CRAIG A. DURFEY FOUNDER OF P.R.D.D.C. P.O.BOX 2001 GARDEN GROVE, CA 92842 CELL 714-321-8238 CADURFEY@GMAIL.COM SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. HOUSE OF CONGRESS H2404 - HONORING CRAIG DURFEY FOR HIS FIGHT AGAINST AUTISM ... Ms. LORETTA SANCHEZ of California. https://www.govinfo.gov/content/pkg/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf new website socialemotionalpaws.org Haldor Larum | Sergeant Irvine Police Department | Mental Health Unit | DRE Coordinator 949-724-7400 | 1 Civic Center Plaza, Irvine, CA 92606 hlarum@cityofirvine.org | cityofirvine.org Washington Post Children Happiest Less Screen Time The Washington Post's report on the relationship between screen time and happiness among children and adolescents highlights that less screen time is associated with higher happiness levels. The study, conducted by the University of Michigan, found that adolescents who spent less than 20 hours a week on screens were happier than those who used screens for 20 or more hours a week. The findings suggest that the more hours a day teens spend in front of screens, the less satisfied they are, and that the correlation between happiness and screen activities is uniformly negative. The report also indicates that the happiest teens are those who get a small amount of exposure to screen time, between one and five hours a week. washingtion post childern happist less screen time - Search Children are generally happier and have better mental well-being with less than one hour of daily screen time , as excessive use (over 4 �7 hours) is strongly linked to anxiety and depression. Prioritizing active, after-school, or face-to-face social activities instead of digital media significantly increases emotional well-being https://www.google.com/search?q=childern+happist+less+screen +time&rlz=1C1ONGR_enUS1178US1178&oq=childern+happist+less+screen +time&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIHCAEQIRifBTIHCAIQIRifBTIHCAMQIRifBT IHCAQQIRifBTIHCAUQIRifBTIHCAYQIRifBTIHCAcQIRifBTIHCAgQIRifBTIHCAkQIRifBdIBCDU 3MzBqMGoxqAIAsAIA&sourceid=chrome&ie=UTF-8 Depression Screen Time and Mental Health in Kids High levels of screen time can be problematic for kids' mental health. https://www.psychologytoday.com/us/blog/inner-source/202411/screen-time-and- mental-health-in-kids Teens who spend less time in front of screens are happier � up to AB 2003, as introduced, Berman. Pupil health: suicide prevention. Existing law requires the State Department of Education to identify an evidence-based online training program that a county office of education, school district, state special school, or charter school that serves pupils in grades 7 to 12, inclusive, can use to train school staff and pupils as part of their policy on pupil suicide prevention. Existing law requires the department, subject to an appropriation for these purposes, to provide a grant to a county office of education to acquire a training program identified by the department and disseminate that training program at no cost to specified educational entities, as specified. Bill Text - AB-2003 Pupil health: suicide prevention. Show the Screenagers movies in your school or community The impact of this digital age has led to rapid increases in levels of mental health challenges among youth. Through our movies, resources and initiatives, we aim to play our part in restoring the balance. Screenagers Movie | Screen In Your Community The Screenagers Podcast Screenagers Movie | Host a Screening Screenagers Movie | Resources Parents Handout SUI draft april 19 Dangers of social media for teens examined in new documentary A new Bloomberg documentary, "Can't Look Away," investigates the dark side of social media for teens and the growing fight to hold tech companies accountable. Bloomberg investigative reporter Olivia Carville, who is an executive producer of the film, talks about her reporting in the documentary. Dangers of social media for teens examined in new documentary The drug-like effect of screen time on the teenage brain The drug-like effect of screen time on the teenage brain Why Book ScreenStrong ? We do not compromise the truth or bend to culture. We provide the gold standard for parents & schools. When you choose ScreenStrong , you �re embarking on a journey to bring back harmony to your family in today �s digital world. We offer practical solutions and evidence-backed insights that empower listeners to tackle screen time challenges with confidence. On our podcast and in media interviews, ScreenStrong isn �t just about talk; we �re about making a genuine impact. Our goal is clear: to help families break free from screen addiction and build stronger, healthier connections. Book Workshop | ScreenStrong | ScreenStrong Capistrano Valley High School hosts panel for parents concerned a Capistrano Valley High School hosts panel for parents concerned a Gaming, Social Media and Mental Wellness Gaming, Social Media and Mental Wellness Hoag Speaker Series Event: Gaming, Social Media and Mental Wellness Bing Videos Anxious Nation is a feature documentary focusing on the epidemic Anxious Nation is a feature documentary focusing on the epidemic Screen time | 60 Minutes Archive Screen time | 60 Minutes Archive The devastating effects of video game addiction on children | 60 The devastating effects of video game addiction on children | 60 Free The Anxious Generation Free The Anxious Generation Can't Look Away: The Case Against Social Media Can't Look Away: The Case Against Social Media Collin Kartchner TIPS Talk at the 2019 Uplift Families Parenting Collin Kartchner TIPS Talk at the 2019 Uplift Families Parenting IUSD and Hoag to Host Gaming, Social Media and Mental Wellness Presentation IUSD and Hoag to Host Gaming, Social Media and Mental Wellness Presentation | IUSD.org HOAG HOSPITAL MENTAL ILLNESS SOCIAL MEDIA ADDICTIONS Explore the impact technology has on adolescent behavior and brain development during this educational discussion hosted by Hoag Hospital and Capistrano Unified. Read the FULL STORY on CUSD Insider: http://cusdinsider.org/cusd-and-hoag-... SUBSCRIBE: http://bit.ly/CUSDYouTube HOAG HOSPITAL MENTAL ILLNESS SOCIAL MEDIA ADDICTIONS Dangers of social media for teens examined in new documentary Dangers of social media for teens examined in new documentary Rose, a senior at Northwood High mental health with Hope Squad Rose, a senior at Northwood High mental health with Hope Squad Valley High celebrates renovated arts center/great oportunity for Valley High celebrates renovated arts center/great oportunity for Internet addiction disorder affecting toddlers | 60 Minutes Australia. Internet addiction disorder affecting toddlers | 60 Minutes Austr Kansas bill would limit students' screen time in class and create extra costs for school districts Kansas bill would limit students' screen time in class and create extra costs for school districts | KCUR - Kansas City news and NPR Laguna Beach Unified School District Board of Education Resolution No. 25-20 Supporting Efforts to Optimize Computer Screen Time and Reduce Excessive Computer Screen Time WHEREAS , the Board of Education of Laguna Beach Unified School District is committed to supporting the health, well-being, and academic success of all students; and WHEREAS , research indicates that excessive computer screen time may negatively impact student health, including sleep, vision, attention, and social-emotional well-being, while balanced and purposeful technology use can enhance learning and engagement; and WHEREAS , the district recognizes that technology is an essential tool for 21st-century learning, but that such use must be developmentally appropriate, intentional, and aligned with instructional best practices; and WHEREAS , teachers, staff, parents, and students have expressed interest in strategies that provide a healthy balance between digital learning and non-screen activities such as reading, writing, discussion, collaboration, hands-on projects, physical movement, and creative expression; and WHEREAS , the district is committed to fostering an environment that develops responsible digital citizens and models healthy technology habits; NOW, THEREFORE, BE IT RESOLVED that the Board of Education of Laguna Beach Unified School District supports district efforts to: 1. Review and monitor classroom practices and curricular expectations to ensure that student screen time is optimized for learning and minimized where unnecessary. 2. Develop districtwide guidelines for age-appropriate, instructional use of technology that balance screen-based and non-screen-based learning activities. 3. Provide professional development for teachers and staff on effective strategies to balance technology integration with non-digital instructional practices. 4. Collect and analyze data on student screen time across grade levels and subjects to guide decision-making. 5. Collaborate with families to promote healthy screen use at home and at school. BE IT FURTHER RESOLVED , that the Board directs the Superintendent to report annually on district progress toward optimizing student screen time, including successes, challenges, and next steps. PASSED AND ADOPTED by the Governing Board on September 11, 2025, by the following vote: AYES: Members: NOES: Members: ABSENT: Members: STATE OF CALIFORNIA ) ss COUNTY OF ORANGE ) _ ___________________________ Dee Perry LBUSD Board President �� ..(_ ORANGECOUNTY HEALTH DEPARTMENT Improving health. Inspiring change. ORANGE COUNTY BOARD OF HEAL TH RESOLUTION ADDRESSING SOCIAL MEDIA USE, SCREEN TIME, AND YOUTH MENTAL HEALTH WHEREAS, according to a recent survey one-third of all teens report being online and using social media platforms "almost constantly";1 and WHEREAS, a 2023 U.S. Surgeon General's Advisory warned that while social media may offer benefits, there is growing evidence of risks to youth mental health including anxiety, depression, and reduced quality of sleep;2 and WHEREAS, studies have found correlations between time spent on social media and mental health including one study that found risk of anxiety and depression doubled in youth that spent more than three hours daily on social media;3 and WHEREAS, adolescence represents a critical time in the brain development and studies have reported social media may result in addictive behavior, decreased attention span, and lower test scores;4,5,6 and WHEREAS, growing reports suggest social media can expose youth to cyberbullying, inappropriate content, and heavily edited comparisons that can lead to eating disorders, body dissatisfaction, and suicidal ideation;6 and WHEREAS, evidence-based strategies to reduce the risks of social media include implementing device-free school policies, setting screen-time limits at home, avoiding screens before bedtime, and educating families about the psychological effects of social media;6 ,7,8 and WHEREAS, time spent on social media and screens decreases time for exercise, sleep, in-person time with friends, and other activities that are thought to improve mental health and healthy social development (for youth and adults).2,3 •4 ,5 ,6 NOW, THEREFORE, BE IT RESOLVED on this 26th day of March 2025, that we the Orange County Board of Health: 1.Recognize social media use among youth as a significant public health concern and mental health risk. 2.Recommend parents and caregivers establish screen-time limits for their children/teens, particularly restricting device use on school nights and before bedtime, to promote healthy sleep habits. 3.Urge parents to consider delaying getting their children smartphones and exploring pledges with other parents like the "Wait Until 8th" initiative.9 4.Encourage parents and young people to explore the resources listed below to further understand the impact of digital technology on youth development. 5.Support "Away for the Day" policies in Chapel Hill-Carrboro City Schools and Orange County Schools that restrict personal device use during school hours to support focus and well-being. 6.Suggest Orange County school districts or the county explore joining ongoing class action lawsuits against social media companies, with the goals of funding additional mental health services for youth and/or requiring social media companies to improve their age verification and parental controls.10 7.Support the countywide adoption of "Screen-Free Week" during May 5-11, 2025, as observed by Chapel Hill Carrboro City Schools and encourage parents and children of the county to participate.11 8.Support statewide legislation, such as Senate Bill 55, that would join NC with other states in requiring school districts to have policies around use of cellphones during the day and nationwide legislation that would require social media companies to have more effective age/parental consent verification.12,13 9.Support educational efforts that inform families, schools, and policymakers about the risks of social media use and the importance of digital wellness. �. Alison Stuebe, MD, MSc Chair, Orange County Board of Health Orange County Health Director 919 245 2405 > 300 West Tryon Street > Hillsborough, NC 27278 > orangecountync.gov Page 1 of 2 REFERENCES AND RESOURCES: 1.Sidoti, Michelle Faverio and Olivia. “Teens, Social Media and Technology 2024.” Pew Research Center (blog), December 12, 2024. https://www.pewresearch.org/internet/2024/12/12/teens-social-media-and- technology-2024/. 2.U.S. Surgeon General’s Advisory on Social Media and Youth Mental Health (2023). https://www.hhs.gov/surgeongeneral/reports-and-publications/youth-mental-health/social-media/index.html 3.Riehm KE, Feder KA, Tormohlen KN, Crum RM, Young AS, Green KM, Pacek LR, La Flair LN, Mojtabai R. “Associations Between Time Spent Using Social Media and Internalizing and Externalizing Problems Among US Youth.” JAMA Psychiatry. 2019 Dec 1;76(12):1266-1273. doi: 10.1001/jamapsychiatry.2019.2325. https:// pmc.ncbi.nlm.nih.gov/articles/PMC6739732/ 4.Lissak, Gadi. “Adverse Physiological and Psychological Effects of Screen Time on Children and Adolescents: Literature Review and Case Study.” Environmental Research 164 (July 2018): 149–57. https://doi.org/10.1016/j.envres.2018.01.015. 5.Twenge, Jean. iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy--and Completely Unprepared for Adulthood--and What That Means for the Rest of Us. (2017). 6.Haidt, Jonathan. The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. (2024). 7.Muppalla, Sudheer Kumar, Sravya Vuppalapati, Apeksha Reddy Pulliahgaru, and Himabindu Sreenivasulu. “Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management.” Cureus 15, no. 6 (June 2023): e40608. https://doi.org/10.7759/cureus.40608. 8.American Psychological Association, "Health Advisory on Social Media Use in Adolescence" (2023). https://www.apa.org/topics/social-media-internet/health-advisory-adolescent-social-media-use 9.Wait Until 8th. “Wait Until 8th.” Accessed March 19, 2025. https://www.waituntil8th.org."Wait Until 8th" Campaign, www.waituntil8th.org. 10.Scofield, Sydnee. “Wake County school board joins lawsuit against social media giants.” ABC 11 News, February 20, 2024. Accessed March 20, 2025. https://abc11.com/social-media-lawsuit-wake-county-schools- board-of-education/14450653/ 11.Screen-Free Week. Accessed March 19, 2025. https://screenfree.org/about/ 12.“NC Senate Bill 55, Student Use of Wireless Communication Devices.” NC General Assembly. Accessed March 19, 2025. https://www.ncleg.gov/BillLookUp/2025/S55 13.“Social Media and Children 2024 Legislation.” National Conference of State Legislatures.Accessed March 19, 2025. https://www.ncsl.org/technology-and-communication/social-media-and-children-2024-legislation. Scan this QR code with your phone or go to https://drive.google.com/file/d/16BIFTyyRehshQKjldeMP19k5JZlzL05G/view?usp=sharing to access live resource links 919 245 2405 > 300 West Tryon Street > Hillsborough, NC 27278 > orangecountync.gov Page 2 of 2 300 West Tryon Street | Hillsborough, NC | 919-245-2400 | OrangeCountyNC.Gov/Health FOR IMMEDIATE RELEASE Media Contact Libbie Hough Communications Manager and Public Information Officer Office: 919-245-2562; Cell: 919-619-7116 lhough@orangecountync.gov Orange County Board of Health Champions Youth Mental Health with Resolution on Screen Time HILLSBOROUGH, NC (April 29, 2025) — In recognition of growing concerns over the effects of excessive screen time and social media use on youth mental health, the Orange County Board of Health unanimously approved a resolution aimed at promoting healthier screen habits among children and adolescents. Timed to coincide with Screen-Free Week (May 5–11, 2025), a national celebration that encourages children, families, schools, and communities to enjoy life beyond screens, the resolution highlights the urgent need for local action. Research cited in the resolution, including findings from the U.S. Surgeon General and the American Psychological Association, underscores the association between excessive screen use and rising rates of anxiety, depression, and other mental health challenges among youth. The Orange County Board of Health calls on families, schools, and community organizations to promote balanced technology use and encourages participation in Screen-Free Week activities. The resolution also urges policymakers to support education, advocacy, and community initiatives that help children develop healthier relationships with digital technology. To read the full resolution, visit the Board of Health’s webpage. Dr. Amy Fowler, pediatrician, member of the Orange County Board of Health, and Board of County Commissioners emphasized the importance of the resolution: “Many kids I see are spending too much time on screens and it is taking time away from more productive activities like sleep, outdoor play, and engagement with friends and family. As we see screen time increase, we are also seeing its impacts on mental health.” Orange County residents are invited to take part in Screen-Free Week events and activities. For more information about Screen-Free Week, visit screenfree.org. The Orange County Health Department exists to enhance quality of life, promote the health, and preserve the environment for everyone in Orange County. For information about the Health Department visit OrangeCountyNC.Gov/Health #### This copy is for your personal, non-commercial use only. Distribution and use of this material are governed by our Subscriber Agreement and by copyright law. For non-personal use or to order multiple copies, please contact Dow Jones Reprints at 1-800-843-0008 or visit www.djreprints.com. https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5 Screens Have Taken Over Classrooms. Even Students Have Had Enough. Educators question whether the rapid shift toward more technology has benefited learning By Sara Randazzo Follow , Matt Barnum Follow and Julie Jargon Follow Jan. 22, 2025 9:00 pm ET Class time has become screen time in American schools. Kindergartners now watch math lessons on YouTube, counting aloud with the videos. Middle- schoolers complete writing drills on Chromebooks while sneaking in play of an online game. High- schoolers mark up Google Docs to finish group projects. The rapid tech transformation amounts to a grand experiment playing out in American schools. Accelerated by pandemic-era online learning, the move has happened with little debate, conflicting research and high stakes for the nation’s children. Educators wonder whether the digitization of the classroom has really benefited learning—or if it’s done kids a disservice. Some teachers say online tools help create more engaging lessons and provide personalized instruction. Others say the screen-heavy approach has distracted students and burned out teachers. “Covid really shifted things toward, ‘Oh, we can do this,’” said Stephanie Galvani, a middle-school English teacher in suburban Boston. “But we didn’t ask: ‘Should we do this?’” 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 1/10 The shift runs counter to the prevailing advice from doctors and psychologists to limit tech use. Some frustrated parents are trying to opt their kids out of school technology, with varying degrees of success. Even some students pine for more analog methods. “I don’t like having my eyes glued on a screen for a while,” said eighth-grader Aubrey Ortiz, in San Antonio. “It gives you a headache and I really lose my focus.” Students in grades one through 12 now spend an average of 98 minutes on school-issued devices during the school day—more than 20% of the average instructional time—according to data that educational software company Lightspeed Systems analyzed at the request of The Wall Street Journal. The time spent on devices peaks at two hours and 24 minutes daily in sixth grade, or nearly 35% of instructional time, Lightspeed’s analysis of more than 2.8 million students in 344 school districts nationwide shows. Use of school devices declined among high-school students, down to 70 minutes a day for 12th-graders, with possible factors including a shift to personal devices and more flexible school schedules, according to Lightspeed. Students used their school-issued laptops in San Antonio. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 2/10 Fifty percent of teachers said their students completed at least half of their classwork on a device, up from about 20% of teachers before the pandemic, according to a 2023 survey of nearly 1,000 educators conducted by Brian Jacob, an education researcher at the University of Michigan. Use of technology for homework, group work and assessments also dramatically increased. Research on the effectiveness of tech use in education is mixed and full of company-backed analyses. “I don’t think there’s one easy answer,” Jacob said. “I just don’t think we know yet.” ‘Paper is better’ On an August day in Abby Ramos Stanutz’s San Antonio classroom, 25 eighth-graders filed into first-period English and began class as they often do, with several minutes of free writing. The students each grabbed a school-issued Chromebook and began to type. “I know your fingers are getting tired, but keep going,” Ramos Stanutz urged, dimming the lights and playing pop music softly to help students focus. Average amount of time per day students spend on school-provided devices During school Outside of school GRADE 21 hour 1 45 min.5 2 760 3 79 10 4 92 12 5 104 15 6 144 27 7 24136 8 23133 Note: Data from January–June 2024; includes 344 districts and 2.8 million students. Source: Lightspeed Systems 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 3/10 Later in the class, the students turned back to Chromebooks to record influencer-style videos explaining why they liked a book they were reading. Some of Ramos Stanutz’s students later explained that while they like the ease of turning in assignments online and using computers for technical skills like coding, the devices create distractions in class and can slow down lessons when the internet goes out or a video a teacher wants to play gets blocked by district software. “I feel like paper is better, anything other than technology,” said 14-year-old Carlos Miranda. “I’m hands-on. You can’t learn to dissect a frog with a computer.” (Education technology companies have, actually, created virtual dissection apps.) Ramos Stanutz said there’s no getting rid of technology at this point but she’s learned to strike the right balance. She’s had to find new strategies to keep students from playing online games or watching videos. “It’s like the ocean: You can never turn your back on it,” she said. Computer and internet use in schools grew rapidly in the 1990s, alongside technology’s rise in everyday life. Schools saw an opportunity to close a digital divide between low-income and wealthier students. The adoption of school technology sped up when the pandemic forced students to learn online. Federal Covid aid helped schools buy students across the country their own laptops or tablets. A multibillion-dollar education-technology industry promised its products could revolutionize teaching and catch students up after the pandemic. Students in San Antonio used laptops for a free-writing exercise. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 4/10 Abby Ramos Stanutz. PHOTO: KAYLEE GREENLEE FOR WSJ Highline Public Schools in Washington state found itself unintentionally thrust into a pre-internet era this school year when a cyberattack shut down its system for more than a month. Sixth-grade math teacher Rachel Nielsen said she initially panicked at not being able to access the digital curriculum—the only way she’d taught since becoming a teacher in 2019. She soon came to embrace methods like using physical tiles and cubes to teach geometry. Students worked together on presentations using large poster boards. Nielsen found students explained their work better when they had to physically write rather than simply plugging answers into online programs. “We got really bogged down by all the possible things we could use that are digital,” Nielsen said. “Now I’m realizing it isn’t about more technology or another app.” ‘Too good to be true’ Research on the use of technology in education remains unsettled. For instance, a review of 24 studies published last year found that college students retain more information when they take notes by hand rather than on a computer. Some research has found students have better comprehension when reading on paper rather than on a screen. ‘I don’t like having my eyes glued on a screen for a while,’ said eighth-grader Aubrey Ortiz. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 5/10 Other research on specific technology products—including digital tutoring programs—has shown improvements in student learning. Richard Culatta, the head of an association that supports teachers’ use of technology, said lessons using technology have to elevate what the teacher could otherwise do to be effective. “Does it spark curiosity? Or is it just presenting information?” Culatta said. “That distinction right there makes it clear pretty quickly whether the tech use is valuable.” Some teachers say they find technology essential for assisting students with specific needs, like using instant-translation apps for recently arrived immigrants or software to make fonts more readable for students with dyslexia. Technology companies often tout internal analyses claiming their products have led to breakthrough gains in student learning. But such results are often overstated, and companies may choose not to release unfavorable findings. “It’s really hard to move the needle on student achievement, so if you see something that’s too good to be true, it probably is,” said Betsy Wolf, a researcher who found in a 2020 paper that company- backed studies produced more positive findings than independent evaluations. IXL Learning, the company behind popular digital education platform IXL, touts that schools using the product score as much as 15 to 17 percentile points higher on state exams. The most rigorous published evaluation of the product—which is used by 15 million U.S. students— was less impressive. A Johns Hopkins University research center report, commissioned by the company, found that IXL had no clear effect on state math scores during the spring of 2023 in a Students in Ramos Stanutz’s English class. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 6/10 Michigan school district. On a different test, IXL boosted math scores by about five percentile points, the researchers found. In a separate, unpublished Johns Hopkins study—a summary of which was reviewed by the Journal —the effects of IXL were described as “directionally positive” but “not statistically significant.” The company chose not to release the study, a spokesman said, because it had a relatively small sample size. Bo Bashkov, senior manager of research at IXL Learning, said the company’s figures of 15 to 17 percentile points are “better-case scenario” benchmarks from its own state-by-state research. Removing barriers In lower-income districts, school leaders say giving students and their families access to personal devices has been a huge benefit. Computer access is now nearly universal in U.S. public schools, with 95% of schools reporting that they provided devices to students last school year, according to a federal survey. “It has removed barriers,” said Pamela Maddox, the principal of Compton Early College High School, a high-performing school in a district serving majority Latino and Black students. Parents tell her they like that students can easily access their homework from anywhere. The school has doubled down on technology, moving its library into a smaller room to make way for a high-tech lab funded by Verizon, equipped with a podcasting room, robotics equipment, 3-D printer and esports stations. On a walk through campus in September, Maddox entered an Advanced Placement English class taught by Porsja Dyer. There, students sitting with Chromebooks typed out reflections on factors that have shaped their identity. Their responses were instantly shared with the entire class. “And yes, I turned the hearts on so you can like each other’s work today,” Dyer said. At one table, students looked up from their screens to say they liked using technology in class because they can find information and write responses more quickly and it makes life easier. Reducing technology Many parents are content with the growth of educational technology. In one survey from 2023, commissioned by the nonprofit EdChoice, about three in four parents said that computer use was having a positive effect on their child’s learning. 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 7/10 Still, about 40% of parents said their children spent too much time on screens. In a separate EdChoice poll, 35% of teenagers said their school used too much technology. “For parents who want to reduce screen time, schools are undercutting them,” said Jonathan Haidt, a social psychologist at New York University’s Stern School of Business whose recent book, “The Anxious Generation,” helped fuel smartphone bans in schools across the country. Mileva Repasky, a mother of three in Phoenixville, Pa., who co-founded the nonprofit Phone-Free Schools Movement, had her children track their school and home screen use for two weeks at the Journal’s request. One Wednesday in October, her 17-year-old son, David, spent nearly 2½ hours on his school-issued Chromebook doing work at school and an additional 70 minutes doing homework on his Chromebook. That was on top of the 42 minutes at lunch watching TikTok and Netflix on his phone that day and 80 minutes at home gaming or looking at Instagram. Total screen time: more than 5½ hours. He said he learns better when taking notes on paper and that he’d like it if classmates would talk to each other more during lunch. His mom said she had no idea David was spending so much time on his laptop for school. ‘I think we were all sold a lie that this was going to completely revolutionize education,’ said Andrea Davis, a mother of five. PHOTO: KRISTINA BARKER FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 8/10 “The entire day is filled with technology,” said David, a junior at a private high school. “We use our computers from first period to eighth period, and even at lunch there’s no socializing because everyone is on their phones playing games.” Repasky’s nonprofit and other advocacy groups have helped usher in a wave of cellphone bans at the school-district and state level in recent years, though enforcement is often a challenge and phones are still pervasive on many campuses. Mom of five Andrea Davis wasn’t happy with the prevalence of technology in her local public school district in Hood River, Ore. “I think we were all sold a lie that this was going to completely revolutionize education,” she said. Davis, who runs a business that helps families reduce screen time, worked with the district to organize student and community meetings and presented a formal plan on how to reduce Amount of time at school Mileva Repasky's children spent on school-provided devices Madelyn 11 YEARS OLD 5TH GRADE M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y 1 hour 5 min.1 hour 5 min.1 hour 5 min.55 min.40 min. SCHOOL DAY Katie 13 YEARS OLD 7TH GRADE M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y 1 hour 1 hour 18 min.1 hour 30 min.1 hour 15 min.1 hour 31 min. David 17 YEARS OLD 11TH GRADE M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y 2 hours 2 hours 30 min.1 hour 27 min.1 hour 2 hours 22 min. Note: Data for Oct. 28-Nov. 1, 2024 Source: Mileva Repasky 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 9/10 Appeared in the January 24, 2025, print edition as 'Screens Are Taking Over In American Classrooms'. technology use. This school year, the middle-schoolers aren’t bringing school-issued iPads home with them, and the district is making sure every tech application is educationally sound. School leaders didn’t take up other recommendations, like banning YouTube and eliminating iPads in early-grade classrooms. “There’s this misconception that we’ve let the cat out of the bag,” Davis said. “But no, this is an opportunity we have now.” Write to Sara Randazzo at sara.randazzo@wsj.com, Matt Barnum at matt.barnum@wsj.com and Julie Jargon at Julie.Jargon@wsj.com 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 10/10 “I have never seen a program change the culture of our schools the way Hope Squad has. The power of peer-to-peer and education about mental illness has opened doors and saved lives.” Dr. Holly Ferguson, Superintendent of Prosper Independent School District, Prosper, TX Did you know struggling students are more likely to confide in a peer than an adult? With Hope Squad, 95% of student members reported knowing how and where to get help. 95% of school leaders agreed Hope Squad provides the support needed to be effective. 100% of parents agreed Hope Squad helps their child make a positive difference. 98% of school administrators agreed Hope Squad promotes a positive school climate. Why Choose Hope Squad? Hope Squad’s peer-to-peer suicide prevention programming enables all students to thrive. Student-Centered Programming Transformational Impact Collaborative Partnership PROGRAM INNOVATION Grant Resource HOPE SQUAD® Share the Hope. Save a Life. This document is designed to help anyone understand, write, and submit grant applications. Whether you're seeking funding for one Squad or a whole district, this guide provides step -by- step instructions, best practices, and examples to support your application process. By following the guidance in this document, you will be well-equipped to create compelling grant proposals that stand out and secure the funding you need. A quick note about metrics and deliverables: It is important to outline clear and measurable metrics that will demonstrate the success and impact of your Hope Squad. Establishing key performance indicators (KPIs) and deliverables will not only guide your project's implementation but also provide tangible evidence to funders that their investment is yielding positive results. As a reminder, Hope Squad is able to provide some specific data in relation to your school or district, if your Advisors have the students, parents, and admins fill it out. All data will be de- identified before it is sent, ensuring confidentiality and privacy. However, Hope Squad does not claim responsibility for the completion of any grant objectives as you lay them out in your grant document. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 2 Learning About Grants .................................................................................................................. 3 Common Inclusions in Grant Applications ................................................................................. 3 Differences Between Federal/Gov’t and Private Applications...................................................... 4 Steps to Take When Considering Grants to Support Your Hope Squad ......................................... 5 Sample Grant Timeline ............................................................................................................. 6 Grant Application Sample Content for Hope Squad ....................................................................... 7 Cover Letter ............................................................................................................................. 7 Executive Summary .................................................................................................................. 7 Statement of Need ................................................................................................................... 8 Project Description ................................................................................................................... 9 Summary of Hope Squad Program Components .................................................................... 9 Project Goals ......................................................................................................................... 11 Objectives .......................................................................................................................... 11 Phased Implementation Plan .................................................................................................. 12 Expected Outcomes ............................................................................................................... 13 Evaluation and Metrics for Success ..................................................................................... 14 Target Population and Demographics ...................................................................................... 17 Sustainability Plan .................................................................................................................. 18 Organizational Background and Capacity ................................................................................ 18 Budget and Justification .......................................................................................................... 19 Grant Appendices ............................................................................................................... 20 Additional Supportive Information: ............................................................................................. 22 Additional Information about Hope Squad Program: ................................................................ 22 Cover Letter ........................................................................................................................... 25 Letter of Support Template ...................................................................................................... 26 Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 3 Learning About Grants Common Inclusions in Grant Applications 1. Cover Letter: A brief, formal letter introducing the applicant, summarizing the project, and explaining why the funding request aligns with the grantor’s mission. 2. Executive Summary: A concise summary of the project, outlining its objectives, expected outcomes, target audience, and the funding request amount. 3. Statement of Need: A section describing the problem or need the project addresses, supported by data, research, and specific evidence of why the issue is important. 4. Project Description: Details about the project, often including: • Goals and Objectives: Clear goals and measurable objectives. • Activities and Timeline: Specific actions planned, and a timeline for implementation. • Methodology: The approach or strategies used to achieve the objectives. 5. Target Population and Demographics: Information about the people or community served, including demographics, location, and unique needs. 6. Evaluation Plan: A plan to assess the project’s impact and effectiveness, often outlining metrics, data collection methods, and reporting practices. 7. Sustainability Plan: A description of how the project will continue after the grant period ends, either through other funding sources or ongoing community support. 8. Budget and Justification: A detailed budget with explanations for each expense, demonstrating responsible use of funds and alignment with project goals. 9. Organizational Background and Capacity: Information about the applicant organization’s history, mission, past accomplishments, and its capacity to implement the proposed project. 10. Appendices: Additional materials, such as letters of support, resumes of key personnel, charts, data, or other relevant documents to reinforce the proposal. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 4 Difference s Between Federal/Gov’t and Private Applications ASPECT FEDERAL/GOV’T GRANTS PRIVATE FOUNDATION GRANTS Application Process Highly structured with standardized forms and strict guidelines, usually submitted through government portals like grants.gov. More flexible with unique guidelines, submitted via email, online forms, or foundation- specific portals, often starting with Letters of Inquiry (LOIs). Review Process Reviews are rigorous and standardized, with multiple reviewers and specific scoring metrics. The process can be lengthy, with results taking months to release. Reviews vary from informal to structured, often involving board members or advisors. Timelines are typically shorter than for government grants. Funding Requirements and Priorities Often prioritize programs with broad public impact, aligning with policy goals. Require evidence-based programs with specific success metrics. Focus on the founders' or board's interests, often funding innovative or niche projects not fitting federal criteria. Compliance and Reporting Compliance requirements include detailed financial documentation, regular progress reports, and adherence to federal regulations. Failure to comply can result in loss of funding. Reporting often focuses on project outcomes with more flexibility and less intensive financial scrutiny. Budget and Allowable Expenses Follow strict federal guidelines, exclude indirect costs and prohibited items like lobbying. Be cautious with reimbursement grants, as they often require you to spend money prior to receiving money and may not be suitable for your needs. Typically offer more flexibility in allowable expenses, including areas like capacity building or indirect costs. Match Requirements Often require matching funds from the applicant, either cash or in-kind, to show investment. Rarely require matching funds but may prefer evidence of other funding for project sustainability. Timing and Availability Issued annually with predictable schedules and published notices, helping organizations plan their applications. Lack regular deadlines, often operating on a rolling basis or offering funds periodically. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 5 Steps to Take When Considering Grants to Support Your Hope Squad To maximize success, schools or districts should approach grant applications strategically. Here’s a step-by-step guide to choosing the right grant and applying successfully: 1. Identifying Needs and Objectives • Assess Program Needs: Determine the specific needs that a grant would address (e.g., mental health programming, curriculum updates, technology upgrades). • Define Objectives: Outline clear, measurable objectives to address those needs. 2. Research Potential Grants • Compare Federal vs. Private Grants: Choose which type suits your project best. • Matching Criteria: Ensure the grant’s goals align with your objectives. • Funding and Restrictions: Consider the needed funding and allowed expenses. 3. Assess Readiness and Resources • Capacity to Manage the Grant: Determine if the school has the personnel and systems to manage the grant effectively. • Gather Supporting Data: Collect relevant data to support the application. • Confirm Stakeholder Support: Get buy-in from key stakeholders. 4. Draft a Timeline and Team for the Grant Application Process • Identify Key Personnel: Assign a grant team with relevant expertise. • Set a Timeline: Create a realistic timeline for preparing, writing, and submitting the application. • Budget Planning: Start drafting a budget that matches grant requirements. 5. Writing the Grant Application • Review the grant’s guidelines in detail and complete each section thoroughly. • Clearly explain why the program is necessary, detail goals, objectives, activities, and timelines. • Provide a clear, itemized budget with justifications and describe how you’ll assess the program’s success. • Ensure the application is clear, well-organized, and free of errors. 6. Submit the Application and Follow Up • Double-Check Requirements: Confirm that all required documents are included. • Submit Early and Follow Up: Confirm receipt and inquire about the decision timeline. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 6 Sample Grant Timeline This timeline assumes a 12-week period leading up to the grant submission deadline, though you can adjust it based on specific grant requirements and internal timelines. Week 1-2: preparation and planning Identify project needs: collaborate with stakeholders, set goals. Research grants, check eligibility. Hold stakeholder meeting: confirm alignment, assign roles. Set timeline: form team, assign roles, and set deadlines. Week 3-4: Data Collection and Drafting Gather Supporting Data: Collect statistics, research findings, program successes, community needs, and student demographics Draft Program Description: Begin drafting the project narrative by focusing on the goals, objectives, activities, and timelines. Identify and outline potential measurable outcomes. Budget Planning: Collaborate with the finance team to create an initial budget that outlines all projected costs, including training, materials, staffing, and evaluation expenses. Week 5-6: Writing the Application Statement of Need: Use collected data to explain why the project is vital for your school or district. Refine Project Description and Objectives: Detail each objective and activity, aligning them with the grant's goals. Specify timelines, roles, and required resources. Budget Justification: Finalize the budget and justify each expense, ensuring they align with grant guidelines. Evaluation Plan: Outline how to assess the project's success, including metrics, data collection methods, and reporting requirements. Week 7-8: Review and Revise Internal Review: Share the application draft with team members and stakeholders for review and feedback. Ensure alignment with the school. Focus on clarity, conciseness, and alignment with the grantor’s objectives. Proofread: Check grammar, formatting, and consistency. Ensure compliance with the application’s guidelines. Week 9-10: Finalization and Approval Prepare Required Attachments: Compile required supporting documents, such as letters of support, resumes, organizational charts, and tax status documentation. Administrative Approval: Present the final draft to school administrators or district leadership for approval. Gather necessary signatures from authorized personnel (e.g., superintendent, principal, finance officer). Week 11: Submission Preparation Double-Check Requirements: Review the application checklist to ensure all components are included and complete. Submission Platform Review: Confirm familiarity with the grant’s submission process (e.g., online portal, email, or mail). Prepare digital copies in the required formats. Submit Application Early: Aim to submit the application a few days before the deadline to allow for technical issues or last-minute changes. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 7 Grant Application Sample Content for Hope Squad Cover Letter Purpose: Introduce the school or district, outline the need for suicide prevention, and explain why Hope Squad is the ideal solution. • Sample Content: At [school or district name], we aim to provide a safe and supportive environment for all our students. Currently, we are identifying several mental health and school safety issues that need to be addressed. These include [increased levels of stress and anxiety among students, as well as concerns about bullying and emergency preparedness.] To tackle these issues, we have [implemented several measures. Our initiatives include enhancing our school's counseling services, organizing workshops on mental health awareness, and establishing clear protocols for handling emergencies and bullying incidents.] We are committed to continuously improving our approach to ensure the well-being and safety of our school community. • On behalf of [School or District Name], we are seeking funding to implement Hope Squad, an evidence-based, peer-led suicide prevention program. This program helps students identify and support peers in crisis, fostering a safe, stigma-free school environment. It encourages students to recognize warning signs and provides them with resources for support. Feedback from administrators shows that Hope Squad contributes to a positive school culture, and we would like to join the thousands of schools and 43 states that currently have this program in place. • Hope Squad equips students with essential skills to manage daily stress, promotes emotional literacy, leadership, safety, and actively discourages drug use. Additionally, it addresses the dangers of social media, educating students on recognizing risks like cyberbullying and the impact on mental health. Executive Summary Overview: Summarize the project’s main goals, the intended impact, and the funding amount requested. • Sample Content: "[School or District Name] requests [amount] to launch Hope Squad in [number of schools]. This initiative will support student-led mental health advocacy, reduce suicide stigma, and foster a supportive school climate. Funds will enable advisor training, student resources, and engagement activities, impacting [estimated number] students and their families." Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 8 • Hope Squad will serve approximately [number of students] in grades [specify grade levels, e.g., 6-12], offering a structured curriculum and ongoing peer support. This funding will allow us to train advisors, engage students, and run awareness events, including the school-wide Hope Week. Through Hope Squad, our goal is to create a culture of connection, resilience, and hope within our school. Statement of Need Problem Description: Highlight the need for youth mental health support and suicide prevention in your school or district, referencing local or national statistics if possible. • Sample Content: Youth suicide rates are rising nationwide, with many students facing mental health challenges without adequate support. In our community, [insert relevant local statistics or insights, e.g., recent mental health statistics for the area or challenges specific to the student population]. Schools play a crucial role in addressing these needs by creating environments where students feel safe and supported. • Despite these needs, our school currently lacks a structured, peer-led mental health program that directly addresses suicide prevention. Research and feedback from schools with Hope Squad programs indicate its effectiveness in reducing stigma, increasing student connectedness, and providing students with the resources they need to help each other. Implementing Hope Squad in [School or District Name] will address this critical gap and create a foundation for sustainable mental health support. • Supporting Points: o Youth mental health needs are rising nationwide, with suicide prevention a top priority in school settings. o Many school staff and administrators report needing more resources, training, and consistent opportunities for student engagement to fully realize Hope Squad’s potential. o Include any crisis referral data or mental health screener data you may already have for your school, district or county. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 9 Project Description This project aims to implement the Hope Squad program at [School Name] to create a peer-led suicide prevention initiative. The program empowers students to identify signs of distress in their peers and connect them with trusted adults. By training students—Hope Squad Members—and certified advisors, it fosters a supportive environment for mental wellness. Squad Members act as additional eyes and ears, observing signs of distress and reporting them, rather than serving as counselors. Hope Squad offers a comprehensive gatekeeper model reinforced through various lessons. It includes experiential learning, confidence building, mental health literacy, and self-care knowledge for students. Squad Members are selected by their classmates as peers they trust and would approach to talk to. These selected members are then screened by adults, approved for participation by their parents, and introduced to Hope Squad through a series of meetings and events. Trained Advisors (school personnel managing the Squad) have streamlined access to program resources through a virtual portal, complete with direct links to lesson materials, monthly activity toolkits, and a Hope Week Toolkit. Advisors can quickly access content, reducing preparation time and helping them focus on meaningful interactions with students. The lessons imparted during Hope Squad meetings are actively implemented within the broader school community through the efforts of individual members, monthly themes, and school-wide events and activities. The initiatives of Hope Squad are integrated into the daily school environment in a manner that avoids adding extra burden or distracting from educational objectives. This approach ensures that support is nurtured not only within the school but also extends into students' homes and the wider community. Summary of Hope Squad Program Components A more detailed description of the following information is available in the “Additional Supportive Information” section of this document, however the highlights listed here may be beneficial to additional questions in the Project section of a grant application. • HOPE Approach: A foundational lesson that teaches suicide prevention, recognizing warning signs, and connecting peers with trusted adults. • Age-Specific Elements: o Elementary: The elementary curriculum introduces key skills in resilience, relationship-building, bullying prevention, and self-awareness, laying the groundwork for students' mental wellness and future learning. Many lessons use books to promote reading literacy and social-emotional development while Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 10 emphasizing the importance of identifying and informing trusted adults about peers in need. o Secondary: Junior high/high school students annually learn to identify warning signs and follow referral protocols. The program covers relationships, self-care, leadership, empathy, resilience, and coping skills, with flexible lesson formats. It emphasizes experiential learning and includes activities for the school community and families. Lesson Strands (Structured topics spanning age levels with years of material) • Core Hope Squad Content • Suicide Prevention • Building Relationships (Elementary)/Developing Emotional Intelligence (Secondary) • Understanding Ourselves (Elementary)/Cultivating Empathy (Secondary) • Constructive Choices • Bullying Prevention (Elementary)/Developing Resilience (Secondary) Program Activities and Community Engagement • Hope Week: A central program event that raises school-wide awareness and reduces stigma. Hope Week activities include workshops, mental health speakers, schoolwide kindness activities, and awareness campaigns, fostering a unified approach to mental health. • Monthly Mental Health Themes: Each month, Hope Squad will focus on a theme to engage the squad, students, faculty, families and community. Parent and Community Involvement • Ongoing Parent Education: Regular information for parents to educate them on mental health topics and how to support their children. • Community Partnerships: Collaborations with local mental health organizations, community leaders, and businesses to provide additional resources and support for students and families. • Regular Feedback and Improvement: Collecting feedback from students, parents, and educators to continually improve the program and ensure it meets the community’s needs. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 11 Project Goals Goals are broad, overarching outcomes that the program aims to achieve over time. They define the ultimate impact of implementing the Hope Squad program. 1. Enhance Suicide Prevention Literacy and Stigma Reduction: Foster a culture of mental health awareness where students feel empowered to openly discuss mental health, reducing stigma and encouraging help-seeking behaviors. 2. Strengthen School Safety and Support Networks: Create a supportive environment where students, through their training as Hope Squad members, act as the "eyes and ears" of the school, recognizing peers in crisis and connecting them with trusted adults. 3. Promote School-Wide Engagement and Community Building: Encourage positive relationships and a sense of belonging through school-wide events such as Hope Week and monthly awareness campaigns. Objectives Objectives are specific, measurable actions that support the achievement of the program’s goals. They outline what will be accomplished within the grant period. 1. Train Advisors and Students in Suicide Prevention: Conduct [X number] of HOPE Approach training sessions for advisors and student members, equipping them with gatekeeping skills to identify and refer peers in distress. 2. Increase Peer-Led Engagement in Suicide Prevention Efforts: Implement [X number] of peer-led mental health awareness activities and workshops, increasing participation and reinforcing suicide prevention literacy among the student body. 3. Facilitate Regular Mental Health Awareness Events: Organize and execute monthly themes and events, including Hope Week, to promote consistent engagement and education around mental wellness. 4. Enhance Crisis Identification and Referral: Establish a clear protocol for Hope Squad members to report concerns to trained advisors, aiming for [specific metric, e.g., 100% of reported cases receiving appropriate follow-up]. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 12 Phased Implementation Plan Phase 1: Program Setup and Advisor Training (Months 1-2) • Advisor Selection: Select school staff to serve as Hope Squad advisors, ensuring they have a strong interest in student mental health and well-being. Advisors will be responsible for guiding students, facilitating discussions, and organizing events. • Advisor Training: Advisors will undergo an estimated 6 hours of comprehensive training in the HOPE Approach, program implementation guidance, skills-based practice on how to lead discussions on mental health, manage student questions, and support squad members. Advisors also learn how to utilize Hope Squad’s online portal for resources and program guidance through a series of microlessons available on demand. • Baseline Data Collection: Collect initial data to assess the current mental health climate, student connectedness, and awareness levels related to mental health and suicide. This may include surveys, attendance records, and input from counselors and administration. Phase 2: Student Selection and Training (Months 2-3) • Student Nominations and Selection: Identify and nominate students based on their trustworthiness, empathy, and leadership qualities. Teachers, counselors, and peers may contribute nominations to ensure diverse representation within the Hope Squad. • HOPE Approach Training for Students: Once selected, Hope Squad members will participate in training sessions to learn the HOPE Approach. Training topics will include recognizing mental health warning signs, handling sensitive conversations, and understanding when to refer peers to adults. • Program Introduction to School Community: Host an informational event to introduce Hope Squad to the broader school community, explaining the program’s purpose, how students can engage with squad members, and the availability of support resources. Phase 3: Program Activation and Initial Engagement (Months 3-6) • Monthly Hope Squad Meetings: Begin regular meetings with Hope Squad members to discuss mental health topics, practice skills learned during training, and plan school-wide activities. Meetings will also provide a safe space for members to share their experiences and receive support. • Hope Week Planning and Execution: Organize Hope Week as a major event to raise awareness about mental health and suicide prevention across the school. Activities may include guest speakers, workshops, and peer-led activities that promote inclusion and empathy. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 13 • Monthly Awareness Themes: Implement monthly themes focused on mental health awareness, resilience, and support strategies. Themes may include “Kindness and Inclusion,” “Self-Care and Wellness,” and “Building Connections,” with activities aligned to each theme. Phase 4: Evaluation and Continuous Improvement (Ongoing, with Quarterly Checkpoints) • Ongoing Feedback Collection: Gather ongoing feedback from Hope Squad members, advisors, and the school community. Feedback will inform adjustments to the program and help address any emerging needs or challenges. • Data Tracking and Progress Reporting: Track key metrics such as referrals made, advisor and student satisfaction, participation in Hope Week, and attendance at monthly meetings. Quarterly reports will be prepared for internal review and grant reporting. • End-of-Year Assessment and Review: Conduct a comprehensive assessment at the end of the school year, reviewing data to evaluate the program’s effectiveness in improving mental health awareness, student connectedness, and help-seeking behaviors. Use this data to make program improvements for the following year. Expected Outcomes Upon successful implementation, [School Name] will develop a proactive and sustainable peer- to-peer suicide prevention program that emphasizes collaboration among student leaders and is underpinned by strong school faculty and staff support. Hope Squad aims to cultivate an inclusive and empathetic environment that empowers students to address mental health challenges effectively while providing resilient support to their peers and the broader school community. The program incorporates structured components to achieve these goals, including training sessions and interactive activities tailored to enhance students' and staff's efforts in suicide prevention. These adaptable lesson formats will allow for continuous mental health education and gatekeeper skill development, particularly equipping students with the tools to identify and address mental health concerns within themselves and among their classmates. Moreover, the Hope Squad program will actively engage the selected Squad members and the entire school population, promoting a culture of openness and understanding surrounding mental health. By fostering strong connections and proactive support systems, this initiative will encourage students to seek help and support each other in overcoming personal challenges. Ultimately, [School Name] aspires to create a healthier school environment where every student feels valued, understood, and equipped to contribute positively to their mental well-being and that of others, and believes Hope Squad will help [School Name] achieve this aim. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 14 Evaluation and Metrics for Success Approach: Measure success through both quantitative (e.g., referral rates, engagement levels) and qualitative (e.g., advisor and member feedback) metrics at multiple time points. Note for Your Grant Writing Team: While Hope Squad supports school data collection by providing access to de-identified results from students, advisors, and parents, Hope Squad is not responsible for achieving your grant outcomes as specified in your grant application. The pre- and post-survey data collection is solely dependent on whether Advisors administer the surveys or [school/district] opts-out of collection. Data is only shared with those having a school domain address and doesn't capture identifying information. If you have questions, or need assistance, email our research team at research@hopesquad.com Sample: “We will evaluate the program’s impact through both quantitative and qualitative measures collected at multiple time points. Pre-, mid-, and post-program surveys will assess changes in mental health literacy, stigma reduction, and help-seeking behaviors among students. Additionally, we will collect data on referral rates, engagement levels in peer-led activities, and participation in events like Hope Week. Qualitative feedback from advisors, Hope Squad members, and other stakeholders will be gathered regularly through interviews, focus groups, and written reflections. This will help us understand program challenges, successes, and opportunities for improvement. By evaluating progress throughout the program and not just at the end, we aim to ensure continuous growth, timely adjustments, and sustained impact.” Key Performance Indicators (KPIs): Increased Mental Health Awareness: Measure changes in student understanding of mental health concepts (e.g., suicide prevention skills and gatekeeper knowledge), as reflected in pre- and post-program surveys. Student Help-Seeking Behavior: Track the number of students referred to counselors by Hope Squad members and the frequency of peer-to-peer support interactions. Program Engagement and Visibility: Monitor participation in Hope Week and monthly awareness events, as well as feedback from school-wide surveys on program visibility and impact. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 15 Data Collection Methods: Member Pre- and Post-Surveys: Administer surveys at the beginning and end of the school year to measure changes in the following outcomes. Suggested Target: 75% of active members complete the pre/post-survey Elementary Measured Outcomes: - Bullying Resistance - Enjoyment - Peer Support Willingness - Referral Efficacy - Self-care Awareness - Stress Secondary Measured Outcomes: - Compassion Fatigue - Compassion Satisfaction - Gatekeeper Knowledge - Suicide Prevention Knowledge & Skills - Peer Support Engagement - Peer Support Willingness - Referral Efficacy Stakeholder Pre- and Post-Surveys: Hope Squad school administrators, advisors, and parents are encouraged to complete provided surveys at the beginning and end of each academic year. Results from these surveys can speak to whether and how stakeholders believe Hope Squad has impacted the school environment and overall satisfaction with the program. Suggested Target: 50% of active members complete the pre/post-survey Mental Health Referral Forms (MHRF): These forms are designed to capture instances of mental concerns among any student within a school – not just Hope Squad members. The data collected is indicative of how members' learnings (e.g., addressing mental health stigma, willingness to engage in help-seeking behaviors, etc.) and schoolwide activities permeate throughout the student body. Moreover, the MHRF can capture how a student was referred to a trusted adult, the nature of the student’s mental health concern, relevant adverse events, and what resources were provided to the student. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 16 Suggested Target: Report the total number of MHRF collected as well as the number or ratio) of referrals provided by Hope Squad members versus students in the general population. Additional metrics of potential interest are student demographics, the nature of each concern (e.g., suicidal ideation with intent to harm oneself versus suicidal ideation without intent to harm oneself), and the frequency of each type of follow-up resource provided to students in need. Additional Metrics for Schools to Consider Collecting Independently: Advisor and Member Reports: Collect feedback from advisors and Hope Squad members after each major event to assess engagement, program challenges, and opportunities for improvement. Collect the number of members trained. Quarterly Reports: Generate quarterly reports to continuously assess the program’s impact on student connectedness, awareness, and safety. Stigma Reduction: If wanting to report specifically on stigma reduction, we recommend using a validated survey instrument, such as the Stigma of Suicide Scale (SOSS-SF). Hope Squad’s previous research (2022) has used this scale. School Wide Changes: Schoolwide Student Survey Pre-Hope Squad formation and Post implementation would greatly enhance the evidence of impact. If you do choose this measure, Hope Squad would love to know about your findings! Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 17 Target Population and Demographics • Description: Describe the student population the program will serve, including demographic details and any specific community needs. • Demographics: Hope Squad programming is designed to serve students in grades 4 through 12, with the opportunity to impact students from kindergarten through their senior year of high school. The program specifically targets students who might otherwise lack access to mental health resources, equipping them with tools to support one another. Hope Squad prioritizes literacy, accessibility, and cultural relevance. Research suggests that larger teams of peer supporters AND those that are representative of the student body can result in a better diffusion of suicide prevention program's messaging in schools (Pickering et al., 2018; 2022). • Sample: Hope Squad will serve approximately [number of students] in grades [6-12, etc.] across [specify school or district area, e.g., rural/suburban/urban settings]. Many students face barriers to mental health care, and peer-led support can be a powerful first step in addressing these challenges. The program will prioritize inclusivity and support students from diverse backgrounds, including those in underserved communities who may lack access to mental health resources. Member Demographics collected via Hope Squad: • Age (Birth Month/Year) • Grade Level • Gender Identity • Racial/Ethnic Identity • State • School Name Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 18 Sustainability Plan • Strategy: Funding will address critical needs for training and program materials, empowering advisors to maintain the program effectively. By establishing a sustainable model that includes a student council, trained advisors, and maintaining continuity with members who serve on the squad year after year, the team operates efficiently. • Long-Term Plan: Secure sustainable funding through school budgets and community partnerships, with continued collaboration with mental health organizations • Sample: This funding will provide the resources needed to establish Hope Squad and support its initial implementation. Our goal is to sustain the program through continued collaboration with school counselors, community mental health organizations, district-level funding, partnerships with mental health or healthcare organizations or national funding through Title IV or Title I. We will integrate Hope Squad activities into our school’s yearly calendar to ensure its longevity. At an estimated expense of $6.00 per student*, this program remains affordable year over year. By building relationships and a culture of support, we anticipate that the program will grow and remain a vital part of our school’s mental health resources. Organizational Background and Capacity • School or District Background: Describe the school’s commitment to student well- being and previous mental health initiatives. • Capacity to Implement Program: Highlight existing mental health resources (e.g., counselors, school psychologists) that will support Hope Squad. Sample: [School or District Name] has a long-standing commitment to student well-being, previously implementing [mention any relevant programs or initiatives, e.g., anti-bullying campaigns, mental health awareness events]. Our counseling and administrative teams have the experience needed to support Hope Squad’s implementation, and we have strong relationships with local mental health organizations that will reinforce the program’s goals. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 19 Budget and Justification • Itemized Budget: o Training and Resources: Fund Certified Advisor training for a minimum of 2 advisors per school, 2 seats to Advisor Gatekeeper training (QPR, LivingWorks Start) as well as any resources or stipends needed. o Community Engagement and Awareness: Provide for Hope Week and monthly mental health awareness activities to promote school-wide support and reduce stigma. o Implementation Support: Allocate funds for materials, scheduling support, and resources that facilitate regular, impactful Hope Squad meetings. • Justification: Each item in the budget directly addresses areas identified by advisors and administrators, fostering program sustainability and a positive impact on school climate. Sample: Item Description Amount Training for Advisors Certified Advisor and Gatekeeper training $[X] Advisor Stipend Supporting additional time Advisors provide $[X] Program Materials Awareness materials and activity guides $[X] Hope Week Activities Resources and promotional materials for events $[X] Monthly Awareness Events Materials for ongoing student engagement $[X] Evaluation Tools Survey tools, data collection, and analysis support $[X] Justification: These expenses will directly support program implementation, including comprehensive training, materials for student and community engagement, and evaluation to ensure the program’s impact is measured and understood. This budget has been designed based on identified needs from existing Hope Squad programs and feedback from advisors and administrators. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 20 Grant Appendices • Letters of Support: From school administrators, community leaders, and mental health professionals who advocate for the Hope Squad program. (See template) • Program Evaluation Data: In reviewing MHRF data from the 2023-24 academic year to present, 95% of referrals were made by non-Hope Squad members. This demonstrates that Hope Squad’s programming extends its impact beyond its members, fostering school-wide awareness of resources and encouraging help-seeking behaviors. The data highlights how the program creates a culture of care, equipping the entire school community with the knowledge and confidence to take action when someone may be struggling. • Advisor and Administrator Feedback Excerpts: Quotes from Hope Squad stakeholders in the 2024-2024 academic year that emphasizes the program’s positive impact. For instance: o Administrator: “Hope Squad has been a positive connection and reinforcement of our school-wide message of 'All Are Welcome Here'. It has been a great peer to peer program and allows for positive school culture that promotes a sense of belonging.” o Advisor: “The most important benefit Hope Squad brings to our school is encouraging and promoting a school climate of kindness and friendship. Hope Squad members connect with students from every level on campus and encourages positive relationships where kiddos have more connectedness and feeling of belonging across the grade levels.” o Parent: “Learning about how to help his peers identify when they might need some help has strengthened my son’s ability to identify that same thing in himself. His self-awareness has grown as he’s helped others grow. He’s always been a very compassionate and empathetic kid, and this has only increased with his participation. He loves the community Hope Squad provides and was excited to participate in every meeting and feels like he’s making a difference.” • Testimonials: From students and advisors who’ve experienced the benefits of Hope Squad, demonstrating the program’s life-saving potential and its role in building a positive school culture. For instance: o “Hope Squad has taught me the importance of inclusivity and compassion as many students can feel isolated and unseen. I now know that every day interactions can help make a connection that positively impacts others” - (Hope Squad Member Abigail W.) Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 21 o "Hope Squad helps me connect to my community because [it] has encouraged me to make more friends and attend events and build connections with people that otherwise, I'm not sure I would have made. I feel as though because of Hope Squad, I'm close to a big portion of my school/peers." (Hope Squad Member: Lily L.) o “I have loved being a part of Hope Squad. I have always been aware of mental health issues and the signs but actually being trained to deal with them has helped me learn a lot more. I feel more secure and comfortable knowing that I will be able to notice the warning signs and know how to deal with the situation accordingly. I also enjoy going to our meetings for our lessons. I have truly learned a lot and feel that I have become a better person because of Hope Squad.” (Hope Squad Member, Asma M.) o “Being a part of Hope Squad has been an incredibly profound and meaningful experience for me. It has allowed me to gain invaluable insights and learnings, which have helped me develop my emotional intelligence and hone my problem- solving abilities. These skills have not only enabled me to support my fellow high school students, but they have also fundamentally changed the way I approach helping others.” (Hope Squad Member: Saahithi P.) o “The most meaningful thing about Hope Squad to me is being able to educate the student body at my school. Many people do not know what mental health is or even how to take care of their own wellbeing. Hope Squad presents an opportunity to create a positive atmosphere in your school.” (Hope Squad Member, Reagan G.) Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 22 Additional Supportive Information: Additional Information about Hope Squad Program: Program Components 1. Integrated Gatekeeper Model - HOPE Approach • At the core of Hope Squad is the HOPE Approach, a foundational lesson that builds essential suicide prevention competencies, including understanding protective factors, recognizing warning signs, and connecting peers with trusted adults. • HOPE Approach content is spiraled throughout lessons to continue building knowledge and practicing critical skills in identification and referral. 2. Age-Specific Elements: o Elementary: Designed for younger students, the elementary curriculum introduces essential skills in resilience, relationship-building, bullying prevention, and self-awareness. This foundational framework supports mental wellness and prepares students for more advanced concepts as they progress. Many of these lessons are based on popular books, promoting both reading literacy and social-emotional development. Identifying students who are experiencing difficulties is not only important, but it is also the centerpiece of the program. Informing a trusted adult is the recommended course of action for students. o Secondary: Each year, junior high and high school students learn to identify warning signs, address distress or suicide, and follow referral protocols for timely intervention. This 3-lesson framework is repeated annually to ensure competency. Hope Squad then offers lessons on relationships, self-care, leadership, compassion, mindfulness, empathy, resilience, and coping skills. Advisors can choose from a set number of lessons each year, with new material available for 3 to 4 years. Squads can use both full-length (1-hour) and mini-lesson (under 30 minutes) formats, adapting to different schedules while covering critical concepts. The program emphasizes experiential learning and includes optional activities for the school community and families in each lesson. 3. Program Lesson Strands (Topics) The lessons have been organized into clearly defined strands that provide structure across age levels, with 3 years of material for elementary, junior high and 4 years for High School. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 23 o Core Hope Squad Content: Foundational concepts, including team building, the suicide prevention gatekeeper model, and essentials of both peer support and Squad membership. o Suicide Prevention: Comprehensive lessons emphasize mental health literacy and strengthen skills in warning signs identification, the power of protective factors, and connecting peers with appropriate help. o Building Relationships (Elementary) / Developing Emotional Intelligence (Secondary): This strand covers peer interactions, communication techniques, empathy, emotional understanding, and fostering positive relationships. In high school, it also includes leadership skills for post-graduation readiness. o Understanding Ourselves (Elementary) / Cultivating Empathy (Secondary): Understanding Ourselves (Elementary) / Cultivating Empathy (Secondary): This strand emphasizes self-awareness and empathy, while also incorporating essential self-care concepts like mindfulness and addressing toxic positivity. o Constructive Choices: Constructive Choices: Guiding students in making positive, responsible decisions, including self-regulation and conflict resolution. This strand also identifies key components of school safety and how to cultivate a safe school community. It teaches students to recognize and support peers who may be at risk of harming themselves or others. o Bullying Prevention (Elementary) / Developing Resilience (Secondary): Bullying Prevention (Elementary) / Developing Resilience (Secondary): Focusing on kindness and anti-bullying for younger students, advancing to resilience and coping skills for older students. This includes learning how to manage stress, adapt to change, and bounce back from setbacks, as well as techniques for maintaining a positive outlook and fostering perseverance in the face of challenges. 3. Program Activities and Community Engagement • Hope Week: A central program event that raises school-wide awareness and reduces stigma. Hope Week activities include workshops, mental health speakers, schoolwide kindness activities, and awareness campaigns, fostering a unified approach to mental health. • Monthly Mental Health Themes: Each month, Hope Squad will focus on a theme to engage the squad, students, faculty, families and community. These themes largely center around the program, aligning with lessons, national awareness months, community and parent engagement and more. o Schoolwide activities for all students can include: Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 24 ▪ Posters and Social Media Campaigns: Share information about the monthly theme to encourage participation and reinforce mental health messages. ▪ Lunchtime Engagements and Workshops: Provide informal spaces where students can engage with Hope Squad members, participate in stress-relief activities, or learn more about mental health topics. o Faculty and Staff activities can include: ▪ Reflection and celebration in staff meetings: Highlighting the theme of the month starts with staff and faculty as well as focal points on allowing space in meetings to reflect and grow around that month’s theme. ▪ Peer Observation/Mentorship Programs/Staff Highlights: Give space for staff and faculty to practice the theme of the month directly in order to ensure the theme is interwoven throughout the entire school community. o Parent Engagement includes an email or letter that can be sent to parents that highlights the monthly theme and various activities that parents/guardians can practice with their students to continue the theme at home. Activities can include: ▪ Family Communication: Taking the form of reflection/celebration practice around the monthly theme these activities center around bringing the family together through conversation. ▪ Family Bonding: Activities are also provided that encourage families working together to embody the theme of the month, be it family game night, kindness boards, family gardens, etc. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 25 Cover Letter [Dear [Grant Funder’s Name], On behalf of [School or District Name], we are requesting funding to implement Hope Squad, a peer-led, evidence-based suicide prevention program. This initiative aligns with our commitment to fostering a safe and supportive school environment, where mental health literacy is prioritized, and students are empowered to seek help for themselves and their peers. Statement of Need: Our school community, like many others, faces a growing need for mental health support, with limited resources to address these challenges comprehensively. Youth suicide rates are rising, and mental health professionals within schools are often stretched thin. Hope Squad offers a solution by training students to serve as the “eyes and ears” of the school, identifying peers in crisis and connecting them to trusted adults. Project Description: The Hope Squad program will focus on: • Training Advisors and Students: Using the HOPE Approach gatekeeping model, we will equip advisors and student leaders with essential suicide prevention skills. • Reducing Stigma and Increasing Awareness: Through peer-led activities, monthly themes, and events like Hope Week, we aim to create a culture of openness and support around mental health. • Building Positive Relationships: These initiatives will strengthen the fabric of our school community, fostering connections and resilience among students. Goals and Objectives: Our program goals include enhancing suicide prevention literacy, building supportive networks within the school, and promoting school -wide engagement. To achieve these goals, we will: 1. Train advisors and student members in suicide prevention and mental health literacy. 2. Conduct ongoing mental health awareness events, including monthly themes and Hope Week. 3. Establish protocols for crisis identification and referral, ensuring timely support for students in need. Expected Impact: We anticipate that Hope Squad will lead to measurable improvements in student well - being, including increased help -seeking behaviors, reduced stigma around mental health, and stronger school community ties. By embedding these principles into our school cultu re, we aim to create a sustainable, proactive approach to student mental health. We are excited about the opportunity to bring this life-changing program to [School or District Name]. Thank you for considering our application and for your support in fostering a safer, more connected school community. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 26 Letter of Support Template Dear [Name or Title], On behalf of [School or District Name], I am writing to express our strong support for the implementation of the Hope Squad program at our school. This peer-led, evidence-based suicide prevention program is designed to empower students to support their peers, reduce mental health stigma, and promote a positive and inclusive school climate. The Hope Squad program addresses critical mental health needs by training students to serve as the “eyes and ears” of our school. Through this program, they will learn to identify peers in distress and refer them to trusted adults, providing an essential layer of support in our community. With the growing demand for mental health resources and limited school-based mental health staff, Hope Squad offers a sustainable, impactful solution. Key program elements include: • Advisor and Student Training: Utilizing the HOPE Approach gatekeeping model, Hope Squad equips participants with essential skills in suicide prevention and mental health literacy. • School-Wide Engagement: Through monthly themes and events like Hope Week, the program fosters a culture of awareness, openness, and support. • Community Involvement: Hope Squad actively involves parents, community organizations, and local mental health resources to build a comprehensive support network for students. We have seen the positive impact of similar initiatives in other schools and are confident that Hope Squad will significantly enhance our efforts to create a safe and supportive environment for all students. The program’s focus on proactive peer engagement and connection aligns perfectly with our school’s commitment to student well-being and academic success. We are grateful for your consideration of this funding request, which will enable us to bring this vital program to [School or District Name]. Together, we can make a meaningful difference in the lives of our students and their families. PROGRAM INNOVATION Grant Resource HOPE SQUAD® Share the Hope. Save a Life. This document is designed to help anyone understand, write, and submit grant applications. Whether you're seeking funding for one Squad or a whole district, this guide provides step -by- step instructions, best practices, and examples to support your application process. By following the guidance in this document, you will be well-equipped to create compelling grant proposals that stand out and secure the funding you need. A quick note about metrics and deliverables: It is important to outline clear and measurable metrics that will demonstrate the success and impact of your Hope Squad. Establishing key performance indicators (KPIs) and deliverables will not only guide your project's implementation but also provide tangible evidence to funders that their investment is yielding positive results. As a reminder, Hope Squad is able to provide some specific data in relation to your school or district, if your Advisors have the students, parents, and admins fill it out. All data will be de- identified before it is sent, ensuring confidentiality and privacy. However, Hope Squad does not claim responsibility for the completion of any grant objectives as you lay them out in your grant document. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 2 Learning About Grants .................................................................................................................. 3 Common Inclusions in Grant Applications ................................................................................. 3 Differences Between Federal/Gov’t and Private Applications...................................................... 4 Steps to Take When Considering Grants to Support Your Hope Squad ......................................... 5 Sample Grant Timeline ............................................................................................................. 6 Grant Application Sample Content for Hope Squad ....................................................................... 7 Cover Letter ............................................................................................................................. 7 Executive Summary .................................................................................................................. 7 Statement of Need ................................................................................................................... 8 Project Description ................................................................................................................... 9 Summary of Hope Squad Program Components .................................................................... 9 Project Goals ......................................................................................................................... 11 Objectives .......................................................................................................................... 11 Phased Implementation Plan .................................................................................................. 12 Expected Outcomes ............................................................................................................... 13 Evaluation and Metrics for Success ..................................................................................... 14 Target Population and Demographics ...................................................................................... 17 Sustainability Plan .................................................................................................................. 18 Organizational Background and Capacity ................................................................................ 18 Budget and Justification .......................................................................................................... 19 Grant Appendices ............................................................................................................... 20 Additional Supportive Information: ............................................................................................. 22 Additional Information about Hope Squad Program: ................................................................ 22 Cover Letter ........................................................................................................................... 25 Letter of Support Template ...................................................................................................... 26 Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 3 Learning About Grants Common Inclusions in Grant Applications 1. Cover Letter: A brief, formal letter introducing the applicant, summarizing the project, and explaining why the funding request aligns with the grantor’s mission. 2. Executive Summary: A concise summary of the project, outlining its objectives, expected outcomes, target audience, and the funding request amount. 3. Statement of Need: A section describing the problem or need the project addresses, supported by data, research, and specific evidence of why the issue is important. 4. Project Description: Details about the project, often including: • Goals and Objectives: Clear goals and measurable objectives. • Activities and Timeline: Specific actions planned, and a timeline for implementation. • Methodology: The approach or strategies used to achieve the objectives. 5. Target Population and Demographics: Information about the people or community served, including demographics, location, and unique needs. 6. Evaluation Plan: A plan to assess the project’s impact and effectiveness, often outlining metrics, data collection methods, and reporting practices. 7. Sustainability Plan: A description of how the project will continue after the grant period ends, either through other funding sources or ongoing community support. 8. Budget and Justification: A detailed budget with explanations for each expense, demonstrating responsible use of funds and alignment with project goals. 9. Organizational Background and Capacity: Information about the applicant organization’s history, mission, past accomplishments, and its capacity to implement the proposed project. 10. Appendices: Additional materials, such as letters of support, resumes of key personnel, charts, data, or other relevant documents to reinforce the proposal. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 4 Difference s Between Federal/Gov’t and Private Applications ASPECT FEDERAL/GOV’T GRANTS PRIVATE FOUNDATION GRANTS Application Process Highly structured with standardized forms and strict guidelines, usually submitted through government portals like grants.gov. More flexible with unique guidelines, submitted via email, online forms, or foundation- specific portals, often starting with Letters of Inquiry (LOIs). Review Process Reviews are rigorous and standardized, with multiple reviewers and specific scoring metrics. The process can be lengthy, with results taking months to release. Reviews vary from informal to structured, often involving board members or advisors. Timelines are typically shorter than for government grants. Funding Requirements and Priorities Often prioritize programs with broad public impact, aligning with policy goals. Require evidence-based programs with specific success metrics. Focus on the founders' or board's interests, often funding innovative or niche projects not fitting federal criteria. Compliance and Reporting Compliance requirements include detailed financial documentation, regular progress reports, and adherence to federal regulations. Failure to comply can result in loss of funding. Reporting often focuses on project outcomes with more flexibility and less intensive financial scrutiny. Budget and Allowable Expenses Follow strict federal guidelines, exclude indirect costs and prohibited items like lobbying. Be cautious with reimbursement grants, as they often require you to spend money prior to receiving money and may not be suitable for your needs. Typically offer more flexibility in allowable expenses, including areas like capacity building or indirect costs. Match Requirements Often require matching funds from the applicant, either cash or in-kind, to show investment. Rarely require matching funds but may prefer evidence of other funding for project sustainability. Timing and Availability Issued annually with predictable schedules and published notices, helping organizations plan their applications. Lack regular deadlines, often operating on a rolling basis or offering funds periodically. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 5 Steps to Take When Considering Grants to Support Your Hope Squad To maximize success, schools or districts should approach grant applications strategically. Here’s a step-by-step guide to choosing the right grant and applying successfully: 1. Identifying Needs and Objectives • Assess Program Needs: Determine the specific needs that a grant would address (e.g., mental health programming, curriculum updates, technology upgrades). • Define Objectives: Outline clear, measurable objectives to address those needs. 2. Research Potential Grants • Compare Federal vs. Private Grants: Choose which type suits your project best. • Matching Criteria: Ensure the grant’s goals align with your objectives. • Funding and Restrictions: Consider the needed funding and allowed expenses. 3. Assess Readiness and Resources • Capacity to Manage the Grant: Determine if the school has the personnel and systems to manage the grant effectively. • Gather Supporting Data: Collect relevant data to support the application. • Confirm Stakeholder Support: Get buy-in from key stakeholders. 4. Draft a Timeline and Team for the Grant Application Process • Identify Key Personnel: Assign a grant team with relevant expertise. • Set a Timeline: Create a realistic timeline for preparing, writing, and submitting the application. • Budget Planning: Start drafting a budget that matches grant requirements. 5. Writing the Grant Application • Review the grant’s guidelines in detail and complete each section thoroughly. • Clearly explain why the program is necessary, detail goals, objectives, activities, and timelines. • Provide a clear, itemized budget with justifications and describe how you’ll assess the program’s success. • Ensure the application is clear, well-organized, and free of errors. 6. Submit the Application and Follow Up • Double-Check Requirements: Confirm that all required documents are included. • Submit Early and Follow Up: Confirm receipt and inquire about the decision timeline. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 6 Sample Grant Timeline This timeline assumes a 12-week period leading up to the grant submission deadline, though you can adjust it based on specific grant requirements and internal timelines. Week 1-2: preparation and planning Identify project needs: collaborate with stakeholders, set goals. Research grants, check eligibility. Hold stakeholder meeting: confirm alignment, assign roles. Set timeline: form team, assign roles, and set deadlines. Week 3-4: Data Collection and Drafting Gather Supporting Data: Collect statistics, research findings, program successes, community needs, and student demographics Draft Program Description: Begin drafting the project narrative by focusing on the goals, objectives, activities, and timelines. Identify and outline potential measurable outcomes. Budget Planning: Collaborate with the finance team to create an initial budget that outlines all projected costs, including training, materials, staffing, and evaluation expenses. Week 5-6: Writing the Application Statement of Need: Use collected data to explain why the project is vital for your school or district. Refine Project Description and Objectives: Detail each objective and activity, aligning them with the grant's goals. Specify timelines, roles, and required resources. Budget Justification: Finalize the budget and justify each expense, ensuring they align with grant guidelines. Evaluation Plan: Outline how to assess the project's success, including metrics, data collection methods, and reporting requirements. Week 7-8: Review and Revise Internal Review: Share the application draft with team members and stakeholders for review and feedback. Ensure alignment with the school. Focus on clarity, conciseness, and alignment with the grantor’s objectives. Proofread: Check grammar, formatting, and consistency. Ensure compliance with the application’s guidelines. Week 9-10: Finalization and Approval Prepare Required Attachments: Compile required supporting documents, such as letters of support, resumes, organizational charts, and tax status documentation. Administrative Approval: Present the final draft to school administrators or district leadership for approval. Gather necessary signatures from authorized personnel (e.g., superintendent, principal, finance officer). Week 11: Submission Preparation Double-Check Requirements: Review the application checklist to ensure all components are included and complete. Submission Platform Review: Confirm familiarity with the grant’s submission process (e.g., online portal, email, or mail). Prepare digital copies in the required formats. Submit Application Early: Aim to submit the application a few days before the deadline to allow for technical issues or last-minute changes. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 7 Grant Application Sample Content for Hope Squad Cover Letter Purpose: Introduce the school or district, outline the need for suicide prevention, and explain why Hope Squad is the ideal solution. • Sample Content: At [school or district name], we aim to provide a safe and supportive environment for all our students. Currently, we are identifying several mental health and school safety issues that need to be addressed. These include [increased levels of stress and anxiety among students, as well as concerns about bullying and emergency preparedness.] To tackle these issues, we have [implemented several measures. Our initiatives include enhancing our school's counseling services, organizing workshops on mental health awareness, and establishing clear protocols for handling emergencies and bullying incidents.] We are committed to continuously improving our approach to ensure the well-being and safety of our school community. • On behalf of [School or District Name], we are seeking funding to implement Hope Squad, an evidence-based, peer-led suicide prevention program. This program helps students identify and support peers in crisis, fostering a safe, stigma-free school environment. It encourages students to recognize warning signs and provides them with resources for support. Feedback from administrators shows that Hope Squad contributes to a positive school culture, and we would like to join the thousands of schools and 43 states that currently have this program in place. • Hope Squad equips students with essential skills to manage daily stress, promotes emotional literacy, leadership, safety, and actively discourages drug use. Additionally, it addresses the dangers of social media, educating students on recognizing risks like cyberbullying and the impact on mental health. Executive Summary Overview: Summarize the project’s main goals, the intended impact, and the funding amount requested. • Sample Content: "[School or District Name] requests [amount] to launch Hope Squad in [number of schools]. This initiative will support student-led mental health advocacy, reduce suicide stigma, and foster a supportive school climate. Funds will enable advisor training, student resources, and engagement activities, impacting [estimated number] students and their families." Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 8 • Hope Squad will serve approximately [number of students] in grades [specify grade levels, e.g., 6-12], offering a structured curriculum and ongoing peer support. This funding will allow us to train advisors, engage students, and run awareness events, including the school-wide Hope Week. Through Hope Squad, our goal is to create a culture of connection, resilience, and hope within our school. Statement of Need Problem Description: Highlight the need for youth mental health support and suicide prevention in your school or district, referencing local or national statistics if possible. • Sample Content: Youth suicide rates are rising nationwide, with many students facing mental health challenges without adequate support. In our community, [insert relevant local statistics or insights, e.g., recent mental health statistics for the area or challenges specific to the student population]. Schools play a crucial role in addressing these needs by creating environments where students feel safe and supported. • Despite these needs, our school currently lacks a structured, peer-led mental health program that directly addresses suicide prevention. Research and feedback from schools with Hope Squad programs indicate its effectiveness in reducing stigma, increasing student connectedness, and providing students with the resources they need to help each other. Implementing Hope Squad in [School or District Name] will address this critical gap and create a foundation for sustainable mental health support. • Supporting Points: o Youth mental health needs are rising nationwide, with suicide prevention a top priority in school settings. o Many school staff and administrators report needing more resources, training, and consistent opportunities for student engagement to fully realize Hope Squad’s potential. o Include any crisis referral data or mental health screener data you may already have for your school, district or county. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 9 Project Description This project aims to implement the Hope Squad program at [School Name] to create a peer-led suicide prevention initiative. The program empowers students to identify signs of distress in their peers and connect them with trusted adults. By training students—Hope Squad Members—and certified advisors, it fosters a supportive environment for mental wellness. Squad Members act as additional eyes and ears, observing signs of distress and reporting them, rather than serving as counselors. Hope Squad offers a comprehensive gatekeeper model reinforced through various lessons. It includes experiential learning, confidence building, mental health literacy, and self-care knowledge for students. Squad Members are selected by their classmates as peers they trust and would approach to talk to. These selected members are then screened by adults, approved for participation by their parents, and introduced to Hope Squad through a series of meetings and events. Trained Advisors (school personnel managing the Squad) have streamlined access to program resources through a virtual portal, complete with direct links to lesson materials, monthly activity toolkits, and a Hope Week Toolkit. Advisors can quickly access content, reducing preparation time and helping them focus on meaningful interactions with students. The lessons imparted during Hope Squad meetings are actively implemented within the broader school community through the efforts of individual members, monthly themes, and school-wide events and activities. The initiatives of Hope Squad are integrated into the daily school environment in a manner that avoids adding extra burden or distracting from educational objectives. This approach ensures that support is nurtured not only within the school but also extends into students' homes and the wider community. Summary of Hope Squad Program Components A more detailed description of the following information is available in the “Additional Supportive Information” section of this document, however the highlights listed here may be beneficial to additional questions in the Project section of a grant application. • HOPE Approach: A foundational lesson that teaches suicide prevention, recognizing warning signs, and connecting peers with trusted adults. • Age-Specific Elements: o Elementary: The elementary curriculum introduces key skills in resilience, relationship-building, bullying prevention, and self-awareness, laying the groundwork for students' mental wellness and future learning. Many lessons use books to promote reading literacy and social-emotional development while Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 10 emphasizing the importance of identifying and informing trusted adults about peers in need. o Secondary: Junior high/high school students annually learn to identify warning signs and follow referral protocols. The program covers relationships, self-care, leadership, empathy, resilience, and coping skills, with flexible lesson formats. It emphasizes experiential learning and includes activities for the school community and families. Lesson Strands (Structured topics spanning age levels with years of material) • Core Hope Squad Content • Suicide Prevention • Building Relationships (Elementary)/Developing Emotional Intelligence (Secondary) • Understanding Ourselves (Elementary)/Cultivating Empathy (Secondary) • Constructive Choices • Bullying Prevention (Elementary)/Developing Resilience (Secondary) Program Activities and Community Engagement • Hope Week: A central program event that raises school-wide awareness and reduces stigma. Hope Week activities include workshops, mental health speakers, schoolwide kindness activities, and awareness campaigns, fostering a unified approach to mental health. • Monthly Mental Health Themes: Each month, Hope Squad will focus on a theme to engage the squad, students, faculty, families and community. Parent and Community Involvement • Ongoing Parent Education: Regular information for parents to educate them on mental health topics and how to support their children. • Community Partnerships: Collaborations with local mental health organizations, community leaders, and businesses to provide additional resources and support for students and families. • Regular Feedback and Improvement: Collecting feedback from students, parents, and educators to continually improve the program and ensure it meets the community’s needs. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 11 Project Goals Goals are broad, overarching outcomes that the program aims to achieve over time. They define the ultimate impact of implementing the Hope Squad program. 1. Enhance Suicide Prevention Literacy and Stigma Reduction: Foster a culture of mental health awareness where students feel empowered to openly discuss mental health, reducing stigma and encouraging help-seeking behaviors. 2. Strengthen School Safety and Support Networks: Create a supportive environment where students, through their training as Hope Squad members, act as the "eyes and ears" of the school, recognizing peers in crisis and connecting them with trusted adults. 3. Promote School-Wide Engagement and Community Building: Encourage positive relationships and a sense of belonging through school-wide events such as Hope Week and monthly awareness campaigns. Objectives Objectives are specific, measurable actions that support the achievement of the program’s goals. They outline what will be accomplished within the grant period. 1. Train Advisors and Students in Suicide Prevention: Conduct [X number] of HOPE Approach training sessions for advisors and student members, equipping them with gatekeeping skills to identify and refer peers in distress. 2. Increase Peer-Led Engagement in Suicide Prevention Efforts: Implement [X number] of peer-led mental health awareness activities and workshops, increasing participation and reinforcing suicide prevention literacy among the student body. 3. Facilitate Regular Mental Health Awareness Events: Organize and execute monthly themes and events, including Hope Week, to promote consistent engagement and education around mental wellness. 4. Enhance Crisis Identification and Referral: Establish a clear protocol for Hope Squad members to report concerns to trained advisors, aiming for [specific metric, e.g., 100% of reported cases receiving appropriate follow-up]. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 12 Phased Implementation Plan Phase 1: Program Setup and Advisor Training (Months 1-2) • Advisor Selection: Select school staff to serve as Hope Squad advisors, ensuring they have a strong interest in student mental health and well-being. Advisors will be responsible for guiding students, facilitating discussions, and organizing events. • Advisor Training: Advisors will undergo an estimated 6 hours of comprehensive training in the HOPE Approach, program implementation guidance, skills-based practice on how to lead discussions on mental health, manage student questions, and support squad members. Advisors also learn how to utilize Hope Squad’s online portal for resources and program guidance through a series of microlessons available on demand. • Baseline Data Collection: Collect initial data to assess the current mental health climate, student connectedness, and awareness levels related to mental health and suicide. This may include surveys, attendance records, and input from counselors and administration. Phase 2: Student Selection and Training (Months 2-3) • Student Nominations and Selection: Identify and nominate students based on their trustworthiness, empathy, and leadership qualities. Teachers, counselors, and peers may contribute nominations to ensure diverse representation within the Hope Squad. • HOPE Approach Training for Students: Once selected, Hope Squad members will participate in training sessions to learn the HOPE Approach. Training topics will include recognizing mental health warning signs, handling sensitive conversations, and understanding when to refer peers to adults. • Program Introduction to School Community: Host an informational event to introduce Hope Squad to the broader school community, explaining the program’s purpose, how students can engage with squad members, and the availability of support resources. Phase 3: Program Activation and Initial Engagement (Months 3-6) • Monthly Hope Squad Meetings: Begin regular meetings with Hope Squad members to discuss mental health topics, practice skills learned during training, and plan school-wide activities. Meetings will also provide a safe space for members to share their experiences and receive support. • Hope Week Planning and Execution: Organize Hope Week as a major event to raise awareness about mental health and suicide prevention across the school. Activities may include guest speakers, workshops, and peer-led activities that promote inclusion and empathy. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 13 • Monthly Awareness Themes: Implement monthly themes focused on mental health awareness, resilience, and support strategies. Themes may include “Kindness and Inclusion,” “Self-Care and Wellness,” and “Building Connections,” with activities aligned to each theme. Phase 4: Evaluation and Continuous Improvement (Ongoing, with Quarterly Checkpoints) • Ongoing Feedback Collection: Gather ongoing feedback from Hope Squad members, advisors, and the school community. Feedback will inform adjustments to the program and help address any emerging needs or challenges. • Data Tracking and Progress Reporting: Track key metrics such as referrals made, advisor and student satisfaction, participation in Hope Week, and attendance at monthly meetings. Quarterly reports will be prepared for internal review and grant reporting. • End-of-Year Assessment and Review: Conduct a comprehensive assessment at the end of the school year, reviewing data to evaluate the program’s effectiveness in improving mental health awareness, student connectedness, and help-seeking behaviors. Use this data to make program improvements for the following year. Expected Outcomes Upon successful implementation, [School Name] will develop a proactive and sustainable peer- to-peer suicide prevention program that emphasizes collaboration among student leaders and is underpinned by strong school faculty and staff support. Hope Squad aims to cultivate an inclusive and empathetic environment that empowers students to address mental health challenges effectively while providing resilient support to their peers and the broader school community. The program incorporates structured components to achieve these goals, including training sessions and interactive activities tailored to enhance students' and staff's efforts in suicide prevention. These adaptable lesson formats will allow for continuous mental health education and gatekeeper skill development, particularly equipping students with the tools to identify and address mental health concerns within themselves and among their classmates. Moreover, the Hope Squad program will actively engage the selected Squad members and the entire school population, promoting a culture of openness and understanding surrounding mental health. By fostering strong connections and proactive support systems, this initiative will encourage students to seek help and support each other in overcoming personal challenges. Ultimately, [School Name] aspires to create a healthier school environment where every student feels valued, understood, and equipped to contribute positively to their mental well-being and that of others, and believes Hope Squad will help [School Name] achieve this aim. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 14 Evaluation and Metrics for Success Approach: Measure success through both quantitative (e.g., referral rates, engagement levels) and qualitative (e.g., advisor and member feedback) metrics at multiple time points. Note for Your Grant Writing Team: While Hope Squad supports school data collection by providing access to de-identified results from students, advisors, and parents, Hope Squad is not responsible for achieving your grant outcomes as specified in your grant application. The pre- and post-survey data collection is solely dependent on whether Advisors administer the surveys or [school/district] opts-out of collection. Data is only shared with those having a school domain address and doesn't capture identifying information. If you have questions, or need assistance, email our research team at research@hopesquad.com Sample: “We will evaluate the program’s impact through both quantitative and qualitative measures collected at multiple time points. Pre-, mid-, and post-program surveys will assess changes in mental health literacy, stigma reduction, and help-seeking behaviors among students. Additionally, we will collect data on referral rates, engagement levels in peer-led activities, and participation in events like Hope Week. Qualitative feedback from advisors, Hope Squad members, and other stakeholders will be gathered regularly through interviews, focus groups, and written reflections. This will help us understand program challenges, successes, and opportunities for improvement. By evaluating progress throughout the program and not just at the end, we aim to ensure continuous growth, timely adjustments, and sustained impact.” Key Performance Indicators (KPIs): Increased Mental Health Awareness: Measure changes in student understanding of mental health concepts (e.g., suicide prevention skills and gatekeeper knowledge), as reflected in pre- and post-program surveys. Student Help-Seeking Behavior: Track the number of students referred to counselors by Hope Squad members and the frequency of peer-to-peer support interactions. Program Engagement and Visibility: Monitor participation in Hope Week and monthly awareness events, as well as feedback from school-wide surveys on program visibility and impact. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 15 Data Collection Methods: Member Pre- and Post-Surveys: Administer surveys at the beginning and end of the school year to measure changes in the following outcomes. Suggested Target: 75% of active members complete the pre/post-survey Elementary Measured Outcomes: - Bullying Resistance - Enjoyment - Peer Support Willingness - Referral Efficacy - Self-care Awareness - Stress Secondary Measured Outcomes: - Compassion Fatigue - Compassion Satisfaction - Gatekeeper Knowledge - Suicide Prevention Knowledge & Skills - Peer Support Engagement - Peer Support Willingness - Referral Efficacy Stakeholder Pre- and Post-Surveys: Hope Squad school administrators, advisors, and parents are encouraged to complete provided surveys at the beginning and end of each academic year. Results from these surveys can speak to whether and how stakeholders believe Hope Squad has impacted the school environment and overall satisfaction with the program. Suggested Target: 50% of active members complete the pre/post-survey Mental Health Referral Forms (MHRF): These forms are designed to capture instances of mental concerns among any student within a school – not just Hope Squad members. The data collected is indicative of how members' learnings (e.g., addressing mental health stigma, willingness to engage in help-seeking behaviors, etc.) and schoolwide activities permeate throughout the student body. Moreover, the MHRF can capture how a student was referred to a trusted adult, the nature of the student’s mental health concern, relevant adverse events, and what resources were provided to the student. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 16 Suggested Target: Report the total number of MHRF collected as well as the number or ratio) of referrals provided by Hope Squad members versus students in the general population. Additional metrics of potential interest are student demographics, the nature of each concern (e.g., suicidal ideation with intent to harm oneself versus suicidal ideation without intent to harm oneself), and the frequency of each type of follow-up resource provided to students in need. Additional Metrics for Schools to Consider Collecting Independently: Advisor and Member Reports: Collect feedback from advisors and Hope Squad members after each major event to assess engagement, program challenges, and opportunities for improvement. Collect the number of members trained. Quarterly Reports: Generate quarterly reports to continuously assess the program’s impact on student connectedness, awareness, and safety. Stigma Reduction: If wanting to report specifically on stigma reduction, we recommend using a validated survey instrument, such as the Stigma of Suicide Scale (SOSS-SF). Hope Squad’s previous research (2022) has used this scale. School Wide Changes: Schoolwide Student Survey Pre-Hope Squad formation and Post implementation would greatly enhance the evidence of impact. If you do choose this measure, Hope Squad would love to know about your findings! Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 17 Target Population and Demographics • Description: Describe the student population the program will serve, including demographic details and any specific community needs. • Demographics: Hope Squad programming is designed to serve students in grades 4 through 12, with the opportunity to impact students from kindergarten through their senior year of high school. The program specifically targets students who might otherwise lack access to mental health resources, equipping them with tools to support one another. Hope Squad prioritizes literacy, accessibility, and cultural relevance. Research suggests that larger teams of peer supporters AND those that are representative of the student body can result in a better diffusion of suicide prevention program's messaging in schools (Pickering et al., 2018; 2022). • Sample: Hope Squad will serve approximately [number of students] in grades [6-12, etc.] across [specify school or district area, e.g., rural/suburban/urban settings]. Many students face barriers to mental health care, and peer-led support can be a powerful first step in addressing these challenges. The program will prioritize inclusivity and support students from diverse backgrounds, including those in underserved communities who may lack access to mental health resources. Member Demographics collected via Hope Squad: • Age (Birth Month/Year) • Grade Level • Gender Identity • Racial/Ethnic Identity • State • School Name Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 18 Sustainability Plan • Strategy: Funding will address critical needs for training and program materials, empowering advisors to maintain the program effectively. By establishing a sustainable model that includes a student council, trained advisors, and maintaining continuity with members who serve on the squad year after year, the team operates efficiently. • Long-Term Plan: Secure sustainable funding through school budgets and community partnerships, with continued collaboration with mental health organizations • Sample: This funding will provide the resources needed to establish Hope Squad and support its initial implementation. Our goal is to sustain the program through continued collaboration with school counselors, community mental health organizations, district-level funding, partnerships with mental health or healthcare organizations or national funding through Title IV or Title I. We will integrate Hope Squad activities into our school’s yearly calendar to ensure its longevity. At an estimated expense of $6.00 per student*, this program remains affordable year over year. By building relationships and a culture of support, we anticipate that the program will grow and remain a vital part of our school’s mental health resources. Organizational Background and Capacity • School or District Background: Describe the school’s commitment to student well- being and previous mental health initiatives. • Capacity to Implement Program: Highlight existing mental health resources (e.g., counselors, school psychologists) that will support Hope Squad. Sample: [School or District Name] has a long-standing commitment to student well-being, previously implementing [mention any relevant programs or initiatives, e.g., anti-bullying campaigns, mental health awareness events]. Our counseling and administrative teams have the experience needed to support Hope Squad’s implementation, and we have strong relationships with local mental health organizations that will reinforce the program’s goals. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 19 Budget and Justification • Itemized Budget: o Training and Resources: Fund Certified Advisor training for a minimum of 2 advisors per school, 2 seats to Advisor Gatekeeper training (QPR, LivingWorks Start) as well as any resources or stipends needed. o Community Engagement and Awareness: Provide for Hope Week and monthly mental health awareness activities to promote school-wide support and reduce stigma. o Implementation Support: Allocate funds for materials, scheduling support, and resources that facilitate regular, impactful Hope Squad meetings. • Justification: Each item in the budget directly addresses areas identified by advisors and administrators, fostering program sustainability and a positive impact on school climate. Sample: Item Description Amount Training for Advisors Certified Advisor and Gatekeeper training $[X] Advisor Stipend Supporting additional time Advisors provide $[X] Program Materials Awareness materials and activity guides $[X] Hope Week Activities Resources and promotional materials for events $[X] Monthly Awareness Events Materials for ongoing student engagement $[X] Evaluation Tools Survey tools, data collection, and analysis support $[X] Justification: These expenses will directly support program implementation, including comprehensive training, materials for student and community engagement, and evaluation to ensure the program’s impact is measured and understood. This budget has been designed based on identified needs from existing Hope Squad programs and feedback from advisors and administrators. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 20 Grant Appendices • Letters of Support: From school administrators, community leaders, and mental health professionals who advocate for the Hope Squad program. (See template) • Program Evaluation Data: In reviewing MHRF data from the 2023-24 academic year to present, 95% of referrals were made by non-Hope Squad members. This demonstrates that Hope Squad’s programming extends its impact beyond its members, fostering school-wide awareness of resources and encouraging help-seeking behaviors. The data highlights how the program creates a culture of care, equipping the entire school community with the knowledge and confidence to take action when someone may be struggling. • Advisor and Administrator Feedback Excerpts: Quotes from Hope Squad stakeholders in the 2024-2024 academic year that emphasizes the program’s positive impact. For instance: o Administrator: “Hope Squad has been a positive connection and reinforcement of our school-wide message of 'All Are Welcome Here'. It has been a great peer to peer program and allows for positive school culture that promotes a sense of belonging.” o Advisor: “The most important benefit Hope Squad brings to our school is encouraging and promoting a school climate of kindness and friendship. Hope Squad members connect with students from every level on campus and encourages positive relationships where kiddos have more connectedness and feeling of belonging across the grade levels.” o Parent: “Learning about how to help his peers identify when they might need some help has strengthened my son’s ability to identify that same thing in himself. His self-awareness has grown as he’s helped others grow. He’s always been a very compassionate and empathetic kid, and this has only increased with his participation. He loves the community Hope Squad provides and was excited to participate in every meeting and feels like he’s making a difference.” • Testimonials: From students and advisors who’ve experienced the benefits of Hope Squad, demonstrating the program’s life-saving potential and its role in building a positive school culture. For instance: o “Hope Squad has taught me the importance of inclusivity and compassion as many students can feel isolated and unseen. I now know that every day interactions can help make a connection that positively impacts others” - (Hope Squad Member Abigail W.) Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 21 o "Hope Squad helps me connect to my community because [it] has encouraged me to make more friends and attend events and build connections with people that otherwise, I'm not sure I would have made. I feel as though because of Hope Squad, I'm close to a big portion of my school/peers." (Hope Squad Member: Lily L.) o “I have loved being a part of Hope Squad. I have always been aware of mental health issues and the signs but actually being trained to deal with them has helped me learn a lot more. I feel more secure and comfortable knowing that I will be able to notice the warning signs and know how to deal with the situation accordingly. I also enjoy going to our meetings for our lessons. I have truly learned a lot and feel that I have become a better person because of Hope Squad.” (Hope Squad Member, Asma M.) o “Being a part of Hope Squad has been an incredibly profound and meaningful experience for me. It has allowed me to gain invaluable insights and learnings, which have helped me develop my emotional intelligence and hone my problem- solving abilities. These skills have not only enabled me to support my fellow high school students, but they have also fundamentally changed the way I approach helping others.” (Hope Squad Member: Saahithi P.) o “The most meaningful thing about Hope Squad to me is being able to educate the student body at my school. Many people do not know what mental health is or even how to take care of their own wellbeing. Hope Squad presents an opportunity to create a positive atmosphere in your school.” (Hope Squad Member, Reagan G.) Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 22 Additional Supportive Information: Additional Information about Hope Squad Program: Program Components 1. Integrated Gatekeeper Model - HOPE Approach • At the core of Hope Squad is the HOPE Approach, a foundational lesson that builds essential suicide prevention competencies, including understanding protective factors, recognizing warning signs, and connecting peers with trusted adults. • HOPE Approach content is spiraled throughout lessons to continue building knowledge and practicing critical skills in identification and referral. 2. Age-Specific Elements: o Elementary: Designed for younger students, the elementary curriculum introduces essential skills in resilience, relationship-building, bullying prevention, and self-awareness. This foundational framework supports mental wellness and prepares students for more advanced concepts as they progress. Many of these lessons are based on popular books, promoting both reading literacy and social-emotional development. Identifying students who are experiencing difficulties is not only important, but it is also the centerpiece of the program. Informing a trusted adult is the recommended course of action for students. o Secondary: Each year, junior high and high school students learn to identify warning signs, address distress or suicide, and follow referral protocols for timely intervention. This 3-lesson framework is repeated annually to ensure competency. Hope Squad then offers lessons on relationships, self-care, leadership, compassion, mindfulness, empathy, resilience, and coping skills. Advisors can choose from a set number of lessons each year, with new material available for 3 to 4 years. Squads can use both full-length (1-hour) and mini-lesson (under 30 minutes) formats, adapting to different schedules while covering critical concepts. The program emphasizes experiential learning and includes optional activities for the school community and families in each lesson. 3. Program Lesson Strands (Topics) The lessons have been organized into clearly defined strands that provide structure across age levels, with 3 years of material for elementary, junior high and 4 years for High School. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 23 o Core Hope Squad Content: Foundational concepts, including team building, the suicide prevention gatekeeper model, and essentials of both peer support and Squad membership. o Suicide Prevention: Comprehensive lessons emphasize mental health literacy and strengthen skills in warning signs identification, the power of protective factors, and connecting peers with appropriate help. o Building Relationships (Elementary) / Developing Emotional Intelligence (Secondary): This strand covers peer interactions, communication techniques, empathy, emotional understanding, and fostering positive relationships. In high school, it also includes leadership skills for post-graduation readiness. o Understanding Ourselves (Elementary) / Cultivating Empathy (Secondary): Understanding Ourselves (Elementary) / Cultivating Empathy (Secondary): This strand emphasizes self-awareness and empathy, while also incorporating essential self-care concepts like mindfulness and addressing toxic positivity. o Constructive Choices: Constructive Choices: Guiding students in making positive, responsible decisions, including self-regulation and conflict resolution. This strand also identifies key components of school safety and how to cultivate a safe school community. It teaches students to recognize and support peers who may be at risk of harming themselves or others. o Bullying Prevention (Elementary) / Developing Resilience (Secondary): Bullying Prevention (Elementary) / Developing Resilience (Secondary): Focusing on kindness and anti-bullying for younger students, advancing to resilience and coping skills for older students. This includes learning how to manage stress, adapt to change, and bounce back from setbacks, as well as techniques for maintaining a positive outlook and fostering perseverance in the face of challenges. 3. Program Activities and Community Engagement • Hope Week: A central program event that raises school-wide awareness and reduces stigma. Hope Week activities include workshops, mental health speakers, schoolwide kindness activities, and awareness campaigns, fostering a unified approach to mental health. • Monthly Mental Health Themes: Each month, Hope Squad will focus on a theme to engage the squad, students, faculty, families and community. These themes largely center around the program, aligning with lessons, national awareness months, community and parent engagement and more. o Schoolwide activities for all students can include: Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 24 ▪ Posters and Social Media Campaigns: Share information about the monthly theme to encourage participation and reinforce mental health messages. ▪ Lunchtime Engagements and Workshops: Provide informal spaces where students can engage with Hope Squad members, participate in stress-relief activities, or learn more about mental health topics. o Faculty and Staff activities can include: ▪ Reflection and celebration in staff meetings: Highlighting the theme of the month starts with staff and faculty as well as focal points on allowing space in meetings to reflect and grow around that month’s theme. ▪ Peer Observation/Mentorship Programs/Staff Highlights: Give space for staff and faculty to practice the theme of the month directly in order to ensure the theme is interwoven throughout the entire school community. o Parent Engagement includes an email or letter that can be sent to parents that highlights the monthly theme and various activities that parents/guardians can practice with their students to continue the theme at home. Activities can include: ▪ Family Communication: Taking the form of reflection/celebration practice around the monthly theme these activities center around bringing the family together through conversation. ▪ Family Bonding: Activities are also provided that encourage families working together to embody the theme of the month, be it family game night, kindness boards, family gardens, etc. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 25 Cover Letter [Dear [Grant Funder’s Name], On behalf of [School or District Name], we are requesting funding to implement Hope Squad, a peer-led, evidence-based suicide prevention program. This initiative aligns with our commitment to fostering a safe and supportive school environment, where mental health literacy is prioritized, and students are empowered to seek help for themselves and their peers. Statement of Need: Our school community, like many others, faces a growing need for mental health support, with limited resources to address these challenges comprehensively. Youth suicide rates are rising, and mental health professionals within schools are often stretched thin. Hope Squad offers a solution by training students to serve as the “eyes and ears” of the school, identifying peers in crisis and connecting them to trusted adults. Project Description: The Hope Squad program will focus on: • Training Advisors and Students: Using the HOPE Approach gatekeeping model, we will equip advisors and student leaders with essential suicide prevention skills. • Reducing Stigma and Increasing Awareness: Through peer-led activities, monthly themes, and events like Hope Week, we aim to create a culture of openness and support around mental health. • Building Positive Relationships: These initiatives will strengthen the fabric of our school community, fostering connections and resilience among students. Goals and Objectives: Our program goals include enhancing suicide prevention literacy, building supportive networks within the school, and promoting school -wide engagement. To achieve these goals, we will: 1. Train advisors and student members in suicide prevention and mental health literacy. 2. Conduct ongoing mental health awareness events, including monthly themes and Hope Week. 3. Establish protocols for crisis identification and referral, ensuring timely support for students in need. Expected Impact: We anticipate that Hope Squad will lead to measurable improvements in student well - being, including increased help -seeking behaviors, reduced stigma around mental health, and stronger school community ties. By embedding these principles into our school cultu re, we aim to create a sustainable, proactive approach to student mental health. We are excited about the opportunity to bring this life-changing program to [School or District Name]. Thank you for considering our application and for your support in fostering a safer, more connected school community. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 26 Letter of Support Template Dear [Name or Title], On behalf of [School or District Name], I am writing to express our strong support for the implementation of the Hope Squad program at our school. This peer-led, evidence-based suicide prevention program is designed to empower students to support their peers, reduce mental health stigma, and promote a positive and inclusive school climate. The Hope Squad program addresses critical mental health needs by training students to serve as the “eyes and ears” of our school. Through this program, they will learn to identify peers in distress and refer them to trusted adults, providing an essential layer of support in our community. With the growing demand for mental health resources and limited school-based mental health staff, Hope Squad offers a sustainable, impactful solution. Key program elements include: • Advisor and Student Training: Utilizing the HOPE Approach gatekeeping model, Hope Squad equips participants with essential skills in suicide prevention and mental health literacy. • School-Wide Engagement: Through monthly themes and events like Hope Week, the program fosters a culture of awareness, openness, and support. • Community Involvement: Hope Squad actively involves parents, community organizations, and local mental health resources to build a comprehensive support network for students. We have seen the positive impact of similar initiatives in other schools and are confident that Hope Squad will significantly enhance our efforts to create a safe and supportive environment for all students. The program’s focus on proactive peer engagement and connection aligns perfectly with our school’s commitment to student well-being and academic success. We are grateful for your consideration of this funding request, which will enable us to bring this vital program to [School or District Name]. Together, we can make a meaningful difference in the lives of our students and their families. 2025-2026 School Year Pricing Peer-to-Peer Approach Comprehensive Training Accessible Support and Community Content and Resources Flexible Implementation Data Collection and Continuous Improvement Hope Squad provides everything you need to onboard and launch a successful program Annual Program License Fees* Elementary Elementary school Hope Squads Basic Middle and high school Hope Squads starting with monthly meetings Standard Middle and high school Hope Squads planning weekly meetings Premium Middle and high school Hope Squads meeting more than once per week as a class Full access to 50+ continually updated lessons Full access to 30+ continually updated lessons Full access to 55+ continually updated lessons Full access to 80+ continually updated lessons 3 school-wide lessons 3 school-wide lessons 3 school-wide lessons 3 school-wide lessons 2 years of replacement Advisor training 2 years of replacement Advisor training 3 years of replacement Advisor training $2,500/year $2,500/year $3,000/year $4,000/year All annual program licenses also include: •Prepared lessons, including presentations, facilitation guides, scripts, worksheets, and activities •Resources to support you in running your Squad, including monthly newsletters and themed activity guides •Age-appropriate suicide prevention gatekeeper training, tailored to elementary, middle, and high school levels •Access to the online Advisor community and dedicated Advisor support *Schools starting a Hope Squad after or before July 1 will receive a prorated annual license fee for their first year of programming. Advisor Training Choose the training option that works best for you: Training Requirements: •We require training at least two Advisors per Hope Squad. •There is a charge of $150 per non-Advisor observer of online and in-person trainings. •A signed Program Agreement must be in place before training can be scheduled. Live Online Join us for an engaging virtual training session for the most flexibility $600/person In-Person Onsite Our team will come to you to train a minimum of 7 Advisors $800/person $4,200 Starting Cost Proration makes it easy to start a Squad at any point during the school year Starting Costs Notes: •Starting costs are estimates. Please contact Sales@HopeSquad.com for a personalized quote. •Hope Squad bills annually on July 1 to align with the academic school year. •Hope Squads starting after or before July 1 will receive a prorated annual license fee for their first year. •Advisors are required to take QPR© or LivingWorks©Online Gatekeeper Training, which range from $29.95 to $39.95 per person. January 1 Start Date $3,450 Starting Cost July 1 Start Date October 1 Start Date $2,700 Starting Cost •Prorated Standard Annual License Fee: $1,500 •One-Time Online Training for Two Advisors: $1,200 •Standard Annual License Fee: $3,000 •One-Time Online Training for Two Advisors: $1,200 •Prorated Standard Annual License Fee: $2,250 •One-Time Online Training for Two Advisors: $1,200 Example Starting Costs The ongoing license fee for Standard programming is $3000/year GAMING, SOCIAL MEDIA AND MENTAL WELLNESS PRESENTED BY: SINA SAFAHIEH, MD BACKGROUND: •Sina Safahieh, MD is a double board certified child, adolescent and adult psychiatrist. He graduated with a medical degree from University of Texas Medical Branch and completed an adult psychiatric residency and child & adolescent fellowship at UC Irvine. Dr. Safahieh has a private practice in Newport Beach and has staff privileges at Hoag Hospitals and CHOC. He is medical director of the ASPIRE program at Newport and Irvine Hoag Hospitals, team psychiatrist for the Los Angeles Chargers and a Major League Baseball certified clinician. “It’s hard enough being cool in real life!” -Anonymous teen LET’S LOOK AT THE FACTS •11.5% of youth (age 12-17) in California report suffering from at least one major depressive episode (MDE) or other primary mental health condition in the past year. •73% increase in hospitalizations between 2007-2016 for primary mental health •Self harm: 51% increase in 14 years for self harm ER visits •63% of youth (age 12-17) in California with major depression or other primary mental health disorder did not receive any mental health treatment. SUICIDE RATES •Orange County has had the largest suicide rate increase among the nation’s 20 most populous counties •OC board of supervisors reported the county’s per-capita suicide rate in the last two decades increased a whopping 45 percent in OC. •Compare to an average increase of 22 percent nationwide during the same time frame •For teens the suicide hike was 29% in OC vs 22% in California •More teen suicide in first 3 months of 2019 than all of 2018 combined! •2nd leading cause of death in OC, for each suicide death there are 10 hospitalizations for attempted suicides HOSPITAL ADMISSIONS FOR SELF HARM •Much increased rates since 2009: •Ages 10-14: 189% increase •Ages 15-19 : 62% increase •Ages 20-24: 17% increase •Timing consistent with advent of social media and increased smartphone usage •Large spike in suicides, psychiatric hospitalizations around 2009-2010, approx the same time that 50% of teens had a smartphone. Facebook opened to public in 2006. WARNING SIGNS FOR DEPRESSION •Suicide threats, direct and indirect •Poems, essays and drawings that refer to death •Dramatic change in personality or appearance •Overwhelming sense of guilt, shame or rejection •Changed eating or sleeping patterns •Severe drop in school performance •Cutting or other self harm behaviors •Obsession with death •Giving away belongings/drafting a will •Irrational, bizarre behavior SCREENS, SCREENS AND MORE SCREENS! https://youtu.be/JAZ9otowtxI?t=13 SCREEN TIME •Includes televisions, gaming consoles, computers, tablet devices and smartphones. •Children in the United States ages 8 -18 spend on average 7.5 hours a day with media and technology screens. •Children who watch a lot of electronic media are likely to: •Have lower grades in school •Read fewer books •Exercise less •Be overweight •Sleep less •blue light from screens blocks production of melatonin IMPORTANCE OF SLEEP HYGIENE •Sleep is crucial •Affects your memory, retention, mood, cognition, ability to cope, immune system •One hour less sleep per night has proven to increase the risk of car accidents •You can get a DWI (driving while impaired) for sleeplessness! •Glymphatic system: •Recently discovered macroscopic waste clearance system •Cleaning crew of the brain GAMING ADDICTION VIDEO GAME INDUSTRY •Video games generate $139 billion per year in revenue •More than film, music, NFL, NBA, MLB, NHL industries combined •2.4 billion people play video games every year •Rise in E-Sports •More people watched League of Legends championship than NBA finals •Teenager recently won $3 million in Fornite FORTNITE •“Free game” created by Epic Games •250 million players, the company has made more than $3.9 billion •Hired psychologists to utilize intermittent and continuous reinforcement to keep people hooked onto games; similar to slot machines •Micro-transaction model: like drug dealers •Give you drugs for free, once your hooked you cant stop using! SOBERING GAMING STATS •More than half a billion people worldwide playing computer and video games at least an hour a day --and 183 million in the U.S. alone. •The average young person racks up 10,000 hours of gaming by the age of 21 •Roughly the same time they spent in in a classroom for all of middle and high school if they have perfect attendance. •5 million gamers in the U.S., in fact, are spending more than 40 hours a week playing games •The equivalent of a full time job! GAMING ADDICTION •WHO recently added as mental health condition •Not in DSM 5 but likely in the next manual •Currently classified “Condition for Further Study” •With further research, the APA may or may not decide to make the disorder "official" in future editions of the DSM. •Many popular games emphasize negative themes and promote: •The killing of people or animals •The use/abuse of drugs and alcohol •Criminal behavior, disrespect for authority and the law •Sexual exploitation and violence toward women •Racial, sexual, and gender stereotypes •Foul language and obscene gestures •Escapism, avoidance GAMING ADDICTION •More common in male adolescents 12 to 20 years of age •Recent studies show 55/45 percent male:female ratio •More prevalent in Asian countries than in North America and Europe •South Korea and Japan have the most tech addiction rehab clinics •Young people have literally died playing video games excessively •Playing for 30-40 hrs straight without stopping, standing, eating, or using the restroom •Embolisms, strokes, cardiac arrest •Likely to worsen with introductions of augmented reality and virtual reality DSM DIAGNOSTIC CRITERIA •Repetitive use of Internet-based games, often with other players, that leads to significant issues with functioning. •Five of the following criteria must be met within one year: •Preoccupation or obsession with Internet games •Withdrawal symptoms when not playing Internet games. •A build-up of tolerance–more time needs to be spent playing the games. •The person has tried to stop or curb playing Internet games, but has failed to do so. •The person has had a loss of interest in other life activities, such as hobbies. •The person lied to others about his or her Internet game usage. •The person uses Internet games to relieve anxiety or guilt–it’s a way to escape/avoid. •Source: https://www.psychologytoday.com/us/blog/here-there-and-everywhere/201407/internet-gaming-disorder-in-dsm-5 AMERICAN ACADEMY OF PEDIATRICS SCREEN TIME RECOMMENDATIONS •Younger than 18 months, avoid use of screen media other than video -chatting. •18 to 24 months of age who want to introduce digital media should choose high -quality programming •2 to 5 years, limit screen use to 1 hour per day of high -quality programs •6 and older, place consistent limits on the time spent using media, and ensure sleep, physical activites, hobbies are not affected •Designate media-free times together, such as dinner or driving, as well as media-free locations at home, such as bedrooms. •Have ongoing communication about online citizenship and safety, including treating others with respect online and offline. GAMING EFFECTS ON THE BRAIN •Activates key regions of the brain’s pleasure circuit, including the nucleus accumbens, as well as the amygdala, and the orbitofrontal cortex •PET scans revealed increased dopamine release, specifically in the dorsal striatum and nucleus accumbens •Similar response as drug or gambling addictions, including withdrawals •Minds are activated but bodies are not, leading to inability to vent aggression/stress •DNA hasn’t evolved since caveman era! GAMING EFFECTS ON FUNCTIONING •Spending excessive time playing these games can lead to: •Less time socializing with friends and family •Poor social skills, time away from family time, school work, and other hobbies •Lower grades, less reading •Less exercise and becoming overweight •Decreased sleep and poor quality sleep •Aggressive thoughts and behaviors GAMING/SCREEN TIME BOUNDARIES •Avoiding video games in preschool-aged children •Checking ESRB ratings •Playing video games with their children to share the experience •MAKE A CONTRACT: Setting clear rules about game content and playing time, enforcing limits •Monitoring online interactions and warning children about potential dangers of Internet contacts while playing games online •NO TVS IN THE BEDROOM!! Allowing video game playing only in public areas of the home, not in the child’s bedroom •Ensuring video games are only played after homework and chores are done •Encouraging participation in other activities, particularly physical activities SOCIAL MEDIA •90% of teens ages 13-17 have used social media •75% report having at least one active social media profile •51% report visiting a social media site at least daily •On average, teens are online almost nine hours a day, not including time for homework SOCIAL MEDIA: STARTING YOUNG •96% of children under 4 have used a device before •75% of them have their own device •75% of teens have their own smartphone •The average teenager is texting approx 100 texts per day •In recent Pew poll, 40% of adolescents self-reported that social media is having negative effects in their lives POTENTIAL BENEFITS OF SOCIAL MEDIA •Staying connected to friends •Meeting new friends with shared interests •Finding community and support for specific activities •Sharing art work or music •Exploring and expressing themselves •Exposure to new ideas and current events •Learning technical skills •Learning character strengths POTENTIAL RISKS OF SOCIAL MEDIA •Exposure to harmful or inappropriate content (e.g., sex, drugs, violence, etc.) •Exposure to dangerous people •Cyber bullying, a risk factor for depression and suicide •Oversharing personal information •Exposure to excessive advertisements •Privacy concerns including the collection of data about teen users •Identity theft or being hacked •Interference with sleep, exercise, homework, or family activities •Seeking validation through likes, thumbs ups 4 MOST COMMON STRESSORS ON SOCIAL MEDIA •Highlight reel •Comparing our behind the scenes with everyone else’s highlight reels •Social currency •Economy of attention •Likes, thumbs up •A shot of dopamine •Reinforces pleasure circuits •Tying up self worth with what everyone else thinks about us •FOMO: fear of missing out •Online Harassment ASSOCIATION OF SCREEN TIME AND DEPRESSION IN ADOLESCENCE •Study published July 2019 in JAMA (Journal of the American Medical Association) Pediatrics: •3826 adolescents; who entered the seventh grade in 31 schools in the Greater Montreal area. •Assessed screen time and depression throughout 4 years •Data were collected from September 2012 to September 2018. •Significant between-person associations showed that for every increased hour spent using social media, adolescents showed a 0.64-unit increase in depressive symptoms (95% CI, 0.32-0.51) •8.5 unit difference in 40 point scale in self esteem NEW STUDY LITERALLY PUBLISHED LAST MONTH! •A study published last week in the journal JAMA Psychiatry suggests that teenagers who spend more than three hours a day on social media are more likely to develop mental health problems including depression, anxiety, aggression, and antisocial behavior. •The study:Nearly 6,600 12-to 15-year-old Americans self-reported how much time they spent per day on social media, as well as whether they had any mental health problems. The researchers found that three hours of social media correlated with higher rates of mental health issues, even after adjusting for a history of such problems. •Manifests in two main ways •internally (depression and anxiety) •externally (aggressive behavior or antisocial behavior) CAUSAL RELATIONSHIP? •3 explanations of how social media may have a casual relationship with increased depression •Displacement theory: more time spent on screens, less time on other activities •Upward social comparisons aka FOMO “everyone’s life looks great on facebook” •Spiral hypothesis: reinforcement spiral phenomenon. “Life in a bubble”. RISKY INTERNET BEHAVIOR •Teens more vulnerable because of limited capacity for self regulation •Youth who are more at risk offline tend to be at risk online •Visiting inappropriate sites •Exposure to social media content that encourage behaviors •Cyber bullying •Sexting : 10% of teens have sent, 30 % have received •Revenge porn SIGNS OF CYBERBULLYING •School avoidance •Upset after using technology •Take cyberbullying reports at face value; don’t dismiss •Save evidence •Discuss with other parents, school staff •15% of kids experience cyberbullying, 20% experience regular bullying •Girls more likely to damage social relationships than physical bullying •Sibling bullying is just as dangerous •5% of teens cyber bully themselves •A form of self injurious behavior BRIDGING THE DIGITAL GAP •Digital natives vs digital immigrants •Parents cannot often keep pace with the digital landscape •Learn about technology first hand •Have kids teach you directly and be savvy enough to make sure you aren’t getting hoodwinked •Talk to other parents •Concerted effort with schools •It takes a village! DIGITAL NATIVES VS DIGITAL IMMIGRANTS •Digital Natives •Like constant connectivity •Prefer immediacy and have short attention spans •Go to the internet first for information •Prefer to socialize online and less so with face-to-face communication •Digital Immigrants •Prefer to talk on the phone or in person •Prefer formal communication channels, such as phone, detailed emails, or face -to-face communication •Printing things out as opposed to working on screen WHEN TO GET A SMARTPHONE? •No magical age! •Once given a smartphone, it will be very difficult to take it back. •You’ve opened up Pandora’s box. •Taking away a smartphone from a 10-year-old will often create more problems than waiting to give them phone a year or two later. •At earliest should be 7th or 8th grade •Wait until 8th not 8! WHEN TO GET A SMARTPHONE? •Consider “dumb” phone, flip phone or specialized kid friendly smart watch •Kids can make calls and text, and most have GPS capability. •Allows communication without getting sucked into some of the drama that plays out on social media. •Allows for testing waters before getting smartphone •Go over some do’s and don’ts •We want to be clear about the expectations and limits TECH BOUNDARIES •Relinquishing phone at night •Having a phone is not a human right! It is a privilege. •Again, no TV’s in the bedroom. Ever. •Firm contracts, that need to be enforced. •Using technology to fight technology •Using apps to predetermine time limits to prevent negotiations at night PARENTAL CONTROL APPS •OurPact: family locator and screen time management •Bark: (social media monitoring): connects to 24 platforms •Life360: Cell phone GPS location, including historical tracking •iPhone Backup extractor: reads text messages, including deleted messages, call history, photos and videos, voicemails, notes and contacts •Webwatcher: keystroke logger •Blocksi: for google chromebooks •AAP’s Family media use plan PARENTAL CONTROL APPS •Wirecutter (a New York Times publication) recommendations: •Apple screen time is best for iOS •The controls built into iOS 12/13 let you set a daily time limit on app and/or device use and give you more information about and control over your kid’s screen time than third-party apps can. •Google family link for Android family with kids under 13 •Qustdio (computer filtering/monitoring/time control: for Android households with kids 13 and older AAP FAMILY MEDIA USE PLAN •Interface tool from AAP that can be personalized •www.Healthychildren.org/mediauseplan •Media time calculator •Screen free zones and times •Device curfews •Digital citizenship •Digital footprint, posting is permanent •Review privacy settings in social media •Discuss family expectations SOCIAL MEDIA TIPS/REGULATIONS •Executives of social media companies/gaming companies don’t allow their own kids on these platforms •Easier to limit social media use if it’s a concerted community/school effort. •Hard to ask kids to stop or curtail use if all their friends are using it •Again, all devices out of the bedroom! Especially before bed! •Ideally, no social media until high school WHAT SHOULD PARENTS DO? •Lead by example •You can‘t forbid them from using technology, its not practical or tenable •Its a balancing act. Mild usage can be beneficial, like a peer group •Parents need to watch their kids posts, know their passwords •Create an illusion of privacy •Checking in on social media on the DL (“down low”) •Reading diaries/journals •GPS tracker (without kids knowledge) •Phones •Cars SOURCES AND INFORMATION •AACAP •AAP •Psychologytoday.com •JAMA CURRENT RESOURCES IN THE COMMUNITY •211: This is a free 24-hr information and referral service for information about: hotlines, food and shelter assistance, help with drug abuse, violence, and other health issues. •NAMI OC: Online resources as well as their contact number (714) 991-6412 •HOAG: Community Mental Health Resources •Suicide hotline: 1-800-273-TALK •CAT Team: 866-830-6011 •ASPIRE WHAT DOES ASPIRE HELP WITH? •Depression and mood disorders •Anxiety •ADHD •Personality disorders •Autism spectrum disorder •Oppositional defiance disorder •Video game addiction THE ASPIRE PROGRAM STRUCTURE 8 week Dialectical Behavior Therapy skills based program with a weekly check in with teens facilitator to address skills and how skills are being used in triggering situations. Any afterschool obligations are put on hold until the teen completes the program. Works collaboratively with parent, teen and treatment team to address behavior issues and future needs related to aftercare. Mandatory parent and child attendance and participation THE ASPIRE PROGRAM BENEFITS Families not covered by insurance are provided scholarships for the remainder of the program through philanthropy. 1st program in Southern California with WASC accreditation. Students that complete the program qualify to receive 5 hours of elective credit with participating school districts 4 Key Points Addressed by ASPIRE Distress tolerance Interpersonal effectiveness MindfulnessEmotional Regulation ASPIRE LOCATIONS Hoag Newport Beach located inside the Melinda Hoag Smith Center for Healthy Living Hoag Irvine located off of Sand Canyon near Hoag Irvine ASPIRE-HELPING TEENS AND FAMILIES NAVIGATE MENTAL HEALTH AND WELLNESS •Patrick's Purpose: John and Kim Turner: •https://www.youtube.com/watch?v=8LdMILKeBNY For more information, visit www.hoag.org/ASPIRE Parent handout to continue the conversation “In our technology revolution,the amount of exposure teens have to substances via shows,ads,social media,and so forth is unprecedented.Mental health issues and substance use are linked,and teens need opportunities to gain skills to handle challenging emotions and discuss issues related to substances.Screenagers Under The Influence provides exactly that.This film,along with the two other Screenagers films,offers a way for youth and adults to discuss issues and solutions. Moreover,we believe that establishing a routine of weekly short talks to discuss the positives and risks of our tech revolution,including substance-related topics,is vital.That’s why we are in our 7th year of Tech Talk Tuesdays,the free Screenagers Blog that has helped thousands of families have productive conversations.We hope you’ll join us.” — Co-directors Delaney Ruston,MD,and Lisa Tabb VAPING It is good to refer to vapes as e-cigarettes because that is what they are. ●90%of smokers start before 18. ●Flavors and high nicotine concentrations are banned in most countries,but not the US. ●One vape pen has as much nicotine as a whole pack of cigarettes. Parenting Tips:Discuss ways in which industries like e-cigarettes,alcohol,cannabis,and others target youth.If you discover that your child is vaping or using other substances,limit how much you talk about your concerns.The goal is to maintain connection,and over-discussing our worries strains the relationship. ALCOHOL A common belief is that there are ways to teach young people to drink responsibly.People also believe that teens want to drink because it is forbidden.However,research argues against these beliefs.For example: ●In France,where the drinking age is lower,15-year-olds report binge drinking 3 times more than in the US. ●Studies show that allowing teens to drink socially at home predicts increased drinking in college. Parenting Tips:Data shows that when parents have conversations with their kids about why they do not want them to drink,youth are more likely to make healthier choices.Also,when teens feel safe talking with parents about issues related to use (i.e.,they believe they won't be shamed or harshly punished),this correlates with better overall outcomes for teens.Walking the line between not being overly permissive while remaining approachable takes ongoing work,and often seeking advice from others,such as counselors or other parents,is essential. CANNABIS ●Higher THC concentrations are linked to an increased risk of frequent use and brain changes. ●Dr.Yasmin Hurd found visible changes in the neurons of rats that were exposed three times a week to cannabis during their adolescence compared to rats that were not exposed. ●MRIs of human teen brains show concerning changes in cortical thickness in weed users vs.non-users. Parenting Tips:The goal is not to try and control our kids but to help kids understand the risks of illicit substances. Weed is illegal for anyone under 21.Talk about emerging science. FENTANYL A deadly epidemic involving this highly-dangerous synthetic drug is happening right now.Given the risk that any non-prescribed pill or powder can be laced with fentanyl,these must never be taken. Parenting Tips:Discuss ways Fentanyl is reaching youth,why one pill can kill,and the importance of Narcan. VISIT SCREENAGERSMOVIE.COM for more tips and resources and to sign up for the Screenagers Blog! *For references on the data cited above,please email info@screenagersmovie.com MORE RESOURCES FROM SCREENAGERS TECH TALK TUESDAYS THE SCREENAGERS PODCAST BOOK - PARENTING IN THE SCREEN AGE SCREENAGERS ON YOUTUBE Access a library of over 450 blogs from Screenagers’ filmmaker Dr. Delaney Ruston, containing a wealth of information and advice for families. Sign up to receive this every Tuesday via email. Join Dr. Ruston and guests every 2 weeks for the Screenagers Podcast, where they explore in more detail the topics of our movies - Screen Time, Mental Health, Substances and much more. Written to help parent have calmer and more productive conversations with youth about tech and its impact upon their health, happiness and development. Read a free preview of the book at: We publish new videos every week, featuring the experts from our movies, giving new and valuable parenting advice that wasn’t in our movies, along with other resources. www.screenagersmovie.com/blog www.screenagersmovie.com/podcast www.screenagersmovie.com/book youtube.com/@Screenagers_Movie SCREENAGERSMOVIE www.screenagersmovie.com SCREENAGERSMOVIES Parent handout to continue the conversation “In our technology revolution,the amount of exposure teens have to substances via shows,ads,social media,and so forth is unprecedented.Mental health issues and substance use are linked,and teens need opportunities to gain skills to handle challenging emotions and discuss issues related to substances.Screenagers Under The Influence provides exactly that.This film,along with the two other Screenagers films,offers a way for youth and adults to discuss issues and solutions. Moreover,we believe that establishing a routine of weekly short talks to discuss the positives and risks of our tech revolution,including substance-related topics,is vital.That’s why we are in our 7th year of Tech Talk Tuesdays,the free Screenagers Blog that has helped thousands of families have productive conversations.We hope you’ll join us.” — Co-directors Delaney Ruston,MD,and Lisa Tabb VAPING It is good to refer to vapes as e-cigarettes because that is what they are. ●90%of smokers start before 18. ●Flavors and high nicotine concentrations are banned in most countries,but not the US. ●One vape pen has as much nicotine as a whole pack of cigarettes. Parenting Tips:Discuss ways in which industries like e-cigarettes,alcohol,cannabis,and others target youth.If you discover that your child is vaping or using other substances,limit how much you talk about your concerns.The goal is to maintain connection,and over-discussing our worries strains the relationship. ALCOHOL A common belief is that there are ways to teach young people to drink responsibly.People also believe that teens want to drink because it is forbidden.However,research argues against these beliefs.For example: ●In France,where the drinking age is lower,15-year-olds report binge drinking 3 times more than in the US. ●Studies show that allowing teens to drink socially at home predicts increased drinking in college. Parenting Tips:Data shows that when parents have conversations with their kids about why they do not want them to drink,youth are more likely to make healthier choices.Also,when teens feel safe talking with parents about issues related to use (i.e.,they believe they won't be shamed or harshly punished),this correlates with better overall outcomes for teens.Walking the line between not being overly permissive while remaining approachable takes ongoing work,and often seeking advice from others,such as counselors or other parents,is essential. CANNABIS ●Higher THC concentrations are linked to an increased risk of frequent use and brain changes. ●Dr.Yasmin Hurd found visible changes in the neurons of rats that were exposed three times a week to cannabis during their adolescence compared to rats that were not exposed. ●MRIs of human teen brains show concerning changes in cortical thickness in weed users vs.non-users. Parenting Tips:The goal is not to try and control our kids but to help kids understand the risks of illicit substances. Weed is illegal for anyone under 21.Talk about emerging science. FENTANYL A deadly epidemic involving this highly-dangerous synthetic drug is happening right now.Given the risk that any non-prescribed pill or powder can be laced with fentanyl,these must never be taken. Parenting Tips:Discuss ways Fentanyl is reaching youth,why one pill can kill,and the importance of Narcan. VISIT SCREENAGERSMOVIE.COM for more tips and resources and to sign up for the Screenagers Blog! *For references on the data cited above,please email info@screenagersmovie.com MORE RESOURCES FROM SCREENAGERS TECH TALK TUESDAYS THE SCREENAGERS PODCAST BOOK - PARENTING IN THE SCREEN AGE SCREENAGERS ON YOUTUBE Access a library of over 450 blogs from Screenagers’ filmmaker Dr. Delaney Ruston, containing a wealth of information and advice for families. Sign up to receive this every Tuesday via email. Join Dr. Ruston and guests every 2 weeks for the Screenagers Podcast, where they explore in more detail the topics of our movies - Screen Time, Mental Health, Substances and much more. Written to help parent have calmer and more productive conversations with youth about tech and its impact upon their health, happiness and development. Read a free preview of the book at: We publish new videos every week, featuring the experts from our movies, giving new and valuable parenting advice that wasn’t in our movies, along with other resources. www.screenagersmovie.com/blog www.screenagersmovie.com/podcast www.screenagersmovie.com/book youtube.com/@Screenagers_Movie SCREENAGERSMOVIE www.screenagersmovie.com SCREENAGERSMOVIES GAMING, SOCIAL MEDIA AND MENTAL WELLNESS PRESENTED BY: SINA SAFAHIEH, MD BACKGROUND: •Sina Safahieh, MD is a double board certified child, adolescent and adult psychiatrist. He graduated with a medical degree from University of Texas Medical Branch and completed an adult psychiatric residency and child & adolescent fellowship at UC Irvine. Dr. Safahieh has a private practice in Newport Beach and has staff privileges at Hoag Hospitals and CHOC. He is medical director of the ASPIRE program at Newport and Irvine Hoag Hospitals, team psychiatrist for the Los Angeles Chargers and a Major League Baseball certified clinician. “It’s hard enough being cool in real life!” -Anonymous teen LET’S LOOK AT THE FACTS •11.5% of youth (age 12-17) in California report suffering from at least one major depressive episode (MDE) or other primary mental health condition in the past year. •73% increase in hospitalizations between 2007-2016 for primary mental health •Self harm: 51% increase in 14 years for self harm ER visits •63% of youth (age 12-17) in California with major depression or other primary mental health disorder did not receive any mental health treatment. SUICIDE RATES •Orange County has had the largest suicide rate increase among the nation’s 20 most populous counties •OC board of supervisors reported the county’s per-capita suicide rate in the last two decades increased a whopping 45 percent in OC. •Compare to an average increase of 22 percent nationwide during the same time frame •For teens the suicide hike was 29% in OC vs 22% in California •More teen suicide in first 3 months of 2019 than all of 2018 combined! •2nd leading cause of death in OC, for each suicide death there are 10 hospitalizations for attempted suicides HOSPITAL ADMISSIONS FOR SELF HARM •Much increased rates since 2009: •Ages 10-14: 189% increase •Ages 15-19 : 62% increase •Ages 20-24: 17% increase •Timing consistent with advent of social media and increased smartphone usage •Large spike in suicides, psychiatric hospitalizations around 2009-2010, approx the same time that 50% of teens had a smartphone. Facebook opened to public in 2006. WARNING SIGNS FOR DEPRESSION •Suicide threats, direct and indirect •Poems, essays and drawings that refer to death •Dramatic change in personality or appearance •Overwhelming sense of guilt, shame or rejection •Changed eating or sleeping patterns •Severe drop in school performance •Cutting or other self harm behaviors •Obsession with death •Giving away belongings/drafting a will •Irrational, bizarre behavior SCREENS, SCREENS AND MORE SCREENS! https://youtu.be/JAZ9otowtxI?t=13 SCREEN TIME •Includes televisions, gaming consoles, computers, tablet devices and smartphones. •Children in the United States ages 8 -18 spend on average 7.5 hours a day with media and technology screens. •Children who watch a lot of electronic media are likely to: •Have lower grades in school •Read fewer books •Exercise less •Be overweight •Sleep less •blue light from screens blocks production of melatonin IMPORTANCE OF SLEEP HYGIENE •Sleep is crucial •Affects your memory, retention, mood, cognition, ability to cope, immune system •One hour less sleep per night has proven to increase the risk of car accidents •You can get a DWI (driving while impaired) for sleeplessness! •Glymphatic system: •Recently discovered macroscopic waste clearance system •Cleaning crew of the brain GAMING ADDICTION VIDEO GAME INDUSTRY •Video games generate $139 billion per year in revenue •More than film, music, NFL, NBA, MLB, NHL industries combined •2.4 billion people play video games every year •Rise in E-Sports •More people watched League of Legends championship than NBA finals •Teenager recently won $3 million in Fornite FORTNITE •“Free game” created by Epic Games •250 million players, the company has made more than $3.9 billion •Hired psychologists to utilize intermittent and continuous reinforcement to keep people hooked onto games; similar to slot machines •Micro-transaction model: like drug dealers •Give you drugs for free, once your hooked you cant stop using! SOBERING GAMING STATS •More than half a billion people worldwide playing computer and video games at least an hour a day --and 183 million in the U.S. alone. •The average young person racks up 10,000 hours of gaming by the age of 21 •Roughly the same time they spent in in a classroom for all of middle and high school if they have perfect attendance. •5 million gamers in the U.S., in fact, are spending more than 40 hours a week playing games •The equivalent of a full time job! GAMING ADDICTION •WHO recently added as mental health condition •Not in DSM 5 but likely in the next manual •Currently classified “Condition for Further Study” •With further research, the APA may or may not decide to make the disorder "official" in future editions of the DSM. •Many popular games emphasize negative themes and promote: •The killing of people or animals •The use/abuse of drugs and alcohol •Criminal behavior, disrespect for authority and the law •Sexual exploitation and violence toward women •Racial, sexual, and gender stereotypes •Foul language and obscene gestures •Escapism, avoidance GAMING ADDICTION •More common in male adolescents 12 to 20 years of age •Recent studies show 55/45 percent male:female ratio •More prevalent in Asian countries than in North America and Europe •South Korea and Japan have the most tech addiction rehab clinics •Young people have literally died playing video games excessively •Playing for 30-40 hrs straight without stopping, standing, eating, or using the restroom •Embolisms, strokes, cardiac arrest •Likely to worsen with introductions of augmented reality and virtual reality DSM DIAGNOSTIC CRITERIA •Repetitive use of Internet-based games, often with other players, that leads to significant issues with functioning. •Five of the following criteria must be met within one year: •Preoccupation or obsession with Internet games •Withdrawal symptoms when not playing Internet games. •A build-up of tolerance–more time needs to be spent playing the games. •The person has tried to stop or curb playing Internet games, but has failed to do so. •The person has had a loss of interest in other life activities, such as hobbies. •The person lied to others about his or her Internet game usage. •The person uses Internet games to relieve anxiety or guilt–it’s a way to escape/avoid. •Source: https://www.psychologytoday.com/us/blog/here-there-and-everywhere/201407/internet-gaming-disorder-in-dsm-5 AMERICAN ACADEMY OF PEDIATRICS SCREEN TIME RECOMMENDATIONS •Younger than 18 months, avoid use of screen media other than video -chatting. •18 to 24 months of age who want to introduce digital media should choose high -quality programming •2 to 5 years, limit screen use to 1 hour per day of high -quality programs •6 and older, place consistent limits on the time spent using media, and ensure sleep, physical activites, hobbies are not affected •Designate media-free times together, such as dinner or driving, as well as media-free locations at home, such as bedrooms. •Have ongoing communication about online citizenship and safety, including treating others with respect online and offline. GAMING EFFECTS ON THE BRAIN •Activates key regions of the brain’s pleasure circuit, including the nucleus accumbens, as well as the amygdala, and the orbitofrontal cortex •PET scans revealed increased dopamine release, specifically in the dorsal striatum and nucleus accumbens •Similar response as drug or gambling addictions, including withdrawals •Minds are activated but bodies are not, leading to inability to vent aggression/stress •DNA hasn’t evolved since caveman era! GAMING EFFECTS ON FUNCTIONING •Spending excessive time playing these games can lead to: •Less time socializing with friends and family •Poor social skills, time away from family time, school work, and other hobbies •Lower grades, less reading •Less exercise and becoming overweight •Decreased sleep and poor quality sleep •Aggressive thoughts and behaviors GAMING/SCREEN TIME BOUNDARIES •Avoiding video games in preschool-aged children •Checking ESRB ratings •Playing video games with their children to share the experience •MAKE A CONTRACT: Setting clear rules about game content and playing time, enforcing limits •Monitoring online interactions and warning children about potential dangers of Internet contacts while playing games online •NO TVS IN THE BEDROOM!! Allowing video game playing only in public areas of the home, not in the child’s bedroom •Ensuring video games are only played after homework and chores are done •Encouraging participation in other activities, particularly physical activities SOCIAL MEDIA •90% of teens ages 13-17 have used social media •75% report having at least one active social media profile •51% report visiting a social media site at least daily •On average, teens are online almost nine hours a day, not including time for homework SOCIAL MEDIA: STARTING YOUNG •96% of children under 4 have used a device before •75% of them have their own device •75% of teens have their own smartphone •The average teenager is texting approx 100 texts per day •In recent Pew poll, 40% of adolescents self-reported that social media is having negative effects in their lives POTENTIAL BENEFITS OF SOCIAL MEDIA •Staying connected to friends •Meeting new friends with shared interests •Finding community and support for specific activities •Sharing art work or music •Exploring and expressing themselves •Exposure to new ideas and current events •Learning technical skills •Learning character strengths POTENTIAL RISKS OF SOCIAL MEDIA •Exposure to harmful or inappropriate content (e.g., sex, drugs, violence, etc.) •Exposure to dangerous people •Cyber bullying, a risk factor for depression and suicide •Oversharing personal information •Exposure to excessive advertisements •Privacy concerns including the collection of data about teen users •Identity theft or being hacked •Interference with sleep, exercise, homework, or family activities •Seeking validation through likes, thumbs ups 4 MOST COMMON STRESSORS ON SOCIAL MEDIA •Highlight reel •Comparing our behind the scenes with everyone else’s highlight reels •Social currency •Economy of attention •Likes, thumbs up •A shot of dopamine •Reinforces pleasure circuits •Tying up self worth with what everyone else thinks about us •FOMO: fear of missing out •Online Harassment ASSOCIATION OF SCREEN TIME AND DEPRESSION IN ADOLESCENCE •Study published July 2019 in JAMA (Journal of the American Medical Association) Pediatrics: •3826 adolescents; who entered the seventh grade in 31 schools in the Greater Montreal area. •Assessed screen time and depression throughout 4 years •Data were collected from September 2012 to September 2018. •Significant between-person associations showed that for every increased hour spent using social media, adolescents showed a 0.64-unit increase in depressive symptoms (95% CI, 0.32-0.51) •8.5 unit difference in 40 point scale in self esteem NEW STUDY LITERALLY PUBLISHED LAST MONTH! •A study published last week in the journal JAMA Psychiatry suggests that teenagers who spend more than three hours a day on social media are more likely to develop mental health problems including depression, anxiety, aggression, and antisocial behavior. •The study:Nearly 6,600 12-to 15-year-old Americans self-reported how much time they spent per day on social media, as well as whether they had any mental health problems. The researchers found that three hours of social media correlated with higher rates of mental health issues, even after adjusting for a history of such problems. •Manifests in two main ways •internally (depression and anxiety) •externally (aggressive behavior or antisocial behavior) CAUSAL RELATIONSHIP? •3 explanations of how social media may have a casual relationship with increased depression •Displacement theory: more time spent on screens, less time on other activities •Upward social comparisons aka FOMO “everyone’s life looks great on facebook” •Spiral hypothesis: reinforcement spiral phenomenon. “Life in a bubble”. RISKY INTERNET BEHAVIOR •Teens more vulnerable because of limited capacity for self regulation •Youth who are more at risk offline tend to be at risk online •Visiting inappropriate sites •Exposure to social media content that encourage behaviors •Cyber bullying •Sexting : 10% of teens have sent, 30 % have received •Revenge porn SIGNS OF CYBERBULLYING •School avoidance •Upset after using technology •Take cyberbullying reports at face value; don’t dismiss •Save evidence •Discuss with other parents, school staff •15% of kids experience cyberbullying, 20% experience regular bullying •Girls more likely to damage social relationships than physical bullying •Sibling bullying is just as dangerous •5% of teens cyber bully themselves •A form of self injurious behavior BRIDGING THE DIGITAL GAP •Digital natives vs digital immigrants •Parents cannot often keep pace with the digital landscape •Learn about technology first hand •Have kids teach you directly and be savvy enough to make sure you aren’t getting hoodwinked •Talk to other parents •Concerted effort with schools •It takes a village! DIGITAL NATIVES VS DIGITAL IMMIGRANTS •Digital Natives •Like constant connectivity •Prefer immediacy and have short attention spans •Go to the internet first for information •Prefer to socialize online and less so with face-to-face communication •Digital Immigrants •Prefer to talk on the phone or in person •Prefer formal communication channels, such as phone, detailed emails, or face -to-face communication •Printing things out as opposed to working on screen WHEN TO GET A SMARTPHONE? •No magical age! •Once given a smartphone, it will be very difficult to take it back. •You’ve opened up Pandora’s box. •Taking away a smartphone from a 10-year-old will often create more problems than waiting to give them phone a year or two later. •At earliest should be 7th or 8th grade •Wait until 8th not 8! WHEN TO GET A SMARTPHONE? •Consider “dumb” phone, flip phone or specialized kid friendly smart watch •Kids can make calls and text, and most have GPS capability. •Allows communication without getting sucked into some of the drama that plays out on social media. •Allows for testing waters before getting smartphone •Go over some do’s and don’ts •We want to be clear about the expectations and limits TECH BOUNDARIES •Relinquishing phone at night •Having a phone is not a human right! It is a privilege. •Again, no TV’s in the bedroom. Ever. •Firm contracts, that need to be enforced. •Using technology to fight technology •Using apps to predetermine time limits to prevent negotiations at night PARENTAL CONTROL APPS •OurPact: family locator and screen time management •Bark: (social media monitoring): connects to 24 platforms •Life360: Cell phone GPS location, including historical tracking •iPhone Backup extractor: reads text messages, including deleted messages, call history, photos and videos, voicemails, notes and contacts •Webwatcher: keystroke logger •Blocksi: for google chromebooks •AAP’s Family media use plan PARENTAL CONTROL APPS •Wirecutter (a New York Times publication) recommendations: •Apple screen time is best for iOS •The controls built into iOS 12/13 let you set a daily time limit on app and/or device use and give you more information about and control over your kid’s screen time than third-party apps can. •Google family link for Android family with kids under 13 •Qustdio (computer filtering/monitoring/time control: for Android households with kids 13 and older AAP FAMILY MEDIA USE PLAN •Interface tool from AAP that can be personalized •www.Healthychildren.org/mediauseplan •Media time calculator •Screen free zones and times •Device curfews •Digital citizenship •Digital footprint, posting is permanent •Review privacy settings in social media •Discuss family expectations SOCIAL MEDIA TIPS/REGULATIONS •Executives of social media companies/gaming companies don’t allow their own kids on these platforms •Easier to limit social media use if it’s a concerted community/school effort. •Hard to ask kids to stop or curtail use if all their friends are using it •Again, all devices out of the bedroom! Especially before bed! •Ideally, no social media until high school WHAT SHOULD PARENTS DO? •Lead by example •You can‘t forbid them from using technology, its not practical or tenable •Its a balancing act. Mild usage can be beneficial, like a peer group •Parents need to watch their kids posts, know their passwords •Create an illusion of privacy •Checking in on social media on the DL (“down low”) •Reading diaries/journals •GPS tracker (without kids knowledge) •Phones •Cars SOURCES AND INFORMATION •AACAP •AAP •Psychologytoday.com •JAMA CURRENT RESOURCES IN THE COMMUNITY •211: This is a free 24-hr information and referral service for information about: hotlines, food and shelter assistance, help with drug abuse, violence, and other health issues. •NAMI OC: Online resources as well as their contact number (714) 991-6412 •HOAG: Community Mental Health Resources •Suicide hotline: 1-800-273-TALK •CAT Team: 866-830-6011 •ASPIRE WHAT DOES ASPIRE HELP WITH? •Depression and mood disorders •Anxiety •ADHD •Personality disorders •Autism spectrum disorder •Oppositional defiance disorder •Video game addiction THE ASPIRE PROGRAM STRUCTURE 8 week Dialectical Behavior Therapy skills based program with a weekly check in with teens facilitator to address skills and how skills are being used in triggering situations. Any afterschool obligations are put on hold until the teen completes the program. Works collaboratively with parent, teen and treatment team to address behavior issues and future needs related to aftercare. Mandatory parent and child attendance and participation THE ASPIRE PROGRAM BENEFITS Families not covered by insurance are provided scholarships for the remainder of the program through philanthropy. 1st program in Southern California with WASC accreditation. Students that complete the program qualify to receive 5 hours of elective credit with participating school districts 4 Key Points Addressed by ASPIRE Distress tolerance Interpersonal effectiveness MindfulnessEmotional Regulation ASPIRE LOCATIONS Hoag Newport Beach located inside the Melinda Hoag Smith Center for Healthy Living Hoag Irvine located off of Sand Canyon near Hoag Irvine ASPIRE-HELPING TEENS AND FAMILIES NAVIGATE MENTAL HEALTH AND WELLNESS •Patrick's Purpose: John and Kim Turner: •https://www.youtube.com/watch?v=8LdMILKeBNY For more information, visit www.hoag.org/ASPIRE This copy is for your personal, non-commercial use only. Distribution and use of this material are governed by our Subscriber Agreement and by copyright law. For non-personal use or to order multiple copies, please contact Dow Jones Reprints at 1-800-843-0008 or visit www.djreprints.com. https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5 Screens Have Taken Over Classrooms. Even Students Have Had Enough. Educators question whether the rapid shift toward more technology has benefited learning By Sara Randazzo Follow , Matt Barnum Follow and Julie Jargon Follow Jan. 22, 2025 9:00 pm ET Class time has become screen time in American schools. Kindergartners now watch math lessons on YouTube, counting aloud with the videos. Middle- schoolers complete writing drills on Chromebooks while sneaking in play of an online game. High- schoolers mark up Google Docs to finish group projects. The rapid tech transformation amounts to a grand experiment playing out in American schools. Accelerated by pandemic-era online learning, the move has happened with little debate, conflicting research and high stakes for the nation’s children. Educators wonder whether the digitization of the classroom has really benefited learning—or if it’s done kids a disservice. Some teachers say online tools help create more engaging lessons and provide personalized instruction. Others say the screen-heavy approach has distracted students and burned out teachers. “Covid really shifted things toward, ‘Oh, we can do this,’” said Stephanie Galvani, a middle-school English teacher in suburban Boston. “But we didn’t ask: ‘Should we do this?’” 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 1/10 The shift runs counter to the prevailing advice from doctors and psychologists to limit tech use. Some frustrated parents are trying to opt their kids out of school technology, with varying degrees of success. Even some students pine for more analog methods. “I don’t like having my eyes glued on a screen for a while,” said eighth-grader Aubrey Ortiz, in San Antonio. “It gives you a headache and I really lose my focus.” Students in grades one through 12 now spend an average of 98 minutes on school-issued devices during the school day—more than 20% of the average instructional time—according to data that educational software company Lightspeed Systems analyzed at the request of The Wall Street Journal. The time spent on devices peaks at two hours and 24 minutes daily in sixth grade, or nearly 35% of instructional time, Lightspeed’s analysis of more than 2.8 million students in 344 school districts nationwide shows. Use of school devices declined among high-school students, down to 70 minutes a day for 12th-graders, with possible factors including a shift to personal devices and more flexible school schedules, according to Lightspeed. Students used their school-issued laptops in San Antonio. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 2/10 Fifty percent of teachers said their students completed at least half of their classwork on a device, up from about 20% of teachers before the pandemic, according to a 2023 survey of nearly 1,000 educators conducted by Brian Jacob, an education researcher at the University of Michigan. Use of technology for homework, group work and assessments also dramatically increased. Research on the effectiveness of tech use in education is mixed and full of company-backed analyses. “I don’t think there’s one easy answer,” Jacob said. “I just don’t think we know yet.” ‘Paper is better’ On an August day in Abby Ramos Stanutz’s San Antonio classroom, 25 eighth-graders filed into first-period English and began class as they often do, with several minutes of free writing. The students each grabbed a school-issued Chromebook and began to type. “I know your fingers are getting tired, but keep going,” Ramos Stanutz urged, dimming the lights and playing pop music softly to help students focus. Average amount of time per day students spend on school-provided devices During school Outside of school GRADE 21 hour 1 45 min.5 2 760 3 79 10 4 92 12 5 104 15 6 144 27 7 24136 8 23133 Note: Data from January–June 2024; includes 344 districts and 2.8 million students. Source: Lightspeed Systems 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 3/10 Later in the class, the students turned back to Chromebooks to record influencer-style videos explaining why they liked a book they were reading. Some of Ramos Stanutz’s students later explained that while they like the ease of turning in assignments online and using computers for technical skills like coding, the devices create distractions in class and can slow down lessons when the internet goes out or a video a teacher wants to play gets blocked by district software. “I feel like paper is better, anything other than technology,” said 14-year-old Carlos Miranda. “I’m hands-on. You can’t learn to dissect a frog with a computer.” (Education technology companies have, actually, created virtual dissection apps.) Ramos Stanutz said there’s no getting rid of technology at this point but she’s learned to strike the right balance. She’s had to find new strategies to keep students from playing online games or watching videos. “It’s like the ocean: You can never turn your back on it,” she said. Computer and internet use in schools grew rapidly in the 1990s, alongside technology’s rise in everyday life. Schools saw an opportunity to close a digital divide between low-income and wealthier students. The adoption of school technology sped up when the pandemic forced students to learn online. Federal Covid aid helped schools buy students across the country their own laptops or tablets. A multibillion-dollar education-technology industry promised its products could revolutionize teaching and catch students up after the pandemic. Students in San Antonio used laptops for a free-writing exercise. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 4/10 Abby Ramos Stanutz. PHOTO: KAYLEE GREENLEE FOR WSJ Highline Public Schools in Washington state found itself unintentionally thrust into a pre-internet era this school year when a cyberattack shut down its system for more than a month. Sixth-grade math teacher Rachel Nielsen said she initially panicked at not being able to access the digital curriculum—the only way she’d taught since becoming a teacher in 2019. She soon came to embrace methods like using physical tiles and cubes to teach geometry. Students worked together on presentations using large poster boards. Nielsen found students explained their work better when they had to physically write rather than simply plugging answers into online programs. “We got really bogged down by all the possible things we could use that are digital,” Nielsen said. “Now I’m realizing it isn’t about more technology or another app.” ‘Too good to be true’ Research on the use of technology in education remains unsettled. For instance, a review of 24 studies published last year found that college students retain more information when they take notes by hand rather than on a computer. Some research has found students have better comprehension when reading on paper rather than on a screen. ‘I don’t like having my eyes glued on a screen for a while,’ said eighth-grader Aubrey Ortiz. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 5/10 Other research on specific technology products—including digital tutoring programs—has shown improvements in student learning. Richard Culatta, the head of an association that supports teachers’ use of technology, said lessons using technology have to elevate what the teacher could otherwise do to be effective. “Does it spark curiosity? Or is it just presenting information?” Culatta said. “That distinction right there makes it clear pretty quickly whether the tech use is valuable.” Some teachers say they find technology essential for assisting students with specific needs, like using instant-translation apps for recently arrived immigrants or software to make fonts more readable for students with dyslexia. Technology companies often tout internal analyses claiming their products have led to breakthrough gains in student learning. But such results are often overstated, and companies may choose not to release unfavorable findings. “It’s really hard to move the needle on student achievement, so if you see something that’s too good to be true, it probably is,” said Betsy Wolf, a researcher who found in a 2020 paper that company- backed studies produced more positive findings than independent evaluations. IXL Learning, the company behind popular digital education platform IXL, touts that schools using the product score as much as 15 to 17 percentile points higher on state exams. The most rigorous published evaluation of the product—which is used by 15 million U.S. students— was less impressive. A Johns Hopkins University research center report, commissioned by the company, found that IXL had no clear effect on state math scores during the spring of 2023 in a Students in Ramos Stanutz’s English class. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 6/10 Michigan school district. On a different test, IXL boosted math scores by about five percentile points, the researchers found. In a separate, unpublished Johns Hopkins study—a summary of which was reviewed by the Journal —the effects of IXL were described as “directionally positive” but “not statistically significant.” The company chose not to release the study, a spokesman said, because it had a relatively small sample size. Bo Bashkov, senior manager of research at IXL Learning, said the company’s figures of 15 to 17 percentile points are “better-case scenario” benchmarks from its own state-by-state research. Removing barriers In lower-income districts, school leaders say giving students and their families access to personal devices has been a huge benefit. Computer access is now nearly universal in U.S. public schools, with 95% of schools reporting that they provided devices to students last school year, according to a federal survey. “It has removed barriers,” said Pamela Maddox, the principal of Compton Early College High School, a high-performing school in a district serving majority Latino and Black students. Parents tell her they like that students can easily access their homework from anywhere. The school has doubled down on technology, moving its library into a smaller room to make way for a high-tech lab funded by Verizon, equipped with a podcasting room, robotics equipment, 3-D printer and esports stations. On a walk through campus in September, Maddox entered an Advanced Placement English class taught by Porsja Dyer. There, students sitting with Chromebooks typed out reflections on factors that have shaped their identity. Their responses were instantly shared with the entire class. “And yes, I turned the hearts on so you can like each other’s work today,” Dyer said. At one table, students looked up from their screens to say they liked using technology in class because they can find information and write responses more quickly and it makes life easier. Reducing technology Many parents are content with the growth of educational technology. In one survey from 2023, commissioned by the nonprofit EdChoice, about three in four parents said that computer use was having a positive effect on their child’s learning. 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 7/10 Still, about 40% of parents said their children spent too much time on screens. In a separate EdChoice poll, 35% of teenagers said their school used too much technology. “For parents who want to reduce screen time, schools are undercutting them,” said Jonathan Haidt, a social psychologist at New York University’s Stern School of Business whose recent book, “The Anxious Generation,” helped fuel smartphone bans in schools across the country. Mileva Repasky, a mother of three in Phoenixville, Pa., who co-founded the nonprofit Phone-Free Schools Movement, had her children track their school and home screen use for two weeks at the Journal’s request. One Wednesday in October, her 17-year-old son, David, spent nearly 2½ hours on his school-issued Chromebook doing work at school and an additional 70 minutes doing homework on his Chromebook. That was on top of the 42 minutes at lunch watching TikTok and Netflix on his phone that day and 80 minutes at home gaming or looking at Instagram. Total screen time: more than 5½ hours. He said he learns better when taking notes on paper and that he’d like it if classmates would talk to each other more during lunch. His mom said she had no idea David was spending so much time on his laptop for school. ‘I think we were all sold a lie that this was going to completely revolutionize education,’ said Andrea Davis, a mother of five. PHOTO: KRISTINA BARKER FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 8/10 “The entire day is filled with technology,” said David, a junior at a private high school. “We use our computers from first period to eighth period, and even at lunch there’s no socializing because everyone is on their phones playing games.” Repasky’s nonprofit and other advocacy groups have helped usher in a wave of cellphone bans at the school-district and state level in recent years, though enforcement is often a challenge and phones are still pervasive on many campuses. Mom of five Andrea Davis wasn’t happy with the prevalence of technology in her local public school district in Hood River, Ore. “I think we were all sold a lie that this was going to completely revolutionize education,” she said. Davis, who runs a business that helps families reduce screen time, worked with the district to organize student and community meetings and presented a formal plan on how to reduce Amount of time at school Mileva Repasky's children spent on school-provided devices Madelyn 11 YEARS OLD 5TH GRADE M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y 1 hour 5 min.1 hour 5 min.1 hour 5 min.55 min.40 min. SCHOOL DAY Katie 13 YEARS OLD 7TH GRADE M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y 1 hour 1 hour 18 min.1 hour 30 min.1 hour 15 min.1 hour 31 min. David 17 YEARS OLD 11TH GRADE M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y 2 hours 2 hours 30 min.1 hour 27 min.1 hour 2 hours 22 min. Note: Data for Oct. 28-Nov. 1, 2024 Source: Mileva Repasky 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 9/10 Appeared in the January 24, 2025, print edition as 'Screens Are Taking Over In American Classrooms'. technology use. This school year, the middle-schoolers aren’t bringing school-issued iPads home with them, and the district is making sure every tech application is educationally sound. School leaders didn’t take up other recommendations, like banning YouTube and eliminating iPads in early-grade classrooms. “There’s this misconception that we’ve let the cat out of the bag,” Davis said. “But no, this is an opportunity we have now.” Write to Sara Randazzo at sara.randazzo@wsj.com, Matt Barnum at matt.barnum@wsj.com and Julie Jargon at Julie.Jargon@wsj.com 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 10/10 �� ..(_ ORANGECOUNTY HEALTH DEPARTMENT Improving health. Inspiring change. ORANGE COUNTY BOARD OF HEAL TH RESOLUTION ADDRESSING SOCIAL MEDIA USE, SCREEN TIME, AND YOUTH MENTAL HEALTH WHEREAS, according to a recent survey one-third of all teens report being online and using social media platforms "almost constantly";1 and WHEREAS, a 2023 U.S. Surgeon General's Advisory warned that while social media may offer benefits, there is growing evidence of risks to youth mental health including anxiety, depression, and reduced quality of sleep;2 and WHEREAS, studies have found correlations between time spent on social media and mental health including one study that found risk of anxiety and depression doubled in youth that spent more than three hours daily on social media;3 and WHEREAS, adolescence represents a critical time in the brain development and studies have reported social media may result in addictive behavior, decreased attention span, and lower test scores;4,5,6 and WHEREAS, growing reports suggest social media can expose youth to cyberbullying, inappropriate content, and heavily edited comparisons that can lead to eating disorders, body dissatisfaction, and suicidal ideation;6 and WHEREAS, evidence-based strategies to reduce the risks of social media include implementing device-free school policies, setting screen-time limits at home, avoiding screens before bedtime, and educating families about the psychological effects of social media;6 ,7,8 and WHEREAS, time spent on social media and screens decreases time for exercise, sleep, in-person time with friends, and other activities that are thought to improve mental health and healthy social development (for youth and adults).2,3 •4 ,5 ,6 NOW, THEREFORE, BE IT RESOLVED on this 26th day of March 2025, that we the Orange County Board of Health: 1.Recognize social media use among youth as a significant public health concern and mental health risk. 2.Recommend parents and caregivers establish screen-time limits for their children/teens, particularly restricting device use on school nights and before bedtime, to promote healthy sleep habits. 3.Urge parents to consider delaying getting their children smartphones and exploring pledges with other parents like the "Wait Until 8th" initiative.9 4.Encourage parents and young people to explore the resources listed below to further understand the impact of digital technology on youth development. 5.Support "Away for the Day" policies in Chapel Hill-Carrboro City Schools and Orange County Schools that restrict personal device use during school hours to support focus and well-being. 6.Suggest Orange County school districts or the county explore joining ongoing class action lawsuits against social media companies, with the goals of funding additional mental health services for youth and/or requiring social media companies to improve their age verification and parental controls.10 7.Support the countywide adoption of "Screen-Free Week" during May 5-11, 2025, as observed by Chapel Hill Carrboro City Schools and encourage parents and children of the county to participate.11 8.Support statewide legislation, such as Senate Bill 55, that would join NC with other states in requiring school districts to have policies around use of cellphones during the day and nationwide legislation that would require social media companies to have more effective age/parental consent verification.12,13 9.Support educational efforts that inform families, schools, and policymakers about the risks of social media use and the importance of digital wellness. �. Alison Stuebe, MD, MSc Chair, Orange County Board of Health Orange County Health Director 919 245 2405 > 300 West Tryon Street > Hillsborough, NC 27278 > orangecountync.gov Page 1 of 2 REFERENCES AND RESOURCES: 1.Sidoti, Michelle Faverio and Olivia. “Teens, Social Media and Technology 2024.” Pew Research Center (blog), December 12, 2024. https://www.pewresearch.org/internet/2024/12/12/teens-social-media-and- technology-2024/. 2.U.S. Surgeon General’s Advisory on Social Media and Youth Mental Health (2023). https://www.hhs.gov/surgeongeneral/reports-and-publications/youth-mental-health/social-media/index.html 3.Riehm KE, Feder KA, Tormohlen KN, Crum RM, Young AS, Green KM, Pacek LR, La Flair LN, Mojtabai R. “Associations Between Time Spent Using Social Media and Internalizing and Externalizing Problems Among US Youth.” JAMA Psychiatry. 2019 Dec 1;76(12):1266-1273. doi: 10.1001/jamapsychiatry.2019.2325. https:// pmc.ncbi.nlm.nih.gov/articles/PMC6739732/ 4.Lissak, Gadi. “Adverse Physiological and Psychological Effects of Screen Time on Children and Adolescents: Literature Review and Case Study.” Environmental Research 164 (July 2018): 149–57. https://doi.org/10.1016/j.envres.2018.01.015. 5.Twenge, Jean. iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy--and Completely Unprepared for Adulthood--and What That Means for the Rest of Us. (2017). 6.Haidt, Jonathan. The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. (2024). 7.Muppalla, Sudheer Kumar, Sravya Vuppalapati, Apeksha Reddy Pulliahgaru, and Himabindu Sreenivasulu. “Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management.” Cureus 15, no. 6 (June 2023): e40608. https://doi.org/10.7759/cureus.40608. 8.American Psychological Association, "Health Advisory on Social Media Use in Adolescence" (2023). https://www.apa.org/topics/social-media-internet/health-advisory-adolescent-social-media-use 9.Wait Until 8th. “Wait Until 8th.” Accessed March 19, 2025. https://www.waituntil8th.org."Wait Until 8th" Campaign, www.waituntil8th.org. 10.Scofield, Sydnee. “Wake County school board joins lawsuit against social media giants.” ABC 11 News, February 20, 2024. Accessed March 20, 2025. https://abc11.com/social-media-lawsuit-wake-county-schools- board-of-education/14450653/ 11.Screen-Free Week. Accessed March 19, 2025. https://screenfree.org/about/ 12.“NC Senate Bill 55, Student Use of Wireless Communication Devices.” NC General Assembly. Accessed March 19, 2025. https://www.ncleg.gov/BillLookUp/2025/S55 13.“Social Media and Children 2024 Legislation.” National Conference of State Legislatures.Accessed March 19, 2025. https://www.ncsl.org/technology-and-communication/social-media-and-children-2024-legislation. Scan this QR code with your phone or go to https://drive.google.com/file/d/16BIFTyyRehshQKjldeMP19k5JZlzL05G/view?usp=sharing to access live resource links 919 245 2405 > 300 West Tryon Street > Hillsborough, NC 27278 > orangecountync.gov Page 2 of 2 300 West Tryon Street | Hillsborough, NC | 919-245-2400 | OrangeCountyNC.Gov/Health FOR IMMEDIATE RELEASE Media Contact Libbie Hough Communications Manager and Public Information Officer Office: 919-245-2562; Cell: 919-619-7116 lhough@orangecountync.gov Orange County Board of Health Champions Youth Mental Health with Resolution on Screen Time HILLSBOROUGH, NC (April 29, 2025) — In recognition of growing concerns over the effects of excessive screen time and social media use on youth mental health, the Orange County Board of Health unanimously approved a resolution aimed at promoting healthier screen habits among children and adolescents. Timed to coincide with Screen-Free Week (May 5–11, 2025), a national celebration that encourages children, families, schools, and communities to enjoy life beyond screens, the resolution highlights the urgent need for local action. Research cited in the resolution, including findings from the U.S. Surgeon General and the American Psychological Association, underscores the association between excessive screen use and rising rates of anxiety, depression, and other mental health challenges among youth. The Orange County Board of Health calls on families, schools, and community organizations to promote balanced technology use and encourages participation in Screen-Free Week activities. The resolution also urges policymakers to support education, advocacy, and community initiatives that help children develop healthier relationships with digital technology. To read the full resolution, visit the Board of Health’s webpage. Dr. Amy Fowler, pediatrician, member of the Orange County Board of Health, and Board of County Commissioners emphasized the importance of the resolution: “Many kids I see are spending too much time on screens and it is taking time away from more productive activities like sleep, outdoor play, and engagement with friends and family. As we see screen time increase, we are also seeing its impacts on mental health.” Orange County residents are invited to take part in Screen-Free Week events and activities. For more information about Screen-Free Week, visit screenfree.org. The Orange County Health Department exists to enhance quality of life, promote the health, and preserve the environment for everyone in Orange County. For information about the Health Department visit OrangeCountyNC.Gov/Health #### Date:3/7/2026 11:20:36 AM From:"Craig A Durfey" cadurfey@gmail.com To: "Vicente.Sarmiento@bos2.oc.gov" Vicente.Sarmiento@bos2.oc.gov, "Craig A Durfey" cadurfe y@gmail.com, "Nguyen, Janet" Janet.Nguyen@ocgov.com, "COB_Response" response @ocgov.com, "Public Comment" publiccomment@anaheim.net, "Public Records Request" cityclerk@ggcity.org, "Lisa Kim" lisak@ci.garden- grove.ca.us, "Stephanie Klopfenstein" stephaniek@ggcity.org, "George Brie tigam" ge orge b@ggcity.org, "CM@cityofirvine.org" cm@cityofirvine.org, "CITY COUNCIL" city.council@surfcity-hb.org, "phillipn@ggcity.org" phillipn@ggcity.org, "joedovinh@gmail.com" joedovinh@gmail.com, "Lizabeth Vasque z" lizv@ggcity.org, "yeseniam@ggcity.org" yeseniam@ggcity.org, "Ariana Arestegui" arianaa@ggcity.org, "Pam Haddad" pamha@ggcity.org Subject:[EXTERNAL] Fwd: 1. Washington Post Children Happiest Less Screen Time Attachment: Washington Post Children Happiest Less Screen Time.msg;66d0782166347d6ddce660f8_SUI Scre e ning Handout.pdf;House Resolution No. 28-Relative to humane education.pdf;SCR-73 Blue Light Aware ne ss Day. (1).pdf;Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ.pdf;Re solution Addressing Social Media Use Screen Time and Mental Health_Approved 2025.03.26_For Sharing (1).pdf;BOH Resolution Press Release_Screen Time_April 2025 (2).docx;Laguna Beach Unified School District, screen time .pdf;LGUBSD SCREEN TIME Approval of Resolution No. 25-20 Supporting Efforts to Optimize Compute r Scre e n Time and Reduce Excessive Computer Screen Time.pdf; Warning: This email originated from outside the City of Anaheim. Do not click links or open attachme nts unle ss you recognize the sender and are expecting the message. ---------- Forwarded message --------- From: Craig A Durfey <cadurfey@gmail.com> Date: Sat, Mar 7, 2026 at 10:58 AM Subject: Fwd: 1. Washington Post Children Happiest Less Screen Time To: Craig A Durfey <cadurfey@gmail.com>, <media@ocdapa.org> ---------- Forwarded message --------- From: Craig A Durfey <cadurfey@gmail.com> Date: Sat, Mar 7, 2026 at 10:35 AM Subject: Fwd: 1. Washington Post Children Happiest Less Screen Time To: Craig A Durfey <cadurfey@gmail.com>, <Jacqui.Nguyen@sen.ca.gov>, <Jennifer.Carey@sen.ca.gov> ---------- Forwarded message --------- From: Craig A Durfey <cadurfey@gmail.com> Date: Thu, Mar 5, 2026 at 8:24 PM Subject: Fwd: 1. Washington Post Children Happiest Less Screen Time To: Craig A Durfey <cadurfey@gmail.com>, Haldor Larum <HLarum@cityofirvine.org> ---------- Forwarded message --------- From: <durfeycraig778@gmail.com> Date: Thu, Mar 5, 2026 at 8:19 PM Subject: 1. Washington Post Children Happiest Less Screen Time To: Craig A Durfey <cadurfey@gmail.com>, <ADAM.BOMAN@asm.ca.gov>, <senator.umberg@senate.ca.gov>, <rosie.rosales@sausd.us>, PIO Department <pio_department@ggusd.us>, Teri Rocco <teri.rocco@ggusd.us>, Bob Harden <bob.harden@ggusd.us>, Dina Nguyen <dina.nguyen@ggusd.us>, Lan Nguyen <lan.nguyen@ggusd.us>, Walter Muneton <walter.muneton@ggusd.us>, <SHEA.Committee@senate.ca.gov>, Lisa Kim <lisak@ci.garden-grove.ca.us>, Public Records Request <cityclerk@ggcity.org>, <Sam.Waldoch@asm.ca.gov>, Gabriela Mafi <gmafi@ggusd.us>, <stephaniek@ggcity.org>, Liz Vasquez <lizv@ggcity.org>, Devon Atkinson <datkinson@ocde.us>, Nick Dibs <nickdibs1@gmail.com>, <arianaa@ggcity.org>, <phillipn@ggcity.org>, George Brietigam <georgeb@ggcity.org>, <yeseniam@ggcity.org>, <cindyt@ggcity.org>, <David.Ochoa@sen.ca.gov>, <hlarum@cityofirvine.org|cityofirvine.org>, <response@ocgov.com>, <irvinecitycouncil@cityofirvine.org>, Jeffrey Layland <jlayland@ggusd.us>, <City.Council@surfcity-hb.org>, <SEDN.committee@senate.ca.gov>, <Ddbarnes@ocsd.org>, <GGDPIO@ggcity.org>, <publiccomment@anaheim.net>, <Superintendent@cde.ca.gov>, <ocbe@ocde.us> Cc: <senator.umberg@senate.ca.gov>, <Ddbarnes@ocsd.org> 03-05-202603-05-2026 (P.R.D.D.C.)(P.R.D.D.C.) PARENTS F OR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDRENPARENTS F OR THE RIGHTS OF DEVEL OPMENTAL LY DISABL ED CHIL DREN CRAIG A. DURF EY F OUNDER OF P.R.D.D.C.CRAIG A. DURFEY FOUNDER OF P.R.D.D.C. P.O.BOX 2001 GARDEN GROVE, CA 928 42P.O.BOX 20 01 GARDEN GROVE, CA 92 84 2 CEL L 7 14 -32 1-8 23 8CELL 714-321-8238 CADURFEY@ GMAIL.COMCADURFEY@GMAIL.COM SOCIAL EMOTIONALPAWS.COMSOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEYFACEBOOK: CRAIG DURFEY U.S. HOUSE OF CONGRESS H2 40 4 - HONORING U .S. H OU SE OF CON GRESS H2 40 4 - HONORING CRAIG CRAIG DURFEYDURFEY FOR HIS F IG HT AGAINST AU TISM ... Ms. F OR HIS FIGHT AGAINST AUTISM ... Ms. L ORETTALORETTA SANCHEZSANCHEZ of of California.Californ ia. h ttps://www.g ovin fo .go v/co nte nt/p kg /CREC-2 00 3-0 3-2 7/p df/CREC-2 00 3-0 3-2 7.p dfhttps://www.go vinfo.g ov/content/pkg/CREC-2003-03-27/pdf/CREC-2 00 3-0 3-2 7.p df new website new website socialemotionalpaws.orgsocialemotionalpaws.org Haldor Larum | SergeantHaldor Larum | Sergeant Irvine Police Department | Mental Health Unit | DRE CoordinatorIrvine Police Department | Mental Health Unit | DRE Coordinator 949-724-7400 | 1 Civic Center Plaza, Irvine, CA 92606949-724-7400 | 1 Civic Center Plaza, Irvine, CA 92606 hlarum@cityofirvine.orghlarum@cityofirvine.org | | cityofirvine.orgcityofirvine.org To whom it may concernTo whom it may concern Requesting support for a summit at Valley High School 1801 South Greenville St. Santa Ana, CARequesting support for a summit at Valley High School 1801 South Greenville St. Santa Ana, CA 92704-4005, awareness education K-12 suicide prevention such as CA State introduce 92704-4005, awareness education K-12 suicide prevention such as CA State introduce a bill AB-a bill AB- 2003 Pupil health: suicide prevention.(2025-2026)2003 Pupil health: suicide prevention.(2025-2026) Valley High celebrates renovated artsValley High celebrates renovated arts center/great opportunity forcenter/great opportunity for Home - Valley High SchoolHome - Valley High School Existing law requires the State Department of Education to identify an evidence-based onlineExisting law requires the State Department of Education to identify an evidence-based online training program that a county office of education, school district, state training program that a county office of education, school district, state special school, or charterspecial school, or charter school that serves pupils in grades 7 to 12, inclusive, can use to train school staff and pupils asschool that serves pupils in grades 7 to 12, inclusive, can use to train school staff and pupils as part of their policy on pupil suicide prevention. Existing law requires the department, subject to anpart of their policy on pupil suicide prevention. Existing law requires the department, subject to an appropriation for these purposes, appropriation for these purposes, to provide a grant to a county office of education to acquire ato provide a grant to a county office of education to acquire a training program identified by the department and disseminate that training program at no cost totraining program identified by the department and disseminate that training program at no cost to specified educational entities, as specified.specified educational entities, as specified. This bill would revise and recast these provisions by (1) deleting the requirement to provide theThis bill would revise and recast these provisions by (1) deleting the requirement to provide the above-described grant, (2) deleting the requirement of the department above-described grant, (2) deleting the requirement of the department to identify the above-to identify the above- described evidence-based online training program, (3) instead requiring the Behavioral Healthdescribed evidence-based online training program, (3) instead requiring the Behavioral Health Services Oversight and Accountability Commission to develop an online training program to trainServices Oversight and Accountability Commission to develop an online training program to train school staff, parents, and pupils of county school staff, parents, and pupils of county offices of education, school districts, state specialoffices of education, school districts, state special schools, and charter schools that serve pupils in kindergarten or in any of grades 1 to 12, inclusive,schools, and charter schools that serve pupils in kindergarten or in any of grades 1 to 12, inclusive, on pupil suicide prevention, as specified.on pupil suicide prevention, as specified. The bill would require those educational entities that elect to conduct suicide risk screenings toThe bill would require those educational entities that elect to conduct suicide risk screenings to report data on these screenings to the department, as provided, and would report data on these screenings to the department, as provided, and would require the departmentrequire the department to compile and post statewide aggregate data on these screenings on its internet website, asto compile and post statewide aggregate data on these screenings on its internet website, as provided.provided. https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202520260AB2003https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202520260AB2003 The opportunity to collectively work as County effort than having multiple groups attempt toThe opportunity to collectively work as County effort than having multiple groups attempt to research to gather information the work has been done, below are movies, presentation research to gather information the work has been done, below are movies, presentation with Rose,with Rose, a senior at Northwood High mental health with Hope Squad as a speaker about hope squad.a senior at Northwood High mental health with Hope Squad as a speaker about hope squad. Rose, a senior at Northwood Rose, a senior at Northwood High mental health with Hope SquadHigh mental health with Hope Squad Seeking support of Santa Ana School District to utilize the Valley high school new medial academySeeking support of Santa Ana School District to utilize the Valley high school new medial academy creating opportunities to develop material to promote awareness campaign creating opportunities to develop material to promote awareness campaign with social media etc.with social media etc. https://valley.sausd.us/https://valley.sausd.us/ Seek Orange County Behavior Health funding and CA State prop 63 funding under CA State 638Seek Orange County Behavior Health funding and CA State prop 63 funding under CA State 638 year was 2021-2022 Hope Squad etc.year was 2021-2022 Hope Squad etc. Washington Post Children Happiest Less Screen TimeWashington Post Children Happiest Less Screen Time The Washington Post's report on the relationship between screen time and happiness amongThe Washington Post's report on the relationship between screen time and happiness among children and adolescents highlights that less screen time is associated with higher children and adolescents highlights that less screen time is associated with higher happinesshappiness levels. The study, conducted by the University of Michigan, found that adolescents who spent lesslevels. The study, conducted by the University of Michigan, found that adolescents who spent less than 20 hours a week on screens were happier than those who used screens for 20 or more hoursthan 20 hours a week on screens were happier than those who used screens for 20 or more hours a week.a week. The findings suggest that the more hours day teens spend in front of screens, the less satisfiedThe findings suggest that the more hours day teens spend in front of screens, the less satisfied they are, and that the correlation between happiness and screen activities they are, and that the correlation between happiness and screen activities is uniformly negative.is uniformly negative. The report also indicates that the happiest teens are those who get a small amount of exposure toThe report also indicates that the happiest teens are those who get a small amount of exposure to screen time, between one and five hours a week.screen time, between one and five hours a week. Washington Washington post children happiest less screen time - Searchpost children happiest less screen time - Search Children are generally happier and have better mental well-being with less than one hour of dailyChildren are generally happier and have better mental well-being with less than one hour of daily screen timescreen time , as excessive , as excessive use (over 4–7 hours) is strongly linked to anxiety and depression.use (over 4–7 hours) is strongly linked to anxiety and depression. Prioritizing active, after-school, or face-to-face social activities instead of digital media significantlyPrioritizing active, after-school, or face-to-face social activities instead of digital media significantly increases emotional well-beingincreases emotional well-being https://www.google.com/search?https://www.google.com/search? q=childern+happist+less+screen+time&rlz=1C1ONGR_enUS1178US1178&oq=childern+happist+lesq=childern+happist+less+screen+time&rlz=1C1ONGR_enUS1178US1178&oq=childern+happist+les s+screen+time&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIHCAEQIRifBTIHCAIQIRifBTIHCAMQIRifBTIHCAs+screen+time&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIHCAEQIRifBTIHCAIQIRifBTIHCAMQIRifBTIHCA QQIRifBTIHCAUQIRifBTIHCAYQIRifBTIHCAcQIRifBTIHCAgQIRifBTIHCAkQIRifBdIBCDU3MzBqMGoxqAIQQIRifBTIHCAUQIRifBTIHCAYQIRifBTIHCAcQIRifBTIHCAgQIRifBTIHCAkQIRifBdIBCDU3MzBqMGoxqAI AsAIA&sourceid=chrome&ie=UTF-8AsAIA&sourceid=chrome&ie=UTF-8 DepressionDepression Screen Time and Mental Health in KidsScreen Time and Mental Health in Kids High levels of screen time can be problematic for kids' mental health.High levels of screen time can be problematic for kids' mental health. https://www.psychologytoday.com/us/blog/inner-source/202411/screen-time-and-mental-health-in-https://www.psychologytoday.com/us/blog/inner-source/202411/screen-time-and-mental-health-in- kidskids Teens who spend Teens who spend less time in front of screens are happier — up toless time in front of screens are happier — up to AB 2003, as introduced, Berman. Pupil health: suicide prevention.AB 2003, as introduced, Berman. Pupil health: suicide prevention. Existing law requires the State Department of Education to identify an evidence-based onlineExisting law requires the State Department of Education to identify an evidence-based online training program that a county office of education, school district, state training program that a county office of education, school district, state special school, or charterspecial school, or charter school that serves pupils in grades 7 to 12, inclusive, can use to train school staff and pupils asschool that serves pupils in grades 7 to 12, inclusive, can use to train school staff and pupils as part of their policy on pupil suicide prevention. Existing law requires the department, subject to anpart of their policy on pupil suicide prevention. Existing law requires the department, subject to an appropriation for these purposes, appropriation for these purposes, to provide a grant to a county office of education to acquire ato provide a grant to a county office of education to acquire a training program identified by the department and disseminate that training program at no cost totraining program identified by the department and disseminate that training program at no cost to specified educational entities, as specified.specified educational entities, as specified. Bill Text - AB-2003 Pupil health: suicide prevention.Bill Text - AB-2003 Pupil health: suicide prevention. Show the Screenagers movies in your school or communityShow the Screenagers movies in your school or community The impact of this digital age has led to rapid increases in levels of mental health challengesThe impact of this digital age has led to rapid increases in levels of mental health challenges among youth. Through our movies, resources and initiatives, we aim to play among youth. Through our movies, resources and initiatives, we aim to play our part in restoringour part in restoring the balance.the balance. Screenagers Movie | Screen In Your CommunityScreenagers Movie | Screen In Your Community The Screenagers PodcastThe Screenagers Podcast Screenagers Movie | Host a ScreeningScreenagers Movie | Host a Screening Screenagers Movie | ResourcesScreenagers Movie | Resources Parents Handout SUI Parents Handout SUI draft April 19draft April 19 Dangers of social media for teens examined in new documentaryDangers of social media for teens examined in new documentary A new Bloomberg documentary, "Can't Look Away," investigates the dark side of social media forA new Bloomberg documentary, "Can't Look Away," investigates the dark side of social media for teens and the growing fight to hold tech companies accountable. Bloomberg teens and the growing fight to hold tech companies accountable. Bloomberg investigative reporterinvestigative reporter Olivia Carville, who is an executive producer of the film, talks about her reporting in theOlivia Carville, who is an executive producer of the film, talks about her reporting in the documentary. documentary. Dangers of social media for Dangers of social media for teens examined in new documentaryteens examined in new documentary The drug-like effect of screen time on the teenage brainThe drug-like effect of screen time on the teenage brain The drug-like effect of screen The drug-like effect of screen time on the teenage braintime on the teenage brain Why Book Screen Strong?Why Book Screen Strong? We do not compromise the truth or bend to culture.We do not compromise the truth or bend to culture. We provide the gold standard for parents & schools.We provide the gold standard for parents & schools. When you choose Screen Strong, you’re embarking on a journey to bring back harmony to yourWhen you choose Screen Strong, you’re embarking on a journey to bring back harmony to your family in today’s digital world. We offer practical solutions and evidence-backed family in today’s digital world. We offer practical solutions and evidence-backed insights thatinsights that empower listeners to tackle screen time challenges with confidence.empower listeners to tackle screen time challenges with confidence. On our podcast and in media interviews, Screen Strong isn’t just about talk; we’re about making aOn our podcast and in media interviews, Screen Strong isn’t just about talk; we’re about making a genuine impact. Our goal is clear: to help families break free from screen genuine impact. Our goal is clear: to help families break free from screen addiction and buildaddiction and build stronger, healthier connections.stronger, healthier connections. Book Workshop | Screen Strong | Screen StrongBook Workshop | Screen Strong | Screen Strong Capistrano Valley High School hosts panel for parents concerned aCapistrano Valley High School hosts panel for parents concerned a Capistrano Valley High Capistrano Valley High School hosts panel for parents concerned aSchool hosts panel for parents concerned a Gaming, Social Media and Mental WellnessGaming, Social Media and Mental Wellness Gaming, Social Media and Mental WellnessGaming, Social Media and Mental Wellness Hoag Speaker Series Event: Gaming, Social Media and Mental WellnessHoag Speaker Series Event: Gaming, Social Media and Mental Wellness Bing Bing VideosVideos Anxious Nation is a feature documentary focusing on the epidemicAnxious Nation is a feature documentary focusing on the epidemic Anxious Nation is a feature Anxious Nation is a feature documentary focusing on the epidemicdocumentary focusing on the epidemic Screen time | 60 Minutes ArchiveScreen time | 60 Minutes Archive Screen time | 60 Minutes ArchiveScreen time | 60 Minutes Archive The devastating effects of video game addiction on children | 60The devastating effects of video game addiction on children | 60 The devastating effects The devastating effects of video game addiction on children | 60of video game addiction on children | 60 Free The Anxious GenerationFree The Anxious Generation Free The Anxious GenerationFree The Anxious Generation Can't Look Away: The Case Against Social MediaCan't Look Away: The Case Against Social Media Can't Look Away: The Case Against Social MediaCan't Look Away: The Case Against Social Media Collin Kartchner TIPS Talk at the 2019 Uplift Families ParentingCollin Kartchner TIPS Talk at the 2019 Uplift Families Parenting Collin Kartchner TIPS Talk Collin Kartchner TIPS Talk at the 2019 Uplift Families Parentingat the 2019 Uplift Families Parenting IUSD and Hoag to Host Gaming, Social Media and Mental Wellness PresentationIUSD and Hoag to Host Gaming, Social Media and Mental Wellness Presentation IUSD and Hoag to Host Gaming, Social IUSD and Hoag to Host Gaming, Social Media and Mental Wellness Presentation | IUSD.orgMedia and Mental Wellness Presentation | IUSD.org HOAG HOSPITAL MENTAL ILLNESS SOCIAL MEDIA ADDICTIONSHOAG HOSPITAL MENTAL ILLNESS SOCIAL MEDIA ADDICTIONS Explore the impact technology has on adolescent behavior and brain development during this Explore the impact technology has on adolescent behavior and brain development during this educational discussion hosted by Hoag Hospital and Capistrano Unified. Read educational discussion hosted by Hoag Hospital and Capistrano Unified. Read the FULL STORY onthe FULL STORY on CUSD Insider: CUSD Insider: http://cusdinsider.org/cusd-and-hoag-.http://cusdinsider.org/cusd-and-hoag-... SUBSCRIBE: .. SUBSCRIBE: http://bit.ly/CUSDYouTubehttp://bit.ly/CUSDYouTube HOAG HOSPITAL MENTAL HOAG HO SPITAL MENTAL ILL NESS SOCIAL MEDIA ADDICTIONSILLNESS SO CIAL MEDIA ADDICTIONS Dangers of social media for teens examined in new documentaryDangers of social media for teens examined in new documentary Dangers of social media for Dangers of social media for teens examined in new documentaryteens examined in new documentary Rose, a senior at Northwood High mental health with Hope SquadRose, a senior at Northwood High mental health with Hope Squad Rose, a senior at Northwood Rose, a senior at Northwood High mental health with Hope SquadHigh mental health with Hope Squad Valley High celebrates renovated arts center/great opportunity forValley High celebrates renovated arts center/great opportunity for Valley High celebrates Valley High celebrates renovated arts center/great opportunity forrenovated arts center/great opportunity for Internet addiction disorder affecting toddlers | 60 Minutes Australia.Internet addiction disorder affecting toddlers | 60 Minutes Australia. Internet addiction Internet addiction disorder affecting toddlers | 60 Minutes Austrdisorder affecting toddlers | 60 Minutes Austr Kansas bill would limit students' screen time in class and create extra costs for school districtsKansas bill would limit students' screen time in class and create extra costs for school districts Kansas Kansas bill would limit students' screen time in class and create extra costs for school districts |bill would limit students' screen time in class and create extra costs for school districts | KCUR - Kansas City news and NPRKCUR - Kansas City news and NPR Home - Valley High SchoolHome - Valley High School I’m available to assist for free by phone if you have any question just call me at Thank YouThank You Craig DurfeyCraig Durfey Date:3/20/2026 11:06:00 AM To: "'Craig A Durfey'" cadurfey@gmail.com, "ADAM.BOMAN@asm.ca.gov" ADAM.BOMAN@asm.ca.gov, "senator.umberg@senate.ca.gov" senator.umberg@senate.ca.gov, "rosie.rosales@sausd.us" rosie.rosales@sausd.us, "'PIO Department'" pio_department@ggusd.us, "'Teri Rocco'" teri.rocco@ggusd.us, "'Bob Harden'" bob.harden@ggusd.us, "'Dina Nguyen'" dina.nguyen@ggusd.us, "'Lan Nguyen'" lan.nguyen@ggusd.us, "'Walter Muneton'" walter.muneton@ggusd.us, "SHEA.Committee@senate.ca.gov" SHEA.Committee@senate.ca.gov, "'Lisa Kim'" lisak@ci.garden-grove.ca.us, "'Public Records Request'" cityclerk@ggcity.org, "Sam.Waldoch@asm.ca.gov" Sam.Waldoch@asm.ca.gov, "'Gabriela Mafi'" gmafi@ggusd.us, "stephaniek@ggcity.org" stephaniek@ggcity.org, "'Liz Vasquez'" lizv@ggcity.org, "Devon Atkinson" datkinson@ocde.us, "Nick Dibs" nickdibs1@gmail.com, "arianaa@ggcity.org" arianaa@ggcity.org, "phillipn@ggcity.org" phillipn@ggcity.org, "'George Brietigam'" georgeb@ggcity.org, "yeseniam@ggcity.org" yeseniam@ggcity.org, "cindyt@ggcity.org" cindyt@ggcity.org, "David.Ochoa@sen.ca.gov" David.Ochoa@sen.ca.gov, "hlarum@cityofirvine.org | cityofirvine.org" hlarum@cityofirvine.org | cityofirvine.org, "response@ocgov.com" response@ocgov.com, "irvinecitycouncil@cityofirvine.org" irvinecitycouncil@cityofirvine.org, "Jeffrey Layland" jlayland@ggusd.us, "City.Council@surfcity-hb.org" City.Council@surfcity-hb.org, "SEDN.committee@senate.ca.gov" SEDN.committee@senate.ca.gov, "Don Barnes" ddbarnes@ocsd.org, "GGDPIO@GGCITY.ORG" GGDPIO@GGCITY.ORG, "Public Comment" publiccomment@anaheim.net, "Superintendent@cde.ca.gov" Superintendent@cde.ca.gov, "ocbe@ocde.us" ocbe@ocde.us Subject:Washington Post Children Happiest Less Screen Time Attachment: Resolution No. 25-20 Supporting Efforts to Optimize Computer Screen Time and Reduce Excessive Computer Screen Time - Google Docs (1).pdf;LGUBSD SCREEN TIME Approval of Resolution No. 25-20 Supporting Efforts to Optimize Computer Screen Time and Reduce Excessive Computer Screen Time.pdf;Orange County, NC - Resolution Addressing Social Media Use Screen Time and Mental Health_Approved by OC Health Department, NC 2025.03.26_For Sharing (1).pdf;BOH Resolution Press Release_Screen Time_April 2025 (2).docx;screen-time-guidelines-1024x536.jpg;AB-638 Mental Health Services Act early intervention and prevention programs (1).pdf;SB-224 Pupil instruction mental health education. (1).pdf;Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ.pdf;SCR-73 Blue Light Awareness Day. (1).pdf;Hope Squad One-Pager.pdf;Grant Support Document 2025 (1).pdf;Grant Support Document 2025.pdf;Hope Squad Pricing - 2025-2026 School Year.pdf;hoag_and_irvine_unified_speaker_series_1_gaming_social_media_and_mental_wellness_presentation (5).pdf;House Resolution No. 28-Relative to humane education.pdf;66d0782166347d6ddce660f8_SUI Screening Handout.pdf; (P.R.D.D.C.) PARENTS FOR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDREN CRAIG A. DURFEY FOUNDER OF P.R.D.D.C. P.O.BOX 2001 GARDEN GROVE, CA 92842 CELL 714-321-8238 CADURFEY@GMAIL.COM SOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEY U.S. HOUSE OF CONGRESS H2404 - HONORING CRAIG DURFEY FOR HIS FIGHT AGAINST AUTISM ... Ms. LORETTA SANCHEZ of California. https://www.govinfo.gov/content/pkg/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf new website socialemotionalpaws.org Haldor Larum | Sergeant Irvine Police Department | Mental Health Unit | DRE Coordinator 949-724-7400 | 1 Civic Center Plaza, Irvine, CA 92606 hlarum@cityofirvine.org | cityofirvine.org Washington Post Children Happiest Less Screen Time The Washington Post's report on the relationship between screen time and happiness among children and adolescents highlights that less screen time is associated with higher happiness levels. The study, conducted by the University of Michigan, found that adolescents who spent less than 20 hours a week on screens were happier than those who used screens for 20 or more hours a week. The findings suggest that the more hours a day teens spend in front of screens, the less satisfied they are, and that the correlation between happiness and screen activities is uniformly negative. The report also indicates that the happiest teens are those who get a small amount of exposure to screen time, between one and five hours a week. washingtion post childern happist less screen time - Search Children are generally happier and have better mental well-being with less than one hour of daily screen time , as excessive use (over 4 �7 hours) is strongly linked to anxiety and depression. Prioritizing active, after-school, or face-to-face social activities instead of digital media significantly increases emotional well-being https://www.google.com/search?q=childern+happist+less+screen +time&rlz=1C1ONGR_enUS1178US1178&oq=childern+happist+less+screen +time&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIHCAEQIRifBTIHCAIQIRifBTIHCAMQIRifBT IHCAQQIRifBTIHCAUQIRifBTIHCAYQIRifBTIHCAcQIRifBTIHCAgQIRifBTIHCAkQIRifBdIBCDU 3MzBqMGoxqAIAsAIA&sourceid=chrome&ie=UTF-8 Depression Screen Time and Mental Health in Kids High levels of screen time can be problematic for kids' mental health. https://www.psychologytoday.com/us/blog/inner-source/202411/screen-time-and- mental-health-in-kids Teens who spend less time in front of screens are happier � up to AB 2003, as introduced, Berman. Pupil health: suicide prevention. Existing law requires the State Department of Education to identify an evidence-based online training program that a county office of education, school district, state special school, or charter school that serves pupils in grades 7 to 12, inclusive, can use to train school staff and pupils as part of their policy on pupil suicide prevention. Existing law requires the department, subject to an appropriation for these purposes, to provide a grant to a county office of education to acquire a training program identified by the department and disseminate that training program at no cost to specified educational entities, as specified. Bill Text - AB-2003 Pupil health: suicide prevention. Show the Screenagers movies in your school or community The impact of this digital age has led to rapid increases in levels of mental health challenges among youth. Through our movies, resources and initiatives, we aim to play our part in restoring the balance. Screenagers Movie | Screen In Your Community The Screenagers Podcast Screenagers Movie | Host a Screening Screenagers Movie | Resources Parents Handout SUI draft april 19 Dangers of social media for teens examined in new documentary A new Bloomberg documentary, "Can't Look Away," investigates the dark side of social media for teens and the growing fight to hold tech companies accountable. Bloomberg investigative reporter Olivia Carville, who is an executive producer of the film, talks about her reporting in the documentary. Dangers of social media for teens examined in new documentary The drug-like effect of screen time on the teenage brain The drug-like effect of screen time on the teenage brain Why Book ScreenStrong ? We do not compromise the truth or bend to culture. We provide the gold standard for parents & schools. When you choose ScreenStrong , you �re embarking on a journey to bring back harmony to your family in today �s digital world. We offer practical solutions and evidence-backed insights that empower listeners to tackle screen time challenges with confidence. On our podcast and in media interviews, ScreenStrong isn �t just about talk; we �re about making a genuine impact. Our goal is clear: to help families break free from screen addiction and build stronger, healthier connections. Book Workshop | ScreenStrong | ScreenStrong Capistrano Valley High School hosts panel for parents concerned a Capistrano Valley High School hosts panel for parents concerned a Gaming, Social Media and Mental Wellness Gaming, Social Media and Mental Wellness Hoag Speaker Series Event: Gaming, Social Media and Mental Wellness Bing Videos Anxious Nation is a feature documentary focusing on the epidemic Anxious Nation is a feature documentary focusing on the epidemic Screen time | 60 Minutes Archive Screen time | 60 Minutes Archive The devastating effects of video game addiction on children | 60 The devastating effects of video game addiction on children | 60 Free The Anxious Generation Free The Anxious Generation Can't Look Away: The Case Against Social Media Can't Look Away: The Case Against Social Media Collin Kartchner TIPS Talk at the 2019 Uplift Families Parenting Collin Kartchner TIPS Talk at the 2019 Uplift Families Parenting IUSD and Hoag to Host Gaming, Social Media and Mental Wellness Presentation IUSD and Hoag to Host Gaming, Social Media and Mental Wellness Presentation | IUSD.org HOAG HOSPITAL MENTAL ILLNESS SOCIAL MEDIA ADDICTIONS Explore the impact technology has on adolescent behavior and brain development during this educational discussion hosted by Hoag Hospital and Capistrano Unified. Read the FULL STORY on CUSD Insider: http://cusdinsider.org/cusd-and-hoag-... SUBSCRIBE: http://bit.ly/CUSDYouTube HOAG HOSPITAL MENTAL ILLNESS SOCIAL MEDIA ADDICTIONS Dangers of social media for teens examined in new documentary Dangers of social media for teens examined in new documentary Rose, a senior at Northwood High mental health with Hope Squad Rose, a senior at Northwood High mental health with Hope Squad Valley High celebrates renovated arts center/great oportunity for Valley High celebrates renovated arts center/great oportunity for Internet addiction disorder affecting toddlers | 60 Minutes Australia. Internet addiction disorder affecting toddlers | 60 Minutes Austr Kansas bill would limit students' screen time in class and create extra costs for school districts Kansas bill would limit students' screen time in class and create extra costs for school districts | KCUR - Kansas City news and NPR Laguna Beach Unified School District Board of Education Resolution No. 25-20 Supporting Efforts to Optimize Computer Screen Time and Reduce Excessive Computer Screen Time WHEREAS , the Board of Education of Laguna Beach Unified School District is committed to supporting the health, well-being, and academic success of all students; and WHEREAS , research indicates that excessive computer screen time may negatively impact student health, including sleep, vision, attention, and social-emotional well-being, while balanced and purposeful technology use can enhance learning and engagement; and WHEREAS , the district recognizes that technology is an essential tool for 21st-century learning, but that such use must be developmentally appropriate, intentional, and aligned with instructional best practices; and WHEREAS , teachers, staff, parents, and students have expressed interest in strategies that provide a healthy balance between digital learning and non-screen activities such as reading, writing, discussion, collaboration, hands-on projects, physical movement, and creative expression; and WHEREAS , the district is committed to fostering an environment that develops responsible digital citizens and models healthy technology habits; NOW, THEREFORE, BE IT RESOLVED that the Board of Education of Laguna Beach Unified School District supports district efforts to: 1. Review and monitor classroom practices and curricular expectations to ensure that student screen time is optimized for learning and minimized where unnecessary. 2. Develop districtwide guidelines for age-appropriate, instructional use of technology that balance screen-based and non-screen-based learning activities. 3. Provide professional development for teachers and staff on effective strategies to balance technology integration with non-digital instructional practices. 4. Collect and analyze data on student screen time across grade levels and subjects to guide decision-making. 5. Collaborate with families to promote healthy screen use at home and at school. BE IT FURTHER RESOLVED , that the Board directs the Superintendent to report annually on district progress toward optimizing student screen time, including successes, challenges, and next steps. PASSED AND ADOPTED by the Governing Board on September 11, 2025, by the following vote: AYES: Members: NOES: Members: ABSENT: Members: STATE OF CALIFORNIA ) ss COUNTY OF ORANGE ) _ ___________________________ Dee Perry LBUSD Board President �� ..(_ ORANGECOUNTY HEALTH DEPARTMENT Improving health. Inspiring change. ORANGE COUNTY BOARD OF HEAL TH RESOLUTION ADDRESSING SOCIAL MEDIA USE, SCREEN TIME, AND YOUTH MENTAL HEALTH WHEREAS, according to a recent survey one-third of all teens report being online and using social media platforms "almost constantly";1 and WHEREAS, a 2023 U.S. Surgeon General's Advisory warned that while social media may offer benefits, there is growing evidence of risks to youth mental health including anxiety, depression, and reduced quality of sleep;2 and WHEREAS, studies have found correlations between time spent on social media and mental health including one study that found risk of anxiety and depression doubled in youth that spent more than three hours daily on social media;3 and WHEREAS, adolescence represents a critical time in the brain development and studies have reported social media may result in addictive behavior, decreased attention span, and lower test scores;4,5,6 and WHEREAS, growing reports suggest social media can expose youth to cyberbullying, inappropriate content, and heavily edited comparisons that can lead to eating disorders, body dissatisfaction, and suicidal ideation;6 and WHEREAS, evidence-based strategies to reduce the risks of social media include implementing device-free school policies, setting screen-time limits at home, avoiding screens before bedtime, and educating families about the psychological effects of social media;6 ,7,8 and WHEREAS, time spent on social media and screens decreases time for exercise, sleep, in-person time with friends, and other activities that are thought to improve mental health and healthy social development (for youth and adults).2,3 •4 ,5 ,6 NOW, THEREFORE, BE IT RESOLVED on this 26th day of March 2025, that we the Orange County Board of Health: 1.Recognize social media use among youth as a significant public health concern and mental health risk. 2.Recommend parents and caregivers establish screen-time limits for their children/teens, particularly restricting device use on school nights and before bedtime, to promote healthy sleep habits. 3.Urge parents to consider delaying getting their children smartphones and exploring pledges with other parents like the "Wait Until 8th" initiative.9 4.Encourage parents and young people to explore the resources listed below to further understand the impact of digital technology on youth development. 5.Support "Away for the Day" policies in Chapel Hill-Carrboro City Schools and Orange County Schools that restrict personal device use during school hours to support focus and well-being. 6.Suggest Orange County school districts or the county explore joining ongoing class action lawsuits against social media companies, with the goals of funding additional mental health services for youth and/or requiring social media companies to improve their age verification and parental controls.10 7.Support the countywide adoption of "Screen-Free Week" during May 5-11, 2025, as observed by Chapel Hill Carrboro City Schools and encourage parents and children of the county to participate.11 8.Support statewide legislation, such as Senate Bill 55, that would join NC with other states in requiring school districts to have policies around use of cellphones during the day and nationwide legislation that would require social media companies to have more effective age/parental consent verification.12,13 9.Support educational efforts that inform families, schools, and policymakers about the risks of social media use and the importance of digital wellness. �. Alison Stuebe, MD, MSc Chair, Orange County Board of Health Orange County Health Director 919 245 2405 > 300 West Tryon Street > Hillsborough, NC 27278 > orangecountync.gov Page 1 of 2 REFERENCES AND RESOURCES: 1.Sidoti, Michelle Faverio and Olivia. “Teens, Social Media and Technology 2024.” Pew Research Center (blog), December 12, 2024. https://www.pewresearch.org/internet/2024/12/12/teens-social-media-and- technology-2024/. 2.U.S. Surgeon General’s Advisory on Social Media and Youth Mental Health (2023). https://www.hhs.gov/surgeongeneral/reports-and-publications/youth-mental-health/social-media/index.html 3.Riehm KE, Feder KA, Tormohlen KN, Crum RM, Young AS, Green KM, Pacek LR, La Flair LN, Mojtabai R. “Associations Between Time Spent Using Social Media and Internalizing and Externalizing Problems Among US Youth.” JAMA Psychiatry. 2019 Dec 1;76(12):1266-1273. doi: 10.1001/jamapsychiatry.2019.2325. https:// pmc.ncbi.nlm.nih.gov/articles/PMC6739732/ 4.Lissak, Gadi. “Adverse Physiological and Psychological Effects of Screen Time on Children and Adolescents: Literature Review and Case Study.” Environmental Research 164 (July 2018): 149–57. https://doi.org/10.1016/j.envres.2018.01.015. 5.Twenge, Jean. iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy--and Completely Unprepared for Adulthood--and What That Means for the Rest of Us. (2017). 6.Haidt, Jonathan. The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. (2024). 7.Muppalla, Sudheer Kumar, Sravya Vuppalapati, Apeksha Reddy Pulliahgaru, and Himabindu Sreenivasulu. “Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management.” Cureus 15, no. 6 (June 2023): e40608. https://doi.org/10.7759/cureus.40608. 8.American Psychological Association, "Health Advisory on Social Media Use in Adolescence" (2023). https://www.apa.org/topics/social-media-internet/health-advisory-adolescent-social-media-use 9.Wait Until 8th. “Wait Until 8th.” Accessed March 19, 2025. https://www.waituntil8th.org."Wait Until 8th" Campaign, www.waituntil8th.org. 10.Scofield, Sydnee. “Wake County school board joins lawsuit against social media giants.” ABC 11 News, February 20, 2024. Accessed March 20, 2025. https://abc11.com/social-media-lawsuit-wake-county-schools- board-of-education/14450653/ 11.Screen-Free Week. Accessed March 19, 2025. https://screenfree.org/about/ 12.“NC Senate Bill 55, Student Use of Wireless Communication Devices.” NC General Assembly. Accessed March 19, 2025. https://www.ncleg.gov/BillLookUp/2025/S55 13.“Social Media and Children 2024 Legislation.” National Conference of State Legislatures.Accessed March 19, 2025. https://www.ncsl.org/technology-and-communication/social-media-and-children-2024-legislation. Scan this QR code with your phone or go to https://drive.google.com/file/d/16BIFTyyRehshQKjldeMP19k5JZlzL05G/view?usp=sharing to access live resource links 919 245 2405 > 300 West Tryon Street > Hillsborough, NC 27278 > orangecountync.gov Page 2 of 2 300 West Tryon Street | Hillsborough, NC | 919-245-2400 | OrangeCountyNC.Gov/Health FOR IMMEDIATE RELEASE Media Contact Libbie Hough Communications Manager and Public Information Officer Office: 919-245-2562; Cell: 919-619-7116 lhough@orangecountync.gov Orange County Board of Health Champions Youth Mental Health with Resolution on Screen Time HILLSBOROUGH, NC (April 29, 2025) — In recognition of growing concerns over the effects of excessive screen time and social media use on youth mental health, the Orange County Board of Health unanimously approved a resolution aimed at promoting healthier screen habits among children and adolescents. Timed to coincide with Screen-Free Week (May 5–11, 2025), a national celebration that encourages children, families, schools, and communities to enjoy life beyond screens, the resolution highlights the urgent need for local action. Research cited in the resolution, including findings from the U.S. Surgeon General and the American Psychological Association, underscores the association between excessive screen use and rising rates of anxiety, depression, and other mental health challenges among youth. The Orange County Board of Health calls on families, schools, and community organizations to promote balanced technology use and encourages participation in Screen-Free Week activities. The resolution also urges policymakers to support education, advocacy, and community initiatives that help children develop healthier relationships with digital technology. To read the full resolution, visit the Board of Health’s webpage. Dr. Amy Fowler, pediatrician, member of the Orange County Board of Health, and Board of County Commissioners emphasized the importance of the resolution: “Many kids I see are spending too much time on screens and it is taking time away from more productive activities like sleep, outdoor play, and engagement with friends and family. As we see screen time increase, we are also seeing its impacts on mental health.” Orange County residents are invited to take part in Screen-Free Week events and activities. For more information about Screen-Free Week, visit screenfree.org. The Orange County Health Department exists to enhance quality of life, promote the health, and preserve the environment for everyone in Orange County. For information about the Health Department visit OrangeCountyNC.Gov/Health #### This copy is for your personal, non-commercial use only. Distribution and use of this material are governed by our Subscriber Agreement and by copyright law. For non-personal use or to order multiple copies, please contact Dow Jones Reprints at 1-800-843-0008 or visit www.djreprints.com. https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5 Screens Have Taken Over Classrooms. Even Students Have Had Enough. Educators question whether the rapid shift toward more technology has benefited learning By Sara Randazzo Follow , Matt Barnum Follow and Julie Jargon Follow Jan. 22, 2025 9:00 pm ET Class time has become screen time in American schools. Kindergartners now watch math lessons on YouTube, counting aloud with the videos. Middle- schoolers complete writing drills on Chromebooks while sneaking in play of an online game. High- schoolers mark up Google Docs to finish group projects. The rapid tech transformation amounts to a grand experiment playing out in American schools. Accelerated by pandemic-era online learning, the move has happened with little debate, conflicting research and high stakes for the nation’s children. Educators wonder whether the digitization of the classroom has really benefited learning—or if it’s done kids a disservice. Some teachers say online tools help create more engaging lessons and provide personalized instruction. Others say the screen-heavy approach has distracted students and burned out teachers. “Covid really shifted things toward, ‘Oh, we can do this,’” said Stephanie Galvani, a middle-school English teacher in suburban Boston. “But we didn’t ask: ‘Should we do this?’” 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 1/10 The shift runs counter to the prevailing advice from doctors and psychologists to limit tech use. Some frustrated parents are trying to opt their kids out of school technology, with varying degrees of success. Even some students pine for more analog methods. “I don’t like having my eyes glued on a screen for a while,” said eighth-grader Aubrey Ortiz, in San Antonio. “It gives you a headache and I really lose my focus.” Students in grades one through 12 now spend an average of 98 minutes on school-issued devices during the school day—more than 20% of the average instructional time—according to data that educational software company Lightspeed Systems analyzed at the request of The Wall Street Journal. The time spent on devices peaks at two hours and 24 minutes daily in sixth grade, or nearly 35% of instructional time, Lightspeed’s analysis of more than 2.8 million students in 344 school districts nationwide shows. Use of school devices declined among high-school students, down to 70 minutes a day for 12th-graders, with possible factors including a shift to personal devices and more flexible school schedules, according to Lightspeed. Students used their school-issued laptops in San Antonio. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 2/10 Fifty percent of teachers said their students completed at least half of their classwork on a device, up from about 20% of teachers before the pandemic, according to a 2023 survey of nearly 1,000 educators conducted by Brian Jacob, an education researcher at the University of Michigan. Use of technology for homework, group work and assessments also dramatically increased. Research on the effectiveness of tech use in education is mixed and full of company-backed analyses. “I don’t think there’s one easy answer,” Jacob said. “I just don’t think we know yet.” ‘Paper is better’ On an August day in Abby Ramos Stanutz’s San Antonio classroom, 25 eighth-graders filed into first-period English and began class as they often do, with several minutes of free writing. The students each grabbed a school-issued Chromebook and began to type. “I know your fingers are getting tired, but keep going,” Ramos Stanutz urged, dimming the lights and playing pop music softly to help students focus. Average amount of time per day students spend on school-provided devices During school Outside of school GRADE 21 hour 1 45 min.5 2 760 3 79 10 4 92 12 5 104 15 6 144 27 7 24136 8 23133 Note: Data from January–June 2024; includes 344 districts and 2.8 million students. Source: Lightspeed Systems 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 3/10 Later in the class, the students turned back to Chromebooks to record influencer-style videos explaining why they liked a book they were reading. Some of Ramos Stanutz’s students later explained that while they like the ease of turning in assignments online and using computers for technical skills like coding, the devices create distractions in class and can slow down lessons when the internet goes out or a video a teacher wants to play gets blocked by district software. “I feel like paper is better, anything other than technology,” said 14-year-old Carlos Miranda. “I’m hands-on. You can’t learn to dissect a frog with a computer.” (Education technology companies have, actually, created virtual dissection apps.) Ramos Stanutz said there’s no getting rid of technology at this point but she’s learned to strike the right balance. She’s had to find new strategies to keep students from playing online games or watching videos. “It’s like the ocean: You can never turn your back on it,” she said. Computer and internet use in schools grew rapidly in the 1990s, alongside technology’s rise in everyday life. Schools saw an opportunity to close a digital divide between low-income and wealthier students. The adoption of school technology sped up when the pandemic forced students to learn online. Federal Covid aid helped schools buy students across the country their own laptops or tablets. A multibillion-dollar education-technology industry promised its products could revolutionize teaching and catch students up after the pandemic. Students in San Antonio used laptops for a free-writing exercise. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 4/10 Abby Ramos Stanutz. PHOTO: KAYLEE GREENLEE FOR WSJ Highline Public Schools in Washington state found itself unintentionally thrust into a pre-internet era this school year when a cyberattack shut down its system for more than a month. Sixth-grade math teacher Rachel Nielsen said she initially panicked at not being able to access the digital curriculum—the only way she’d taught since becoming a teacher in 2019. She soon came to embrace methods like using physical tiles and cubes to teach geometry. Students worked together on presentations using large poster boards. Nielsen found students explained their work better when they had to physically write rather than simply plugging answers into online programs. “We got really bogged down by all the possible things we could use that are digital,” Nielsen said. “Now I’m realizing it isn’t about more technology or another app.” ‘Too good to be true’ Research on the use of technology in education remains unsettled. For instance, a review of 24 studies published last year found that college students retain more information when they take notes by hand rather than on a computer. Some research has found students have better comprehension when reading on paper rather than on a screen. ‘I don’t like having my eyes glued on a screen for a while,’ said eighth-grader Aubrey Ortiz. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 5/10 Other research on specific technology products—including digital tutoring programs—has shown improvements in student learning. Richard Culatta, the head of an association that supports teachers’ use of technology, said lessons using technology have to elevate what the teacher could otherwise do to be effective. “Does it spark curiosity? Or is it just presenting information?” Culatta said. “That distinction right there makes it clear pretty quickly whether the tech use is valuable.” Some teachers say they find technology essential for assisting students with specific needs, like using instant-translation apps for recently arrived immigrants or software to make fonts more readable for students with dyslexia. Technology companies often tout internal analyses claiming their products have led to breakthrough gains in student learning. But such results are often overstated, and companies may choose not to release unfavorable findings. “It’s really hard to move the needle on student achievement, so if you see something that’s too good to be true, it probably is,” said Betsy Wolf, a researcher who found in a 2020 paper that company- backed studies produced more positive findings than independent evaluations. IXL Learning, the company behind popular digital education platform IXL, touts that schools using the product score as much as 15 to 17 percentile points higher on state exams. The most rigorous published evaluation of the product—which is used by 15 million U.S. students— was less impressive. A Johns Hopkins University research center report, commissioned by the company, found that IXL had no clear effect on state math scores during the spring of 2023 in a Students in Ramos Stanutz’s English class. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 6/10 Michigan school district. On a different test, IXL boosted math scores by about five percentile points, the researchers found. In a separate, unpublished Johns Hopkins study—a summary of which was reviewed by the Journal —the effects of IXL were described as “directionally positive” but “not statistically significant.” The company chose not to release the study, a spokesman said, because it had a relatively small sample size. Bo Bashkov, senior manager of research at IXL Learning, said the company’s figures of 15 to 17 percentile points are “better-case scenario” benchmarks from its own state-by-state research. Removing barriers In lower-income districts, school leaders say giving students and their families access to personal devices has been a huge benefit. Computer access is now nearly universal in U.S. public schools, with 95% of schools reporting that they provided devices to students last school year, according to a federal survey. “It has removed barriers,” said Pamela Maddox, the principal of Compton Early College High School, a high-performing school in a district serving majority Latino and Black students. Parents tell her they like that students can easily access their homework from anywhere. The school has doubled down on technology, moving its library into a smaller room to make way for a high-tech lab funded by Verizon, equipped with a podcasting room, robotics equipment, 3-D printer and esports stations. On a walk through campus in September, Maddox entered an Advanced Placement English class taught by Porsja Dyer. There, students sitting with Chromebooks typed out reflections on factors that have shaped their identity. Their responses were instantly shared with the entire class. “And yes, I turned the hearts on so you can like each other’s work today,” Dyer said. At one table, students looked up from their screens to say they liked using technology in class because they can find information and write responses more quickly and it makes life easier. Reducing technology Many parents are content with the growth of educational technology. In one survey from 2023, commissioned by the nonprofit EdChoice, about three in four parents said that computer use was having a positive effect on their child’s learning. 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 7/10 Still, about 40% of parents said their children spent too much time on screens. In a separate EdChoice poll, 35% of teenagers said their school used too much technology. “For parents who want to reduce screen time, schools are undercutting them,” said Jonathan Haidt, a social psychologist at New York University’s Stern School of Business whose recent book, “The Anxious Generation,” helped fuel smartphone bans in schools across the country. Mileva Repasky, a mother of three in Phoenixville, Pa., who co-founded the nonprofit Phone-Free Schools Movement, had her children track their school and home screen use for two weeks at the Journal’s request. One Wednesday in October, her 17-year-old son, David, spent nearly 2½ hours on his school-issued Chromebook doing work at school and an additional 70 minutes doing homework on his Chromebook. That was on top of the 42 minutes at lunch watching TikTok and Netflix on his phone that day and 80 minutes at home gaming or looking at Instagram. Total screen time: more than 5½ hours. He said he learns better when taking notes on paper and that he’d like it if classmates would talk to each other more during lunch. His mom said she had no idea David was spending so much time on his laptop for school. ‘I think we were all sold a lie that this was going to completely revolutionize education,’ said Andrea Davis, a mother of five. PHOTO: KRISTINA BARKER FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 8/10 “The entire day is filled with technology,” said David, a junior at a private high school. “We use our computers from first period to eighth period, and even at lunch there’s no socializing because everyone is on their phones playing games.” Repasky’s nonprofit and other advocacy groups have helped usher in a wave of cellphone bans at the school-district and state level in recent years, though enforcement is often a challenge and phones are still pervasive on many campuses. Mom of five Andrea Davis wasn’t happy with the prevalence of technology in her local public school district in Hood River, Ore. “I think we were all sold a lie that this was going to completely revolutionize education,” she said. Davis, who runs a business that helps families reduce screen time, worked with the district to organize student and community meetings and presented a formal plan on how to reduce Amount of time at school Mileva Repasky's children spent on school-provided devices Madelyn 11 YEARS OLD 5TH GRADE M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y 1 hour 5 min.1 hour 5 min.1 hour 5 min.55 min.40 min. SCHOOL DAY Katie 13 YEARS OLD 7TH GRADE M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y 1 hour 1 hour 18 min.1 hour 30 min.1 hour 15 min.1 hour 31 min. David 17 YEARS OLD 11TH GRADE M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y 2 hours 2 hours 30 min.1 hour 27 min.1 hour 2 hours 22 min. Note: Data for Oct. 28-Nov. 1, 2024 Source: Mileva Repasky 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 9/10 Appeared in the January 24, 2025, print edition as 'Screens Are Taking Over In American Classrooms'. technology use. This school year, the middle-schoolers aren’t bringing school-issued iPads home with them, and the district is making sure every tech application is educationally sound. School leaders didn’t take up other recommendations, like banning YouTube and eliminating iPads in early-grade classrooms. “There’s this misconception that we’ve let the cat out of the bag,” Davis said. “But no, this is an opportunity we have now.” Write to Sara Randazzo at sara.randazzo@wsj.com, Matt Barnum at matt.barnum@wsj.com and Julie Jargon at Julie.Jargon@wsj.com 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 10/10 “I have never seen a program change the culture of our schools the way Hope Squad has. The power of peer-to-peer and education about mental illness has opened doors and saved lives.” Dr. Holly Ferguson, Superintendent of Prosper Independent School District, Prosper, TX Did you know struggling students are more likely to confide in a peer than an adult? With Hope Squad, 95% of student members reported knowing how and where to get help. 95% of school leaders agreed Hope Squad provides the support needed to be effective. 100% of parents agreed Hope Squad helps their child make a positive difference. 98% of school administrators agreed Hope Squad promotes a positive school climate. Why Choose Hope Squad? Hope Squad’s peer-to-peer suicide prevention programming enables all students to thrive. Student-Centered Programming Transformational Impact Collaborative Partnership PROGRAM INNOVATION Grant Resource HOPE SQUAD® Share the Hope. Save a Life. This document is designed to help anyone understand, write, and submit grant applications. Whether you're seeking funding for one Squad or a whole district, this guide provides step -by- step instructions, best practices, and examples to support your application process. By following the guidance in this document, you will be well-equipped to create compelling grant proposals that stand out and secure the funding you need. A quick note about metrics and deliverables: It is important to outline clear and measurable metrics that will demonstrate the success and impact of your Hope Squad. Establishing key performance indicators (KPIs) and deliverables will not only guide your project's implementation but also provide tangible evidence to funders that their investment is yielding positive results. As a reminder, Hope Squad is able to provide some specific data in relation to your school or district, if your Advisors have the students, parents, and admins fill it out. All data will be de- identified before it is sent, ensuring confidentiality and privacy. However, Hope Squad does not claim responsibility for the completion of any grant objectives as you lay them out in your grant document. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 2 Learning About Grants .................................................................................................................. 3 Common Inclusions in Grant Applications ................................................................................. 3 Differences Between Federal/Gov’t and Private Applications...................................................... 4 Steps to Take When Considering Grants to Support Your Hope Squad ......................................... 5 Sample Grant Timeline ............................................................................................................. 6 Grant Application Sample Content for Hope Squad ....................................................................... 7 Cover Letter ............................................................................................................................. 7 Executive Summary .................................................................................................................. 7 Statement of Need ................................................................................................................... 8 Project Description ................................................................................................................... 9 Summary of Hope Squad Program Components .................................................................... 9 Project Goals ......................................................................................................................... 11 Objectives .......................................................................................................................... 11 Phased Implementation Plan .................................................................................................. 12 Expected Outcomes ............................................................................................................... 13 Evaluation and Metrics for Success ..................................................................................... 14 Target Population and Demographics ...................................................................................... 17 Sustainability Plan .................................................................................................................. 18 Organizational Background and Capacity ................................................................................ 18 Budget and Justification .......................................................................................................... 19 Grant Appendices ............................................................................................................... 20 Additional Supportive Information: ............................................................................................. 22 Additional Information about Hope Squad Program: ................................................................ 22 Cover Letter ........................................................................................................................... 25 Letter of Support Template ...................................................................................................... 26 Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 3 Learning About Grants Common Inclusions in Grant Applications 1. Cover Letter: A brief, formal letter introducing the applicant, summarizing the project, and explaining why the funding request aligns with the grantor’s mission. 2. Executive Summary: A concise summary of the project, outlining its objectives, expected outcomes, target audience, and the funding request amount. 3. Statement of Need: A section describing the problem or need the project addresses, supported by data, research, and specific evidence of why the issue is important. 4. Project Description: Details about the project, often including: • Goals and Objectives: Clear goals and measurable objectives. • Activities and Timeline: Specific actions planned, and a timeline for implementation. • Methodology: The approach or strategies used to achieve the objectives. 5. Target Population and Demographics: Information about the people or community served, including demographics, location, and unique needs. 6. Evaluation Plan: A plan to assess the project’s impact and effectiveness, often outlining metrics, data collection methods, and reporting practices. 7. Sustainability Plan: A description of how the project will continue after the grant period ends, either through other funding sources or ongoing community support. 8. Budget and Justification: A detailed budget with explanations for each expense, demonstrating responsible use of funds and alignment with project goals. 9. Organizational Background and Capacity: Information about the applicant organization’s history, mission, past accomplishments, and its capacity to implement the proposed project. 10. Appendices: Additional materials, such as letters of support, resumes of key personnel, charts, data, or other relevant documents to reinforce the proposal. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 4 Difference s Between Federal/Gov’t and Private Applications ASPECT FEDERAL/GOV’T GRANTS PRIVATE FOUNDATION GRANTS Application Process Highly structured with standardized forms and strict guidelines, usually submitted through government portals like grants.gov. More flexible with unique guidelines, submitted via email, online forms, or foundation- specific portals, often starting with Letters of Inquiry (LOIs). Review Process Reviews are rigorous and standardized, with multiple reviewers and specific scoring metrics. The process can be lengthy, with results taking months to release. Reviews vary from informal to structured, often involving board members or advisors. Timelines are typically shorter than for government grants. Funding Requirements and Priorities Often prioritize programs with broad public impact, aligning with policy goals. Require evidence-based programs with specific success metrics. Focus on the founders' or board's interests, often funding innovative or niche projects not fitting federal criteria. Compliance and Reporting Compliance requirements include detailed financial documentation, regular progress reports, and adherence to federal regulations. Failure to comply can result in loss of funding. Reporting often focuses on project outcomes with more flexibility and less intensive financial scrutiny. Budget and Allowable Expenses Follow strict federal guidelines, exclude indirect costs and prohibited items like lobbying. Be cautious with reimbursement grants, as they often require you to spend money prior to receiving money and may not be suitable for your needs. Typically offer more flexibility in allowable expenses, including areas like capacity building or indirect costs. Match Requirements Often require matching funds from the applicant, either cash or in-kind, to show investment. Rarely require matching funds but may prefer evidence of other funding for project sustainability. Timing and Availability Issued annually with predictable schedules and published notices, helping organizations plan their applications. Lack regular deadlines, often operating on a rolling basis or offering funds periodically. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 5 Steps to Take When Considering Grants to Support Your Hope Squad To maximize success, schools or districts should approach grant applications strategically. Here’s a step-by-step guide to choosing the right grant and applying successfully: 1. Identifying Needs and Objectives • Assess Program Needs: Determine the specific needs that a grant would address (e.g., mental health programming, curriculum updates, technology upgrades). • Define Objectives: Outline clear, measurable objectives to address those needs. 2. Research Potential Grants • Compare Federal vs. Private Grants: Choose which type suits your project best. • Matching Criteria: Ensure the grant’s goals align with your objectives. • Funding and Restrictions: Consider the needed funding and allowed expenses. 3. Assess Readiness and Resources • Capacity to Manage the Grant: Determine if the school has the personnel and systems to manage the grant effectively. • Gather Supporting Data: Collect relevant data to support the application. • Confirm Stakeholder Support: Get buy-in from key stakeholders. 4. Draft a Timeline and Team for the Grant Application Process • Identify Key Personnel: Assign a grant team with relevant expertise. • Set a Timeline: Create a realistic timeline for preparing, writing, and submitting the application. • Budget Planning: Start drafting a budget that matches grant requirements. 5. Writing the Grant Application • Review the grant’s guidelines in detail and complete each section thoroughly. • Clearly explain why the program is necessary, detail goals, objectives, activities, and timelines. • Provide a clear, itemized budget with justifications and describe how you’ll assess the program’s success. • Ensure the application is clear, well-organized, and free of errors. 6. Submit the Application and Follow Up • Double-Check Requirements: Confirm that all required documents are included. • Submit Early and Follow Up: Confirm receipt and inquire about the decision timeline. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 6 Sample Grant Timeline This timeline assumes a 12-week period leading up to the grant submission deadline, though you can adjust it based on specific grant requirements and internal timelines. Week 1-2: preparation and planning Identify project needs: collaborate with stakeholders, set goals. Research grants, check eligibility. Hold stakeholder meeting: confirm alignment, assign roles. Set timeline: form team, assign roles, and set deadlines. Week 3-4: Data Collection and Drafting Gather Supporting Data: Collect statistics, research findings, program successes, community needs, and student demographics Draft Program Description: Begin drafting the project narrative by focusing on the goals, objectives, activities, and timelines. Identify and outline potential measurable outcomes. Budget Planning: Collaborate with the finance team to create an initial budget that outlines all projected costs, including training, materials, staffing, and evaluation expenses. Week 5-6: Writing the Application Statement of Need: Use collected data to explain why the project is vital for your school or district. Refine Project Description and Objectives: Detail each objective and activity, aligning them with the grant's goals. Specify timelines, roles, and required resources. Budget Justification: Finalize the budget and justify each expense, ensuring they align with grant guidelines. Evaluation Plan: Outline how to assess the project's success, including metrics, data collection methods, and reporting requirements. Week 7-8: Review and Revise Internal Review: Share the application draft with team members and stakeholders for review and feedback. Ensure alignment with the school. Focus on clarity, conciseness, and alignment with the grantor’s objectives. Proofread: Check grammar, formatting, and consistency. Ensure compliance with the application’s guidelines. Week 9-10: Finalization and Approval Prepare Required Attachments: Compile required supporting documents, such as letters of support, resumes, organizational charts, and tax status documentation. Administrative Approval: Present the final draft to school administrators or district leadership for approval. Gather necessary signatures from authorized personnel (e.g., superintendent, principal, finance officer). Week 11: Submission Preparation Double-Check Requirements: Review the application checklist to ensure all components are included and complete. Submission Platform Review: Confirm familiarity with the grant’s submission process (e.g., online portal, email, or mail). Prepare digital copies in the required formats. Submit Application Early: Aim to submit the application a few days before the deadline to allow for technical issues or last-minute changes. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 7 Grant Application Sample Content for Hope Squad Cover Letter Purpose: Introduce the school or district, outline the need for suicide prevention, and explain why Hope Squad is the ideal solution. • Sample Content: At [school or district name], we aim to provide a safe and supportive environment for all our students. Currently, we are identifying several mental health and school safety issues that need to be addressed. These include [increased levels of stress and anxiety among students, as well as concerns about bullying and emergency preparedness.] To tackle these issues, we have [implemented several measures. Our initiatives include enhancing our school's counseling services, organizing workshops on mental health awareness, and establishing clear protocols for handling emergencies and bullying incidents.] We are committed to continuously improving our approach to ensure the well-being and safety of our school community. • On behalf of [School or District Name], we are seeking funding to implement Hope Squad, an evidence-based, peer-led suicide prevention program. This program helps students identify and support peers in crisis, fostering a safe, stigma-free school environment. It encourages students to recognize warning signs and provides them with resources for support. Feedback from administrators shows that Hope Squad contributes to a positive school culture, and we would like to join the thousands of schools and 43 states that currently have this program in place. • Hope Squad equips students with essential skills to manage daily stress, promotes emotional literacy, leadership, safety, and actively discourages drug use. Additionally, it addresses the dangers of social media, educating students on recognizing risks like cyberbullying and the impact on mental health. Executive Summary Overview: Summarize the project’s main goals, the intended impact, and the funding amount requested. • Sample Content: "[School or District Name] requests [amount] to launch Hope Squad in [number of schools]. This initiative will support student-led mental health advocacy, reduce suicide stigma, and foster a supportive school climate. Funds will enable advisor training, student resources, and engagement activities, impacting [estimated number] students and their families." Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 8 • Hope Squad will serve approximately [number of students] in grades [specify grade levels, e.g., 6-12], offering a structured curriculum and ongoing peer support. This funding will allow us to train advisors, engage students, and run awareness events, including the school-wide Hope Week. Through Hope Squad, our goal is to create a culture of connection, resilience, and hope within our school. Statement of Need Problem Description: Highlight the need for youth mental health support and suicide prevention in your school or district, referencing local or national statistics if possible. • Sample Content: Youth suicide rates are rising nationwide, with many students facing mental health challenges without adequate support. In our community, [insert relevant local statistics or insights, e.g., recent mental health statistics for the area or challenges specific to the student population]. Schools play a crucial role in addressing these needs by creating environments where students feel safe and supported. • Despite these needs, our school currently lacks a structured, peer-led mental health program that directly addresses suicide prevention. Research and feedback from schools with Hope Squad programs indicate its effectiveness in reducing stigma, increasing student connectedness, and providing students with the resources they need to help each other. Implementing Hope Squad in [School or District Name] will address this critical gap and create a foundation for sustainable mental health support. • Supporting Points: o Youth mental health needs are rising nationwide, with suicide prevention a top priority in school settings. o Many school staff and administrators report needing more resources, training, and consistent opportunities for student engagement to fully realize Hope Squad’s potential. o Include any crisis referral data or mental health screener data you may already have for your school, district or county. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 9 Project Description This project aims to implement the Hope Squad program at [School Name] to create a peer-led suicide prevention initiative. The program empowers students to identify signs of distress in their peers and connect them with trusted adults. By training students—Hope Squad Members—and certified advisors, it fosters a supportive environment for mental wellness. Squad Members act as additional eyes and ears, observing signs of distress and reporting them, rather than serving as counselors. Hope Squad offers a comprehensive gatekeeper model reinforced through various lessons. It includes experiential learning, confidence building, mental health literacy, and self-care knowledge for students. Squad Members are selected by their classmates as peers they trust and would approach to talk to. These selected members are then screened by adults, approved for participation by their parents, and introduced to Hope Squad through a series of meetings and events. Trained Advisors (school personnel managing the Squad) have streamlined access to program resources through a virtual portal, complete with direct links to lesson materials, monthly activity toolkits, and a Hope Week Toolkit. Advisors can quickly access content, reducing preparation time and helping them focus on meaningful interactions with students. The lessons imparted during Hope Squad meetings are actively implemented within the broader school community through the efforts of individual members, monthly themes, and school-wide events and activities. The initiatives of Hope Squad are integrated into the daily school environment in a manner that avoids adding extra burden or distracting from educational objectives. This approach ensures that support is nurtured not only within the school but also extends into students' homes and the wider community. Summary of Hope Squad Program Components A more detailed description of the following information is available in the “Additional Supportive Information” section of this document, however the highlights listed here may be beneficial to additional questions in the Project section of a grant application. • HOPE Approach: A foundational lesson that teaches suicide prevention, recognizing warning signs, and connecting peers with trusted adults. • Age-Specific Elements: o Elementary: The elementary curriculum introduces key skills in resilience, relationship-building, bullying prevention, and self-awareness, laying the groundwork for students' mental wellness and future learning. Many lessons use books to promote reading literacy and social-emotional development while Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 10 emphasizing the importance of identifying and informing trusted adults about peers in need. o Secondary: Junior high/high school students annually learn to identify warning signs and follow referral protocols. The program covers relationships, self-care, leadership, empathy, resilience, and coping skills, with flexible lesson formats. It emphasizes experiential learning and includes activities for the school community and families. Lesson Strands (Structured topics spanning age levels with years of material) • Core Hope Squad Content • Suicide Prevention • Building Relationships (Elementary)/Developing Emotional Intelligence (Secondary) • Understanding Ourselves (Elementary)/Cultivating Empathy (Secondary) • Constructive Choices • Bullying Prevention (Elementary)/Developing Resilience (Secondary) Program Activities and Community Engagement • Hope Week: A central program event that raises school-wide awareness and reduces stigma. Hope Week activities include workshops, mental health speakers, schoolwide kindness activities, and awareness campaigns, fostering a unified approach to mental health. • Monthly Mental Health Themes: Each month, Hope Squad will focus on a theme to engage the squad, students, faculty, families and community. Parent and Community Involvement • Ongoing Parent Education: Regular information for parents to educate them on mental health topics and how to support their children. • Community Partnerships: Collaborations with local mental health organizations, community leaders, and businesses to provide additional resources and support for students and families. • Regular Feedback and Improvement: Collecting feedback from students, parents, and educators to continually improve the program and ensure it meets the community’s needs. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 11 Project Goals Goals are broad, overarching outcomes that the program aims to achieve over time. They define the ultimate impact of implementing the Hope Squad program. 1. Enhance Suicide Prevention Literacy and Stigma Reduction: Foster a culture of mental health awareness where students feel empowered to openly discuss mental health, reducing stigma and encouraging help-seeking behaviors. 2. Strengthen School Safety and Support Networks: Create a supportive environment where students, through their training as Hope Squad members, act as the "eyes and ears" of the school, recognizing peers in crisis and connecting them with trusted adults. 3. Promote School-Wide Engagement and Community Building: Encourage positive relationships and a sense of belonging through school-wide events such as Hope Week and monthly awareness campaigns. Objectives Objectives are specific, measurable actions that support the achievement of the program’s goals. They outline what will be accomplished within the grant period. 1. Train Advisors and Students in Suicide Prevention: Conduct [X number] of HOPE Approach training sessions for advisors and student members, equipping them with gatekeeping skills to identify and refer peers in distress. 2. Increase Peer-Led Engagement in Suicide Prevention Efforts: Implement [X number] of peer-led mental health awareness activities and workshops, increasing participation and reinforcing suicide prevention literacy among the student body. 3. Facilitate Regular Mental Health Awareness Events: Organize and execute monthly themes and events, including Hope Week, to promote consistent engagement and education around mental wellness. 4. Enhance Crisis Identification and Referral: Establish a clear protocol for Hope Squad members to report concerns to trained advisors, aiming for [specific metric, e.g., 100% of reported cases receiving appropriate follow-up]. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 12 Phased Implementation Plan Phase 1: Program Setup and Advisor Training (Months 1-2) • Advisor Selection: Select school staff to serve as Hope Squad advisors, ensuring they have a strong interest in student mental health and well-being. Advisors will be responsible for guiding students, facilitating discussions, and organizing events. • Advisor Training: Advisors will undergo an estimated 6 hours of comprehensive training in the HOPE Approach, program implementation guidance, skills-based practice on how to lead discussions on mental health, manage student questions, and support squad members. Advisors also learn how to utilize Hope Squad’s online portal for resources and program guidance through a series of microlessons available on demand. • Baseline Data Collection: Collect initial data to assess the current mental health climate, student connectedness, and awareness levels related to mental health and suicide. This may include surveys, attendance records, and input from counselors and administration. Phase 2: Student Selection and Training (Months 2-3) • Student Nominations and Selection: Identify and nominate students based on their trustworthiness, empathy, and leadership qualities. Teachers, counselors, and peers may contribute nominations to ensure diverse representation within the Hope Squad. • HOPE Approach Training for Students: Once selected, Hope Squad members will participate in training sessions to learn the HOPE Approach. Training topics will include recognizing mental health warning signs, handling sensitive conversations, and understanding when to refer peers to adults. • Program Introduction to School Community: Host an informational event to introduce Hope Squad to the broader school community, explaining the program’s purpose, how students can engage with squad members, and the availability of support resources. Phase 3: Program Activation and Initial Engagement (Months 3-6) • Monthly Hope Squad Meetings: Begin regular meetings with Hope Squad members to discuss mental health topics, practice skills learned during training, and plan school-wide activities. Meetings will also provide a safe space for members to share their experiences and receive support. • Hope Week Planning and Execution: Organize Hope Week as a major event to raise awareness about mental health and suicide prevention across the school. Activities may include guest speakers, workshops, and peer-led activities that promote inclusion and empathy. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 13 • Monthly Awareness Themes: Implement monthly themes focused on mental health awareness, resilience, and support strategies. Themes may include “Kindness and Inclusion,” “Self-Care and Wellness,” and “Building Connections,” with activities aligned to each theme. Phase 4: Evaluation and Continuous Improvement (Ongoing, with Quarterly Checkpoints) • Ongoing Feedback Collection: Gather ongoing feedback from Hope Squad members, advisors, and the school community. Feedback will inform adjustments to the program and help address any emerging needs or challenges. • Data Tracking and Progress Reporting: Track key metrics such as referrals made, advisor and student satisfaction, participation in Hope Week, and attendance at monthly meetings. Quarterly reports will be prepared for internal review and grant reporting. • End-of-Year Assessment and Review: Conduct a comprehensive assessment at the end of the school year, reviewing data to evaluate the program’s effectiveness in improving mental health awareness, student connectedness, and help-seeking behaviors. Use this data to make program improvements for the following year. Expected Outcomes Upon successful implementation, [School Name] will develop a proactive and sustainable peer- to-peer suicide prevention program that emphasizes collaboration among student leaders and is underpinned by strong school faculty and staff support. Hope Squad aims to cultivate an inclusive and empathetic environment that empowers students to address mental health challenges effectively while providing resilient support to their peers and the broader school community. The program incorporates structured components to achieve these goals, including training sessions and interactive activities tailored to enhance students' and staff's efforts in suicide prevention. These adaptable lesson formats will allow for continuous mental health education and gatekeeper skill development, particularly equipping students with the tools to identify and address mental health concerns within themselves and among their classmates. Moreover, the Hope Squad program will actively engage the selected Squad members and the entire school population, promoting a culture of openness and understanding surrounding mental health. By fostering strong connections and proactive support systems, this initiative will encourage students to seek help and support each other in overcoming personal challenges. Ultimately, [School Name] aspires to create a healthier school environment where every student feels valued, understood, and equipped to contribute positively to their mental well-being and that of others, and believes Hope Squad will help [School Name] achieve this aim. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 14 Evaluation and Metrics for Success Approach: Measure success through both quantitative (e.g., referral rates, engagement levels) and qualitative (e.g., advisor and member feedback) metrics at multiple time points. Note for Your Grant Writing Team: While Hope Squad supports school data collection by providing access to de-identified results from students, advisors, and parents, Hope Squad is not responsible for achieving your grant outcomes as specified in your grant application. The pre- and post-survey data collection is solely dependent on whether Advisors administer the surveys or [school/district] opts-out of collection. Data is only shared with those having a school domain address and doesn't capture identifying information. If you have questions, or need assistance, email our research team at research@hopesquad.com Sample: “We will evaluate the program’s impact through both quantitative and qualitative measures collected at multiple time points. Pre-, mid-, and post-program surveys will assess changes in mental health literacy, stigma reduction, and help-seeking behaviors among students. Additionally, we will collect data on referral rates, engagement levels in peer-led activities, and participation in events like Hope Week. Qualitative feedback from advisors, Hope Squad members, and other stakeholders will be gathered regularly through interviews, focus groups, and written reflections. This will help us understand program challenges, successes, and opportunities for improvement. By evaluating progress throughout the program and not just at the end, we aim to ensure continuous growth, timely adjustments, and sustained impact.” Key Performance Indicators (KPIs): Increased Mental Health Awareness: Measure changes in student understanding of mental health concepts (e.g., suicide prevention skills and gatekeeper knowledge), as reflected in pre- and post-program surveys. Student Help-Seeking Behavior: Track the number of students referred to counselors by Hope Squad members and the frequency of peer-to-peer support interactions. Program Engagement and Visibility: Monitor participation in Hope Week and monthly awareness events, as well as feedback from school-wide surveys on program visibility and impact. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 15 Data Collection Methods: Member Pre- and Post-Surveys: Administer surveys at the beginning and end of the school year to measure changes in the following outcomes. Suggested Target: 75% of active members complete the pre/post-survey Elementary Measured Outcomes: - Bullying Resistance - Enjoyment - Peer Support Willingness - Referral Efficacy - Self-care Awareness - Stress Secondary Measured Outcomes: - Compassion Fatigue - Compassion Satisfaction - Gatekeeper Knowledge - Suicide Prevention Knowledge & Skills - Peer Support Engagement - Peer Support Willingness - Referral Efficacy Stakeholder Pre- and Post-Surveys: Hope Squad school administrators, advisors, and parents are encouraged to complete provided surveys at the beginning and end of each academic year. Results from these surveys can speak to whether and how stakeholders believe Hope Squad has impacted the school environment and overall satisfaction with the program. Suggested Target: 50% of active members complete the pre/post-survey Mental Health Referral Forms (MHRF): These forms are designed to capture instances of mental concerns among any student within a school – not just Hope Squad members. The data collected is indicative of how members' learnings (e.g., addressing mental health stigma, willingness to engage in help-seeking behaviors, etc.) and schoolwide activities permeate throughout the student body. Moreover, the MHRF can capture how a student was referred to a trusted adult, the nature of the student’s mental health concern, relevant adverse events, and what resources were provided to the student. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 16 Suggested Target: Report the total number of MHRF collected as well as the number or ratio) of referrals provided by Hope Squad members versus students in the general population. Additional metrics of potential interest are student demographics, the nature of each concern (e.g., suicidal ideation with intent to harm oneself versus suicidal ideation without intent to harm oneself), and the frequency of each type of follow-up resource provided to students in need. Additional Metrics for Schools to Consider Collecting Independently: Advisor and Member Reports: Collect feedback from advisors and Hope Squad members after each major event to assess engagement, program challenges, and opportunities for improvement. Collect the number of members trained. Quarterly Reports: Generate quarterly reports to continuously assess the program’s impact on student connectedness, awareness, and safety. Stigma Reduction: If wanting to report specifically on stigma reduction, we recommend using a validated survey instrument, such as the Stigma of Suicide Scale (SOSS-SF). Hope Squad’s previous research (2022) has used this scale. School Wide Changes: Schoolwide Student Survey Pre-Hope Squad formation and Post implementation would greatly enhance the evidence of impact. If you do choose this measure, Hope Squad would love to know about your findings! Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 17 Target Population and Demographics • Description: Describe the student population the program will serve, including demographic details and any specific community needs. • Demographics: Hope Squad programming is designed to serve students in grades 4 through 12, with the opportunity to impact students from kindergarten through their senior year of high school. The program specifically targets students who might otherwise lack access to mental health resources, equipping them with tools to support one another. Hope Squad prioritizes literacy, accessibility, and cultural relevance. Research suggests that larger teams of peer supporters AND those that are representative of the student body can result in a better diffusion of suicide prevention program's messaging in schools (Pickering et al., 2018; 2022). • Sample: Hope Squad will serve approximately [number of students] in grades [6-12, etc.] across [specify school or district area, e.g., rural/suburban/urban settings]. Many students face barriers to mental health care, and peer-led support can be a powerful first step in addressing these challenges. The program will prioritize inclusivity and support students from diverse backgrounds, including those in underserved communities who may lack access to mental health resources. Member Demographics collected via Hope Squad: • Age (Birth Month/Year) • Grade Level • Gender Identity • Racial/Ethnic Identity • State • School Name Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 18 Sustainability Plan • Strategy: Funding will address critical needs for training and program materials, empowering advisors to maintain the program effectively. By establishing a sustainable model that includes a student council, trained advisors, and maintaining continuity with members who serve on the squad year after year, the team operates efficiently. • Long-Term Plan: Secure sustainable funding through school budgets and community partnerships, with continued collaboration with mental health organizations • Sample: This funding will provide the resources needed to establish Hope Squad and support its initial implementation. Our goal is to sustain the program through continued collaboration with school counselors, community mental health organizations, district-level funding, partnerships with mental health or healthcare organizations or national funding through Title IV or Title I. We will integrate Hope Squad activities into our school’s yearly calendar to ensure its longevity. At an estimated expense of $6.00 per student*, this program remains affordable year over year. By building relationships and a culture of support, we anticipate that the program will grow and remain a vital part of our school’s mental health resources. Organizational Background and Capacity • School or District Background: Describe the school’s commitment to student well- being and previous mental health initiatives. • Capacity to Implement Program: Highlight existing mental health resources (e.g., counselors, school psychologists) that will support Hope Squad. Sample: [School or District Name] has a long-standing commitment to student well-being, previously implementing [mention any relevant programs or initiatives, e.g., anti-bullying campaigns, mental health awareness events]. Our counseling and administrative teams have the experience needed to support Hope Squad’s implementation, and we have strong relationships with local mental health organizations that will reinforce the program’s goals. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 19 Budget and Justification • Itemized Budget: o Training and Resources: Fund Certified Advisor training for a minimum of 2 advisors per school, 2 seats to Advisor Gatekeeper training (QPR, LivingWorks Start) as well as any resources or stipends needed. o Community Engagement and Awareness: Provide for Hope Week and monthly mental health awareness activities to promote school-wide support and reduce stigma. o Implementation Support: Allocate funds for materials, scheduling support, and resources that facilitate regular, impactful Hope Squad meetings. • Justification: Each item in the budget directly addresses areas identified by advisors and administrators, fostering program sustainability and a positive impact on school climate. Sample: Item Description Amount Training for Advisors Certified Advisor and Gatekeeper training $[X] Advisor Stipend Supporting additional time Advisors provide $[X] Program Materials Awareness materials and activity guides $[X] Hope Week Activities Resources and promotional materials for events $[X] Monthly Awareness Events Materials for ongoing student engagement $[X] Evaluation Tools Survey tools, data collection, and analysis support $[X] Justification: These expenses will directly support program implementation, including comprehensive training, materials for student and community engagement, and evaluation to ensure the program’s impact is measured and understood. This budget has been designed based on identified needs from existing Hope Squad programs and feedback from advisors and administrators. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 20 Grant Appendices • Letters of Support: From school administrators, community leaders, and mental health professionals who advocate for the Hope Squad program. (See template) • Program Evaluation Data: In reviewing MHRF data from the 2023-24 academic year to present, 95% of referrals were made by non-Hope Squad members. This demonstrates that Hope Squad’s programming extends its impact beyond its members, fostering school-wide awareness of resources and encouraging help-seeking behaviors. The data highlights how the program creates a culture of care, equipping the entire school community with the knowledge and confidence to take action when someone may be struggling. • Advisor and Administrator Feedback Excerpts: Quotes from Hope Squad stakeholders in the 2024-2024 academic year that emphasizes the program’s positive impact. For instance: o Administrator: “Hope Squad has been a positive connection and reinforcement of our school-wide message of 'All Are Welcome Here'. It has been a great peer to peer program and allows for positive school culture that promotes a sense of belonging.” o Advisor: “The most important benefit Hope Squad brings to our school is encouraging and promoting a school climate of kindness and friendship. Hope Squad members connect with students from every level on campus and encourages positive relationships where kiddos have more connectedness and feeling of belonging across the grade levels.” o Parent: “Learning about how to help his peers identify when they might need some help has strengthened my son’s ability to identify that same thing in himself. His self-awareness has grown as he’s helped others grow. He’s always been a very compassionate and empathetic kid, and this has only increased with his participation. He loves the community Hope Squad provides and was excited to participate in every meeting and feels like he’s making a difference.” • Testimonials: From students and advisors who’ve experienced the benefits of Hope Squad, demonstrating the program’s life-saving potential and its role in building a positive school culture. For instance: o “Hope Squad has taught me the importance of inclusivity and compassion as many students can feel isolated and unseen. I now know that every day interactions can help make a connection that positively impacts others” - (Hope Squad Member Abigail W.) Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 21 o "Hope Squad helps me connect to my community because [it] has encouraged me to make more friends and attend events and build connections with people that otherwise, I'm not sure I would have made. I feel as though because of Hope Squad, I'm close to a big portion of my school/peers." (Hope Squad Member: Lily L.) o “I have loved being a part of Hope Squad. I have always been aware of mental health issues and the signs but actually being trained to deal with them has helped me learn a lot more. I feel more secure and comfortable knowing that I will be able to notice the warning signs and know how to deal with the situation accordingly. I also enjoy going to our meetings for our lessons. I have truly learned a lot and feel that I have become a better person because of Hope Squad.” (Hope Squad Member, Asma M.) o “Being a part of Hope Squad has been an incredibly profound and meaningful experience for me. It has allowed me to gain invaluable insights and learnings, which have helped me develop my emotional intelligence and hone my problem- solving abilities. These skills have not only enabled me to support my fellow high school students, but they have also fundamentally changed the way I approach helping others.” (Hope Squad Member: Saahithi P.) o “The most meaningful thing about Hope Squad to me is being able to educate the student body at my school. Many people do not know what mental health is or even how to take care of their own wellbeing. Hope Squad presents an opportunity to create a positive atmosphere in your school.” (Hope Squad Member, Reagan G.) Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 22 Additional Supportive Information: Additional Information about Hope Squad Program: Program Components 1. Integrated Gatekeeper Model - HOPE Approach • At the core of Hope Squad is the HOPE Approach, a foundational lesson that builds essential suicide prevention competencies, including understanding protective factors, recognizing warning signs, and connecting peers with trusted adults. • HOPE Approach content is spiraled throughout lessons to continue building knowledge and practicing critical skills in identification and referral. 2. Age-Specific Elements: o Elementary: Designed for younger students, the elementary curriculum introduces essential skills in resilience, relationship-building, bullying prevention, and self-awareness. This foundational framework supports mental wellness and prepares students for more advanced concepts as they progress. Many of these lessons are based on popular books, promoting both reading literacy and social-emotional development. Identifying students who are experiencing difficulties is not only important, but it is also the centerpiece of the program. Informing a trusted adult is the recommended course of action for students. o Secondary: Each year, junior high and high school students learn to identify warning signs, address distress or suicide, and follow referral protocols for timely intervention. This 3-lesson framework is repeated annually to ensure competency. Hope Squad then offers lessons on relationships, self-care, leadership, compassion, mindfulness, empathy, resilience, and coping skills. Advisors can choose from a set number of lessons each year, with new material available for 3 to 4 years. Squads can use both full-length (1-hour) and mini-lesson (under 30 minutes) formats, adapting to different schedules while covering critical concepts. The program emphasizes experiential learning and includes optional activities for the school community and families in each lesson. 3. Program Lesson Strands (Topics) The lessons have been organized into clearly defined strands that provide structure across age levels, with 3 years of material for elementary, junior high and 4 years for High School. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 23 o Core Hope Squad Content: Foundational concepts, including team building, the suicide prevention gatekeeper model, and essentials of both peer support and Squad membership. o Suicide Prevention: Comprehensive lessons emphasize mental health literacy and strengthen skills in warning signs identification, the power of protective factors, and connecting peers with appropriate help. o Building Relationships (Elementary) / Developing Emotional Intelligence (Secondary): This strand covers peer interactions, communication techniques, empathy, emotional understanding, and fostering positive relationships. In high school, it also includes leadership skills for post-graduation readiness. o Understanding Ourselves (Elementary) / Cultivating Empathy (Secondary): Understanding Ourselves (Elementary) / Cultivating Empathy (Secondary): This strand emphasizes self-awareness and empathy, while also incorporating essential self-care concepts like mindfulness and addressing toxic positivity. o Constructive Choices: Constructive Choices: Guiding students in making positive, responsible decisions, including self-regulation and conflict resolution. This strand also identifies key components of school safety and how to cultivate a safe school community. It teaches students to recognize and support peers who may be at risk of harming themselves or others. o Bullying Prevention (Elementary) / Developing Resilience (Secondary): Bullying Prevention (Elementary) / Developing Resilience (Secondary): Focusing on kindness and anti-bullying for younger students, advancing to resilience and coping skills for older students. This includes learning how to manage stress, adapt to change, and bounce back from setbacks, as well as techniques for maintaining a positive outlook and fostering perseverance in the face of challenges. 3. Program Activities and Community Engagement • Hope Week: A central program event that raises school-wide awareness and reduces stigma. Hope Week activities include workshops, mental health speakers, schoolwide kindness activities, and awareness campaigns, fostering a unified approach to mental health. • Monthly Mental Health Themes: Each month, Hope Squad will focus on a theme to engage the squad, students, faculty, families and community. These themes largely center around the program, aligning with lessons, national awareness months, community and parent engagement and more. o Schoolwide activities for all students can include: Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 24 ▪ Posters and Social Media Campaigns: Share information about the monthly theme to encourage participation and reinforce mental health messages. ▪ Lunchtime Engagements and Workshops: Provide informal spaces where students can engage with Hope Squad members, participate in stress-relief activities, or learn more about mental health topics. o Faculty and Staff activities can include: ▪ Reflection and celebration in staff meetings: Highlighting the theme of the month starts with staff and faculty as well as focal points on allowing space in meetings to reflect and grow around that month’s theme. ▪ Peer Observation/Mentorship Programs/Staff Highlights: Give space for staff and faculty to practice the theme of the month directly in order to ensure the theme is interwoven throughout the entire school community. o Parent Engagement includes an email or letter that can be sent to parents that highlights the monthly theme and various activities that parents/guardians can practice with their students to continue the theme at home. Activities can include: ▪ Family Communication: Taking the form of reflection/celebration practice around the monthly theme these activities center around bringing the family together through conversation. ▪ Family Bonding: Activities are also provided that encourage families working together to embody the theme of the month, be it family game night, kindness boards, family gardens, etc. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 25 Cover Letter [Dear [Grant Funder’s Name], On behalf of [School or District Name], we are requesting funding to implement Hope Squad, a peer-led, evidence-based suicide prevention program. This initiative aligns with our commitment to fostering a safe and supportive school environment, where mental health literacy is prioritized, and students are empowered to seek help for themselves and their peers. Statement of Need: Our school community, like many others, faces a growing need for mental health support, with limited resources to address these challenges comprehensively. Youth suicide rates are rising, and mental health professionals within schools are often stretched thin. Hope Squad offers a solution by training students to serve as the “eyes and ears” of the school, identifying peers in crisis and connecting them to trusted adults. Project Description: The Hope Squad program will focus on: • Training Advisors and Students: Using the HOPE Approach gatekeeping model, we will equip advisors and student leaders with essential suicide prevention skills. • Reducing Stigma and Increasing Awareness: Through peer-led activities, monthly themes, and events like Hope Week, we aim to create a culture of openness and support around mental health. • Building Positive Relationships: These initiatives will strengthen the fabric of our school community, fostering connections and resilience among students. Goals and Objectives: Our program goals include enhancing suicide prevention literacy, building supportive networks within the school, and promoting school -wide engagement. To achieve these goals, we will: 1. Train advisors and student members in suicide prevention and mental health literacy. 2. Conduct ongoing mental health awareness events, including monthly themes and Hope Week. 3. Establish protocols for crisis identification and referral, ensuring timely support for students in need. Expected Impact: We anticipate that Hope Squad will lead to measurable improvements in student well - being, including increased help -seeking behaviors, reduced stigma around mental health, and stronger school community ties. By embedding these principles into our school cultu re, we aim to create a sustainable, proactive approach to student mental health. We are excited about the opportunity to bring this life-changing program to [School or District Name]. Thank you for considering our application and for your support in fostering a safer, more connected school community. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 26 Letter of Support Template Dear [Name or Title], On behalf of [School or District Name], I am writing to express our strong support for the implementation of the Hope Squad program at our school. This peer-led, evidence-based suicide prevention program is designed to empower students to support their peers, reduce mental health stigma, and promote a positive and inclusive school climate. The Hope Squad program addresses critical mental health needs by training students to serve as the “eyes and ears” of our school. Through this program, they will learn to identify peers in distress and refer them to trusted adults, providing an essential layer of support in our community. With the growing demand for mental health resources and limited school-based mental health staff, Hope Squad offers a sustainable, impactful solution. Key program elements include: • Advisor and Student Training: Utilizing the HOPE Approach gatekeeping model, Hope Squad equips participants with essential skills in suicide prevention and mental health literacy. • School-Wide Engagement: Through monthly themes and events like Hope Week, the program fosters a culture of awareness, openness, and support. • Community Involvement: Hope Squad actively involves parents, community organizations, and local mental health resources to build a comprehensive support network for students. We have seen the positive impact of similar initiatives in other schools and are confident that Hope Squad will significantly enhance our efforts to create a safe and supportive environment for all students. The program’s focus on proactive peer engagement and connection aligns perfectly with our school’s commitment to student well-being and academic success. We are grateful for your consideration of this funding request, which will enable us to bring this vital program to [School or District Name]. Together, we can make a meaningful difference in the lives of our students and their families. PROGRAM INNOVATION Grant Resource HOPE SQUAD® Share the Hope. Save a Life. This document is designed to help anyone understand, write, and submit grant applications. Whether you're seeking funding for one Squad or a whole district, this guide provides step -by- step instructions, best practices, and examples to support your application process. By following the guidance in this document, you will be well-equipped to create compelling grant proposals that stand out and secure the funding you need. A quick note about metrics and deliverables: It is important to outline clear and measurable metrics that will demonstrate the success and impact of your Hope Squad. Establishing key performance indicators (KPIs) and deliverables will not only guide your project's implementation but also provide tangible evidence to funders that their investment is yielding positive results. As a reminder, Hope Squad is able to provide some specific data in relation to your school or district, if your Advisors have the students, parents, and admins fill it out. All data will be de- identified before it is sent, ensuring confidentiality and privacy. However, Hope Squad does not claim responsibility for the completion of any grant objectives as you lay them out in your grant document. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 2 Learning About Grants .................................................................................................................. 3 Common Inclusions in Grant Applications ................................................................................. 3 Differences Between Federal/Gov’t and Private Applications...................................................... 4 Steps to Take When Considering Grants to Support Your Hope Squad ......................................... 5 Sample Grant Timeline ............................................................................................................. 6 Grant Application Sample Content for Hope Squad ....................................................................... 7 Cover Letter ............................................................................................................................. 7 Executive Summary .................................................................................................................. 7 Statement of Need ................................................................................................................... 8 Project Description ................................................................................................................... 9 Summary of Hope Squad Program Components .................................................................... 9 Project Goals ......................................................................................................................... 11 Objectives .......................................................................................................................... 11 Phased Implementation Plan .................................................................................................. 12 Expected Outcomes ............................................................................................................... 13 Evaluation and Metrics for Success ..................................................................................... 14 Target Population and Demographics ...................................................................................... 17 Sustainability Plan .................................................................................................................. 18 Organizational Background and Capacity ................................................................................ 18 Budget and Justification .......................................................................................................... 19 Grant Appendices ............................................................................................................... 20 Additional Supportive Information: ............................................................................................. 22 Additional Information about Hope Squad Program: ................................................................ 22 Cover Letter ........................................................................................................................... 25 Letter of Support Template ...................................................................................................... 26 Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 3 Learning About Grants Common Inclusions in Grant Applications 1. Cover Letter: A brief, formal letter introducing the applicant, summarizing the project, and explaining why the funding request aligns with the grantor’s mission. 2. Executive Summary: A concise summary of the project, outlining its objectives, expected outcomes, target audience, and the funding request amount. 3. Statement of Need: A section describing the problem or need the project addresses, supported by data, research, and specific evidence of why the issue is important. 4. Project Description: Details about the project, often including: • Goals and Objectives: Clear goals and measurable objectives. • Activities and Timeline: Specific actions planned, and a timeline for implementation. • Methodology: The approach or strategies used to achieve the objectives. 5. Target Population and Demographics: Information about the people or community served, including demographics, location, and unique needs. 6. Evaluation Plan: A plan to assess the project’s impact and effectiveness, often outlining metrics, data collection methods, and reporting practices. 7. Sustainability Plan: A description of how the project will continue after the grant period ends, either through other funding sources or ongoing community support. 8. Budget and Justification: A detailed budget with explanations for each expense, demonstrating responsible use of funds and alignment with project goals. 9. Organizational Background and Capacity: Information about the applicant organization’s history, mission, past accomplishments, and its capacity to implement the proposed project. 10. Appendices: Additional materials, such as letters of support, resumes of key personnel, charts, data, or other relevant documents to reinforce the proposal. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 4 Difference s Between Federal/Gov’t and Private Applications ASPECT FEDERAL/GOV’T GRANTS PRIVATE FOUNDATION GRANTS Application Process Highly structured with standardized forms and strict guidelines, usually submitted through government portals like grants.gov. More flexible with unique guidelines, submitted via email, online forms, or foundation- specific portals, often starting with Letters of Inquiry (LOIs). Review Process Reviews are rigorous and standardized, with multiple reviewers and specific scoring metrics. The process can be lengthy, with results taking months to release. Reviews vary from informal to structured, often involving board members or advisors. Timelines are typically shorter than for government grants. Funding Requirements and Priorities Often prioritize programs with broad public impact, aligning with policy goals. Require evidence-based programs with specific success metrics. Focus on the founders' or board's interests, often funding innovative or niche projects not fitting federal criteria. Compliance and Reporting Compliance requirements include detailed financial documentation, regular progress reports, and adherence to federal regulations. Failure to comply can result in loss of funding. Reporting often focuses on project outcomes with more flexibility and less intensive financial scrutiny. Budget and Allowable Expenses Follow strict federal guidelines, exclude indirect costs and prohibited items like lobbying. Be cautious with reimbursement grants, as they often require you to spend money prior to receiving money and may not be suitable for your needs. Typically offer more flexibility in allowable expenses, including areas like capacity building or indirect costs. Match Requirements Often require matching funds from the applicant, either cash or in-kind, to show investment. Rarely require matching funds but may prefer evidence of other funding for project sustainability. Timing and Availability Issued annually with predictable schedules and published notices, helping organizations plan their applications. Lack regular deadlines, often operating on a rolling basis or offering funds periodically. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 5 Steps to Take When Considering Grants to Support Your Hope Squad To maximize success, schools or districts should approach grant applications strategically. Here’s a step-by-step guide to choosing the right grant and applying successfully: 1. Identifying Needs and Objectives • Assess Program Needs: Determine the specific needs that a grant would address (e.g., mental health programming, curriculum updates, technology upgrades). • Define Objectives: Outline clear, measurable objectives to address those needs. 2. Research Potential Grants • Compare Federal vs. Private Grants: Choose which type suits your project best. • Matching Criteria: Ensure the grant’s goals align with your objectives. • Funding and Restrictions: Consider the needed funding and allowed expenses. 3. Assess Readiness and Resources • Capacity to Manage the Grant: Determine if the school has the personnel and systems to manage the grant effectively. • Gather Supporting Data: Collect relevant data to support the application. • Confirm Stakeholder Support: Get buy-in from key stakeholders. 4. Draft a Timeline and Team for the Grant Application Process • Identify Key Personnel: Assign a grant team with relevant expertise. • Set a Timeline: Create a realistic timeline for preparing, writing, and submitting the application. • Budget Planning: Start drafting a budget that matches grant requirements. 5. Writing the Grant Application • Review the grant’s guidelines in detail and complete each section thoroughly. • Clearly explain why the program is necessary, detail goals, objectives, activities, and timelines. • Provide a clear, itemized budget with justifications and describe how you’ll assess the program’s success. • Ensure the application is clear, well-organized, and free of errors. 6. Submit the Application and Follow Up • Double-Check Requirements: Confirm that all required documents are included. • Submit Early and Follow Up: Confirm receipt and inquire about the decision timeline. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 6 Sample Grant Timeline This timeline assumes a 12-week period leading up to the grant submission deadline, though you can adjust it based on specific grant requirements and internal timelines. Week 1-2: preparation and planning Identify project needs: collaborate with stakeholders, set goals. Research grants, check eligibility. Hold stakeholder meeting: confirm alignment, assign roles. Set timeline: form team, assign roles, and set deadlines. Week 3-4: Data Collection and Drafting Gather Supporting Data: Collect statistics, research findings, program successes, community needs, and student demographics Draft Program Description: Begin drafting the project narrative by focusing on the goals, objectives, activities, and timelines. Identify and outline potential measurable outcomes. Budget Planning: Collaborate with the finance team to create an initial budget that outlines all projected costs, including training, materials, staffing, and evaluation expenses. Week 5-6: Writing the Application Statement of Need: Use collected data to explain why the project is vital for your school or district. Refine Project Description and Objectives: Detail each objective and activity, aligning them with the grant's goals. Specify timelines, roles, and required resources. Budget Justification: Finalize the budget and justify each expense, ensuring they align with grant guidelines. Evaluation Plan: Outline how to assess the project's success, including metrics, data collection methods, and reporting requirements. Week 7-8: Review and Revise Internal Review: Share the application draft with team members and stakeholders for review and feedback. Ensure alignment with the school. Focus on clarity, conciseness, and alignment with the grantor’s objectives. Proofread: Check grammar, formatting, and consistency. Ensure compliance with the application’s guidelines. Week 9-10: Finalization and Approval Prepare Required Attachments: Compile required supporting documents, such as letters of support, resumes, organizational charts, and tax status documentation. Administrative Approval: Present the final draft to school administrators or district leadership for approval. Gather necessary signatures from authorized personnel (e.g., superintendent, principal, finance officer). Week 11: Submission Preparation Double-Check Requirements: Review the application checklist to ensure all components are included and complete. Submission Platform Review: Confirm familiarity with the grant’s submission process (e.g., online portal, email, or mail). Prepare digital copies in the required formats. Submit Application Early: Aim to submit the application a few days before the deadline to allow for technical issues or last-minute changes. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 7 Grant Application Sample Content for Hope Squad Cover Letter Purpose: Introduce the school or district, outline the need for suicide prevention, and explain why Hope Squad is the ideal solution. • Sample Content: At [school or district name], we aim to provide a safe and supportive environment for all our students. Currently, we are identifying several mental health and school safety issues that need to be addressed. These include [increased levels of stress and anxiety among students, as well as concerns about bullying and emergency preparedness.] To tackle these issues, we have [implemented several measures. Our initiatives include enhancing our school's counseling services, organizing workshops on mental health awareness, and establishing clear protocols for handling emergencies and bullying incidents.] We are committed to continuously improving our approach to ensure the well-being and safety of our school community. • On behalf of [School or District Name], we are seeking funding to implement Hope Squad, an evidence-based, peer-led suicide prevention program. This program helps students identify and support peers in crisis, fostering a safe, stigma-free school environment. It encourages students to recognize warning signs and provides them with resources for support. Feedback from administrators shows that Hope Squad contributes to a positive school culture, and we would like to join the thousands of schools and 43 states that currently have this program in place. • Hope Squad equips students with essential skills to manage daily stress, promotes emotional literacy, leadership, safety, and actively discourages drug use. Additionally, it addresses the dangers of social media, educating students on recognizing risks like cyberbullying and the impact on mental health. Executive Summary Overview: Summarize the project’s main goals, the intended impact, and the funding amount requested. • Sample Content: "[School or District Name] requests [amount] to launch Hope Squad in [number of schools]. This initiative will support student-led mental health advocacy, reduce suicide stigma, and foster a supportive school climate. Funds will enable advisor training, student resources, and engagement activities, impacting [estimated number] students and their families." Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 8 • Hope Squad will serve approximately [number of students] in grades [specify grade levels, e.g., 6-12], offering a structured curriculum and ongoing peer support. This funding will allow us to train advisors, engage students, and run awareness events, including the school-wide Hope Week. Through Hope Squad, our goal is to create a culture of connection, resilience, and hope within our school. Statement of Need Problem Description: Highlight the need for youth mental health support and suicide prevention in your school or district, referencing local or national statistics if possible. • Sample Content: Youth suicide rates are rising nationwide, with many students facing mental health challenges without adequate support. In our community, [insert relevant local statistics or insights, e.g., recent mental health statistics for the area or challenges specific to the student population]. Schools play a crucial role in addressing these needs by creating environments where students feel safe and supported. • Despite these needs, our school currently lacks a structured, peer-led mental health program that directly addresses suicide prevention. Research and feedback from schools with Hope Squad programs indicate its effectiveness in reducing stigma, increasing student connectedness, and providing students with the resources they need to help each other. Implementing Hope Squad in [School or District Name] will address this critical gap and create a foundation for sustainable mental health support. • Supporting Points: o Youth mental health needs are rising nationwide, with suicide prevention a top priority in school settings. o Many school staff and administrators report needing more resources, training, and consistent opportunities for student engagement to fully realize Hope Squad’s potential. o Include any crisis referral data or mental health screener data you may already have for your school, district or county. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 9 Project Description This project aims to implement the Hope Squad program at [School Name] to create a peer-led suicide prevention initiative. The program empowers students to identify signs of distress in their peers and connect them with trusted adults. By training students—Hope Squad Members—and certified advisors, it fosters a supportive environment for mental wellness. Squad Members act as additional eyes and ears, observing signs of distress and reporting them, rather than serving as counselors. Hope Squad offers a comprehensive gatekeeper model reinforced through various lessons. It includes experiential learning, confidence building, mental health literacy, and self-care knowledge for students. Squad Members are selected by their classmates as peers they trust and would approach to talk to. These selected members are then screened by adults, approved for participation by their parents, and introduced to Hope Squad through a series of meetings and events. Trained Advisors (school personnel managing the Squad) have streamlined access to program resources through a virtual portal, complete with direct links to lesson materials, monthly activity toolkits, and a Hope Week Toolkit. Advisors can quickly access content, reducing preparation time and helping them focus on meaningful interactions with students. The lessons imparted during Hope Squad meetings are actively implemented within the broader school community through the efforts of individual members, monthly themes, and school-wide events and activities. The initiatives of Hope Squad are integrated into the daily school environment in a manner that avoids adding extra burden or distracting from educational objectives. This approach ensures that support is nurtured not only within the school but also extends into students' homes and the wider community. Summary of Hope Squad Program Components A more detailed description of the following information is available in the “Additional Supportive Information” section of this document, however the highlights listed here may be beneficial to additional questions in the Project section of a grant application. • HOPE Approach: A foundational lesson that teaches suicide prevention, recognizing warning signs, and connecting peers with trusted adults. • Age-Specific Elements: o Elementary: The elementary curriculum introduces key skills in resilience, relationship-building, bullying prevention, and self-awareness, laying the groundwork for students' mental wellness and future learning. Many lessons use books to promote reading literacy and social-emotional development while Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 10 emphasizing the importance of identifying and informing trusted adults about peers in need. o Secondary: Junior high/high school students annually learn to identify warning signs and follow referral protocols. The program covers relationships, self-care, leadership, empathy, resilience, and coping skills, with flexible lesson formats. It emphasizes experiential learning and includes activities for the school community and families. Lesson Strands (Structured topics spanning age levels with years of material) • Core Hope Squad Content • Suicide Prevention • Building Relationships (Elementary)/Developing Emotional Intelligence (Secondary) • Understanding Ourselves (Elementary)/Cultivating Empathy (Secondary) • Constructive Choices • Bullying Prevention (Elementary)/Developing Resilience (Secondary) Program Activities and Community Engagement • Hope Week: A central program event that raises school-wide awareness and reduces stigma. Hope Week activities include workshops, mental health speakers, schoolwide kindness activities, and awareness campaigns, fostering a unified approach to mental health. • Monthly Mental Health Themes: Each month, Hope Squad will focus on a theme to engage the squad, students, faculty, families and community. Parent and Community Involvement • Ongoing Parent Education: Regular information for parents to educate them on mental health topics and how to support their children. • Community Partnerships: Collaborations with local mental health organizations, community leaders, and businesses to provide additional resources and support for students and families. • Regular Feedback and Improvement: Collecting feedback from students, parents, and educators to continually improve the program and ensure it meets the community’s needs. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 11 Project Goals Goals are broad, overarching outcomes that the program aims to achieve over time. They define the ultimate impact of implementing the Hope Squad program. 1. Enhance Suicide Prevention Literacy and Stigma Reduction: Foster a culture of mental health awareness where students feel empowered to openly discuss mental health, reducing stigma and encouraging help-seeking behaviors. 2. Strengthen School Safety and Support Networks: Create a supportive environment where students, through their training as Hope Squad members, act as the "eyes and ears" of the school, recognizing peers in crisis and connecting them with trusted adults. 3. Promote School-Wide Engagement and Community Building: Encourage positive relationships and a sense of belonging through school-wide events such as Hope Week and monthly awareness campaigns. Objectives Objectives are specific, measurable actions that support the achievement of the program’s goals. They outline what will be accomplished within the grant period. 1. Train Advisors and Students in Suicide Prevention: Conduct [X number] of HOPE Approach training sessions for advisors and student members, equipping them with gatekeeping skills to identify and refer peers in distress. 2. Increase Peer-Led Engagement in Suicide Prevention Efforts: Implement [X number] of peer-led mental health awareness activities and workshops, increasing participation and reinforcing suicide prevention literacy among the student body. 3. Facilitate Regular Mental Health Awareness Events: Organize and execute monthly themes and events, including Hope Week, to promote consistent engagement and education around mental wellness. 4. Enhance Crisis Identification and Referral: Establish a clear protocol for Hope Squad members to report concerns to trained advisors, aiming for [specific metric, e.g., 100% of reported cases receiving appropriate follow-up]. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 12 Phased Implementation Plan Phase 1: Program Setup and Advisor Training (Months 1-2) • Advisor Selection: Select school staff to serve as Hope Squad advisors, ensuring they have a strong interest in student mental health and well-being. Advisors will be responsible for guiding students, facilitating discussions, and organizing events. • Advisor Training: Advisors will undergo an estimated 6 hours of comprehensive training in the HOPE Approach, program implementation guidance, skills-based practice on how to lead discussions on mental health, manage student questions, and support squad members. Advisors also learn how to utilize Hope Squad’s online portal for resources and program guidance through a series of microlessons available on demand. • Baseline Data Collection: Collect initial data to assess the current mental health climate, student connectedness, and awareness levels related to mental health and suicide. This may include surveys, attendance records, and input from counselors and administration. Phase 2: Student Selection and Training (Months 2-3) • Student Nominations and Selection: Identify and nominate students based on their trustworthiness, empathy, and leadership qualities. Teachers, counselors, and peers may contribute nominations to ensure diverse representation within the Hope Squad. • HOPE Approach Training for Students: Once selected, Hope Squad members will participate in training sessions to learn the HOPE Approach. Training topics will include recognizing mental health warning signs, handling sensitive conversations, and understanding when to refer peers to adults. • Program Introduction to School Community: Host an informational event to introduce Hope Squad to the broader school community, explaining the program’s purpose, how students can engage with squad members, and the availability of support resources. Phase 3: Program Activation and Initial Engagement (Months 3-6) • Monthly Hope Squad Meetings: Begin regular meetings with Hope Squad members to discuss mental health topics, practice skills learned during training, and plan school-wide activities. Meetings will also provide a safe space for members to share their experiences and receive support. • Hope Week Planning and Execution: Organize Hope Week as a major event to raise awareness about mental health and suicide prevention across the school. Activities may include guest speakers, workshops, and peer-led activities that promote inclusion and empathy. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 13 • Monthly Awareness Themes: Implement monthly themes focused on mental health awareness, resilience, and support strategies. Themes may include “Kindness and Inclusion,” “Self-Care and Wellness,” and “Building Connections,” with activities aligned to each theme. Phase 4: Evaluation and Continuous Improvement (Ongoing, with Quarterly Checkpoints) • Ongoing Feedback Collection: Gather ongoing feedback from Hope Squad members, advisors, and the school community. Feedback will inform adjustments to the program and help address any emerging needs or challenges. • Data Tracking and Progress Reporting: Track key metrics such as referrals made, advisor and student satisfaction, participation in Hope Week, and attendance at monthly meetings. Quarterly reports will be prepared for internal review and grant reporting. • End-of-Year Assessment and Review: Conduct a comprehensive assessment at the end of the school year, reviewing data to evaluate the program’s effectiveness in improving mental health awareness, student connectedness, and help-seeking behaviors. Use this data to make program improvements for the following year. Expected Outcomes Upon successful implementation, [School Name] will develop a proactive and sustainable peer- to-peer suicide prevention program that emphasizes collaboration among student leaders and is underpinned by strong school faculty and staff support. Hope Squad aims to cultivate an inclusive and empathetic environment that empowers students to address mental health challenges effectively while providing resilient support to their peers and the broader school community. The program incorporates structured components to achieve these goals, including training sessions and interactive activities tailored to enhance students' and staff's efforts in suicide prevention. These adaptable lesson formats will allow for continuous mental health education and gatekeeper skill development, particularly equipping students with the tools to identify and address mental health concerns within themselves and among their classmates. Moreover, the Hope Squad program will actively engage the selected Squad members and the entire school population, promoting a culture of openness and understanding surrounding mental health. By fostering strong connections and proactive support systems, this initiative will encourage students to seek help and support each other in overcoming personal challenges. Ultimately, [School Name] aspires to create a healthier school environment where every student feels valued, understood, and equipped to contribute positively to their mental well-being and that of others, and believes Hope Squad will help [School Name] achieve this aim. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 14 Evaluation and Metrics for Success Approach: Measure success through both quantitative (e.g., referral rates, engagement levels) and qualitative (e.g., advisor and member feedback) metrics at multiple time points. Note for Your Grant Writing Team: While Hope Squad supports school data collection by providing access to de-identified results from students, advisors, and parents, Hope Squad is not responsible for achieving your grant outcomes as specified in your grant application. The pre- and post-survey data collection is solely dependent on whether Advisors administer the surveys or [school/district] opts-out of collection. Data is only shared with those having a school domain address and doesn't capture identifying information. If you have questions, or need assistance, email our research team at research@hopesquad.com Sample: “We will evaluate the program’s impact through both quantitative and qualitative measures collected at multiple time points. Pre-, mid-, and post-program surveys will assess changes in mental health literacy, stigma reduction, and help-seeking behaviors among students. Additionally, we will collect data on referral rates, engagement levels in peer-led activities, and participation in events like Hope Week. Qualitative feedback from advisors, Hope Squad members, and other stakeholders will be gathered regularly through interviews, focus groups, and written reflections. This will help us understand program challenges, successes, and opportunities for improvement. By evaluating progress throughout the program and not just at the end, we aim to ensure continuous growth, timely adjustments, and sustained impact.” Key Performance Indicators (KPIs): Increased Mental Health Awareness: Measure changes in student understanding of mental health concepts (e.g., suicide prevention skills and gatekeeper knowledge), as reflected in pre- and post-program surveys. Student Help-Seeking Behavior: Track the number of students referred to counselors by Hope Squad members and the frequency of peer-to-peer support interactions. Program Engagement and Visibility: Monitor participation in Hope Week and monthly awareness events, as well as feedback from school-wide surveys on program visibility and impact. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 15 Data Collection Methods: Member Pre- and Post-Surveys: Administer surveys at the beginning and end of the school year to measure changes in the following outcomes. Suggested Target: 75% of active members complete the pre/post-survey Elementary Measured Outcomes: - Bullying Resistance - Enjoyment - Peer Support Willingness - Referral Efficacy - Self-care Awareness - Stress Secondary Measured Outcomes: - Compassion Fatigue - Compassion Satisfaction - Gatekeeper Knowledge - Suicide Prevention Knowledge & Skills - Peer Support Engagement - Peer Support Willingness - Referral Efficacy Stakeholder Pre- and Post-Surveys: Hope Squad school administrators, advisors, and parents are encouraged to complete provided surveys at the beginning and end of each academic year. Results from these surveys can speak to whether and how stakeholders believe Hope Squad has impacted the school environment and overall satisfaction with the program. Suggested Target: 50% of active members complete the pre/post-survey Mental Health Referral Forms (MHRF): These forms are designed to capture instances of mental concerns among any student within a school – not just Hope Squad members. The data collected is indicative of how members' learnings (e.g., addressing mental health stigma, willingness to engage in help-seeking behaviors, etc.) and schoolwide activities permeate throughout the student body. Moreover, the MHRF can capture how a student was referred to a trusted adult, the nature of the student’s mental health concern, relevant adverse events, and what resources were provided to the student. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 16 Suggested Target: Report the total number of MHRF collected as well as the number or ratio) of referrals provided by Hope Squad members versus students in the general population. Additional metrics of potential interest are student demographics, the nature of each concern (e.g., suicidal ideation with intent to harm oneself versus suicidal ideation without intent to harm oneself), and the frequency of each type of follow-up resource provided to students in need. Additional Metrics for Schools to Consider Collecting Independently: Advisor and Member Reports: Collect feedback from advisors and Hope Squad members after each major event to assess engagement, program challenges, and opportunities for improvement. Collect the number of members trained. Quarterly Reports: Generate quarterly reports to continuously assess the program’s impact on student connectedness, awareness, and safety. Stigma Reduction: If wanting to report specifically on stigma reduction, we recommend using a validated survey instrument, such as the Stigma of Suicide Scale (SOSS-SF). Hope Squad’s previous research (2022) has used this scale. School Wide Changes: Schoolwide Student Survey Pre-Hope Squad formation and Post implementation would greatly enhance the evidence of impact. If you do choose this measure, Hope Squad would love to know about your findings! Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 17 Target Population and Demographics • Description: Describe the student population the program will serve, including demographic details and any specific community needs. • Demographics: Hope Squad programming is designed to serve students in grades 4 through 12, with the opportunity to impact students from kindergarten through their senior year of high school. The program specifically targets students who might otherwise lack access to mental health resources, equipping them with tools to support one another. Hope Squad prioritizes literacy, accessibility, and cultural relevance. Research suggests that larger teams of peer supporters AND those that are representative of the student body can result in a better diffusion of suicide prevention program's messaging in schools (Pickering et al., 2018; 2022). • Sample: Hope Squad will serve approximately [number of students] in grades [6-12, etc.] across [specify school or district area, e.g., rural/suburban/urban settings]. Many students face barriers to mental health care, and peer-led support can be a powerful first step in addressing these challenges. The program will prioritize inclusivity and support students from diverse backgrounds, including those in underserved communities who may lack access to mental health resources. Member Demographics collected via Hope Squad: • Age (Birth Month/Year) • Grade Level • Gender Identity • Racial/Ethnic Identity • State • School Name Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 18 Sustainability Plan • Strategy: Funding will address critical needs for training and program materials, empowering advisors to maintain the program effectively. By establishing a sustainable model that includes a student council, trained advisors, and maintaining continuity with members who serve on the squad year after year, the team operates efficiently. • Long-Term Plan: Secure sustainable funding through school budgets and community partnerships, with continued collaboration with mental health organizations • Sample: This funding will provide the resources needed to establish Hope Squad and support its initial implementation. Our goal is to sustain the program through continued collaboration with school counselors, community mental health organizations, district-level funding, partnerships with mental health or healthcare organizations or national funding through Title IV or Title I. We will integrate Hope Squad activities into our school’s yearly calendar to ensure its longevity. At an estimated expense of $6.00 per student*, this program remains affordable year over year. By building relationships and a culture of support, we anticipate that the program will grow and remain a vital part of our school’s mental health resources. Organizational Background and Capacity • School or District Background: Describe the school’s commitment to student well- being and previous mental health initiatives. • Capacity to Implement Program: Highlight existing mental health resources (e.g., counselors, school psychologists) that will support Hope Squad. Sample: [School or District Name] has a long-standing commitment to student well-being, previously implementing [mention any relevant programs or initiatives, e.g., anti-bullying campaigns, mental health awareness events]. Our counseling and administrative teams have the experience needed to support Hope Squad’s implementation, and we have strong relationships with local mental health organizations that will reinforce the program’s goals. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 19 Budget and Justification • Itemized Budget: o Training and Resources: Fund Certified Advisor training for a minimum of 2 advisors per school, 2 seats to Advisor Gatekeeper training (QPR, LivingWorks Start) as well as any resources or stipends needed. o Community Engagement and Awareness: Provide for Hope Week and monthly mental health awareness activities to promote school-wide support and reduce stigma. o Implementation Support: Allocate funds for materials, scheduling support, and resources that facilitate regular, impactful Hope Squad meetings. • Justification: Each item in the budget directly addresses areas identified by advisors and administrators, fostering program sustainability and a positive impact on school climate. Sample: Item Description Amount Training for Advisors Certified Advisor and Gatekeeper training $[X] Advisor Stipend Supporting additional time Advisors provide $[X] Program Materials Awareness materials and activity guides $[X] Hope Week Activities Resources and promotional materials for events $[X] Monthly Awareness Events Materials for ongoing student engagement $[X] Evaluation Tools Survey tools, data collection, and analysis support $[X] Justification: These expenses will directly support program implementation, including comprehensive training, materials for student and community engagement, and evaluation to ensure the program’s impact is measured and understood. This budget has been designed based on identified needs from existing Hope Squad programs and feedback from advisors and administrators. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 20 Grant Appendices • Letters of Support: From school administrators, community leaders, and mental health professionals who advocate for the Hope Squad program. (See template) • Program Evaluation Data: In reviewing MHRF data from the 2023-24 academic year to present, 95% of referrals were made by non-Hope Squad members. This demonstrates that Hope Squad’s programming extends its impact beyond its members, fostering school-wide awareness of resources and encouraging help-seeking behaviors. The data highlights how the program creates a culture of care, equipping the entire school community with the knowledge and confidence to take action when someone may be struggling. • Advisor and Administrator Feedback Excerpts: Quotes from Hope Squad stakeholders in the 2024-2024 academic year that emphasizes the program’s positive impact. For instance: o Administrator: “Hope Squad has been a positive connection and reinforcement of our school-wide message of 'All Are Welcome Here'. It has been a great peer to peer program and allows for positive school culture that promotes a sense of belonging.” o Advisor: “The most important benefit Hope Squad brings to our school is encouraging and promoting a school climate of kindness and friendship. Hope Squad members connect with students from every level on campus and encourages positive relationships where kiddos have more connectedness and feeling of belonging across the grade levels.” o Parent: “Learning about how to help his peers identify when they might need some help has strengthened my son’s ability to identify that same thing in himself. His self-awareness has grown as he’s helped others grow. He’s always been a very compassionate and empathetic kid, and this has only increased with his participation. He loves the community Hope Squad provides and was excited to participate in every meeting and feels like he’s making a difference.” • Testimonials: From students and advisors who’ve experienced the benefits of Hope Squad, demonstrating the program’s life-saving potential and its role in building a positive school culture. For instance: o “Hope Squad has taught me the importance of inclusivity and compassion as many students can feel isolated and unseen. I now know that every day interactions can help make a connection that positively impacts others” - (Hope Squad Member Abigail W.) Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 21 o "Hope Squad helps me connect to my community because [it] has encouraged me to make more friends and attend events and build connections with people that otherwise, I'm not sure I would have made. I feel as though because of Hope Squad, I'm close to a big portion of my school/peers." (Hope Squad Member: Lily L.) o “I have loved being a part of Hope Squad. I have always been aware of mental health issues and the signs but actually being trained to deal with them has helped me learn a lot more. I feel more secure and comfortable knowing that I will be able to notice the warning signs and know how to deal with the situation accordingly. I also enjoy going to our meetings for our lessons. I have truly learned a lot and feel that I have become a better person because of Hope Squad.” (Hope Squad Member, Asma M.) o “Being a part of Hope Squad has been an incredibly profound and meaningful experience for me. It has allowed me to gain invaluable insights and learnings, which have helped me develop my emotional intelligence and hone my problem- solving abilities. These skills have not only enabled me to support my fellow high school students, but they have also fundamentally changed the way I approach helping others.” (Hope Squad Member: Saahithi P.) o “The most meaningful thing about Hope Squad to me is being able to educate the student body at my school. Many people do not know what mental health is or even how to take care of their own wellbeing. Hope Squad presents an opportunity to create a positive atmosphere in your school.” (Hope Squad Member, Reagan G.) Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 22 Additional Supportive Information: Additional Information about Hope Squad Program: Program Components 1. Integrated Gatekeeper Model - HOPE Approach • At the core of Hope Squad is the HOPE Approach, a foundational lesson that builds essential suicide prevention competencies, including understanding protective factors, recognizing warning signs, and connecting peers with trusted adults. • HOPE Approach content is spiraled throughout lessons to continue building knowledge and practicing critical skills in identification and referral. 2. Age-Specific Elements: o Elementary: Designed for younger students, the elementary curriculum introduces essential skills in resilience, relationship-building, bullying prevention, and self-awareness. This foundational framework supports mental wellness and prepares students for more advanced concepts as they progress. Many of these lessons are based on popular books, promoting both reading literacy and social-emotional development. Identifying students who are experiencing difficulties is not only important, but it is also the centerpiece of the program. Informing a trusted adult is the recommended course of action for students. o Secondary: Each year, junior high and high school students learn to identify warning signs, address distress or suicide, and follow referral protocols for timely intervention. This 3-lesson framework is repeated annually to ensure competency. Hope Squad then offers lessons on relationships, self-care, leadership, compassion, mindfulness, empathy, resilience, and coping skills. Advisors can choose from a set number of lessons each year, with new material available for 3 to 4 years. Squads can use both full-length (1-hour) and mini-lesson (under 30 minutes) formats, adapting to different schedules while covering critical concepts. The program emphasizes experiential learning and includes optional activities for the school community and families in each lesson. 3. Program Lesson Strands (Topics) The lessons have been organized into clearly defined strands that provide structure across age levels, with 3 years of material for elementary, junior high and 4 years for High School. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 23 o Core Hope Squad Content: Foundational concepts, including team building, the suicide prevention gatekeeper model, and essentials of both peer support and Squad membership. o Suicide Prevention: Comprehensive lessons emphasize mental health literacy and strengthen skills in warning signs identification, the power of protective factors, and connecting peers with appropriate help. o Building Relationships (Elementary) / Developing Emotional Intelligence (Secondary): This strand covers peer interactions, communication techniques, empathy, emotional understanding, and fostering positive relationships. In high school, it also includes leadership skills for post-graduation readiness. o Understanding Ourselves (Elementary) / Cultivating Empathy (Secondary): Understanding Ourselves (Elementary) / Cultivating Empathy (Secondary): This strand emphasizes self-awareness and empathy, while also incorporating essential self-care concepts like mindfulness and addressing toxic positivity. o Constructive Choices: Constructive Choices: Guiding students in making positive, responsible decisions, including self-regulation and conflict resolution. This strand also identifies key components of school safety and how to cultivate a safe school community. It teaches students to recognize and support peers who may be at risk of harming themselves or others. o Bullying Prevention (Elementary) / Developing Resilience (Secondary): Bullying Prevention (Elementary) / Developing Resilience (Secondary): Focusing on kindness and anti-bullying for younger students, advancing to resilience and coping skills for older students. This includes learning how to manage stress, adapt to change, and bounce back from setbacks, as well as techniques for maintaining a positive outlook and fostering perseverance in the face of challenges. 3. Program Activities and Community Engagement • Hope Week: A central program event that raises school-wide awareness and reduces stigma. Hope Week activities include workshops, mental health speakers, schoolwide kindness activities, and awareness campaigns, fostering a unified approach to mental health. • Monthly Mental Health Themes: Each month, Hope Squad will focus on a theme to engage the squad, students, faculty, families and community. These themes largely center around the program, aligning with lessons, national awareness months, community and parent engagement and more. o Schoolwide activities for all students can include: Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 24 ▪ Posters and Social Media Campaigns: Share information about the monthly theme to encourage participation and reinforce mental health messages. ▪ Lunchtime Engagements and Workshops: Provide informal spaces where students can engage with Hope Squad members, participate in stress-relief activities, or learn more about mental health topics. o Faculty and Staff activities can include: ▪ Reflection and celebration in staff meetings: Highlighting the theme of the month starts with staff and faculty as well as focal points on allowing space in meetings to reflect and grow around that month’s theme. ▪ Peer Observation/Mentorship Programs/Staff Highlights: Give space for staff and faculty to practice the theme of the month directly in order to ensure the theme is interwoven throughout the entire school community. o Parent Engagement includes an email or letter that can be sent to parents that highlights the monthly theme and various activities that parents/guardians can practice with their students to continue the theme at home. Activities can include: ▪ Family Communication: Taking the form of reflection/celebration practice around the monthly theme these activities center around bringing the family together through conversation. ▪ Family Bonding: Activities are also provided that encourage families working together to embody the theme of the month, be it family game night, kindness boards, family gardens, etc. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 25 Cover Letter [Dear [Grant Funder’s Name], On behalf of [School or District Name], we are requesting funding to implement Hope Squad, a peer-led, evidence-based suicide prevention program. This initiative aligns with our commitment to fostering a safe and supportive school environment, where mental health literacy is prioritized, and students are empowered to seek help for themselves and their peers. Statement of Need: Our school community, like many others, faces a growing need for mental health support, with limited resources to address these challenges comprehensively. Youth suicide rates are rising, and mental health professionals within schools are often stretched thin. Hope Squad offers a solution by training students to serve as the “eyes and ears” of the school, identifying peers in crisis and connecting them to trusted adults. Project Description: The Hope Squad program will focus on: • Training Advisors and Students: Using the HOPE Approach gatekeeping model, we will equip advisors and student leaders with essential suicide prevention skills. • Reducing Stigma and Increasing Awareness: Through peer-led activities, monthly themes, and events like Hope Week, we aim to create a culture of openness and support around mental health. • Building Positive Relationships: These initiatives will strengthen the fabric of our school community, fostering connections and resilience among students. Goals and Objectives: Our program goals include enhancing suicide prevention literacy, building supportive networks within the school, and promoting school -wide engagement. To achieve these goals, we will: 1. Train advisors and student members in suicide prevention and mental health literacy. 2. Conduct ongoing mental health awareness events, including monthly themes and Hope Week. 3. Establish protocols for crisis identification and referral, ensuring timely support for students in need. Expected Impact: We anticipate that Hope Squad will lead to measurable improvements in student well - being, including increased help -seeking behaviors, reduced stigma around mental health, and stronger school community ties. By embedding these principles into our school cultu re, we aim to create a sustainable, proactive approach to student mental health. We are excited about the opportunity to bring this life-changing program to [School or District Name]. Thank you for considering our application and for your support in fostering a safer, more connected school community. Revised Jan 2025 HOPE SQUAD® Share the Hope. Save a Life. 26 Letter of Support Template Dear [Name or Title], On behalf of [School or District Name], I am writing to express our strong support for the implementation of the Hope Squad program at our school. This peer-led, evidence-based suicide prevention program is designed to empower students to support their peers, reduce mental health stigma, and promote a positive and inclusive school climate. The Hope Squad program addresses critical mental health needs by training students to serve as the “eyes and ears” of our school. Through this program, they will learn to identify peers in distress and refer them to trusted adults, providing an essential layer of support in our community. With the growing demand for mental health resources and limited school-based mental health staff, Hope Squad offers a sustainable, impactful solution. Key program elements include: • Advisor and Student Training: Utilizing the HOPE Approach gatekeeping model, Hope Squad equips participants with essential skills in suicide prevention and mental health literacy. • School-Wide Engagement: Through monthly themes and events like Hope Week, the program fosters a culture of awareness, openness, and support. • Community Involvement: Hope Squad actively involves parents, community organizations, and local mental health resources to build a comprehensive support network for students. We have seen the positive impact of similar initiatives in other schools and are confident that Hope Squad will significantly enhance our efforts to create a safe and supportive environment for all students. The program’s focus on proactive peer engagement and connection aligns perfectly with our school’s commitment to student well-being and academic success. We are grateful for your consideration of this funding request, which will enable us to bring this vital program to [School or District Name]. Together, we can make a meaningful difference in the lives of our students and their families. 2025-2026 School Year Pricing Peer-to-Peer Approach Comprehensive Training Accessible Support and Community Content and Resources Flexible Implementation Data Collection and Continuous Improvement Hope Squad provides everything you need to onboard and launch a successful program Annual Program License Fees* Elementary Elementary school Hope Squads Basic Middle and high school Hope Squads starting with monthly meetings Standard Middle and high school Hope Squads planning weekly meetings Premium Middle and high school Hope Squads meeting more than once per week as a class Full access to 50+ continually updated lessons Full access to 30+ continually updated lessons Full access to 55+ continually updated lessons Full access to 80+ continually updated lessons 3 school-wide lessons 3 school-wide lessons 3 school-wide lessons 3 school-wide lessons 2 years of replacement Advisor training 2 years of replacement Advisor training 3 years of replacement Advisor training $2,500/year $2,500/year $3,000/year $4,000/year All annual program licenses also include: •Prepared lessons, including presentations, facilitation guides, scripts, worksheets, and activities •Resources to support you in running your Squad, including monthly newsletters and themed activity guides •Age-appropriate suicide prevention gatekeeper training, tailored to elementary, middle, and high school levels •Access to the online Advisor community and dedicated Advisor support *Schools starting a Hope Squad after or before July 1 will receive a prorated annual license fee for their first year of programming. Advisor Training Choose the training option that works best for you: Training Requirements: •We require training at least two Advisors per Hope Squad. •There is a charge of $150 per non-Advisor observer of online and in-person trainings. •A signed Program Agreement must be in place before training can be scheduled. Live Online Join us for an engaging virtual training session for the most flexibility $600/person In-Person Onsite Our team will come to you to train a minimum of 7 Advisors $800/person $4,200 Starting Cost Proration makes it easy to start a Squad at any point during the school year Starting Costs Notes: •Starting costs are estimates. Please contact Sales@HopeSquad.com for a personalized quote. •Hope Squad bills annually on July 1 to align with the academic school year. •Hope Squads starting after or before July 1 will receive a prorated annual license fee for their first year. •Advisors are required to take QPR© or LivingWorks©Online Gatekeeper Training, which range from $29.95 to $39.95 per person. January 1 Start Date $3,450 Starting Cost July 1 Start Date October 1 Start Date $2,700 Starting Cost •Prorated Standard Annual License Fee: $1,500 •One-Time Online Training for Two Advisors: $1,200 •Standard Annual License Fee: $3,000 •One-Time Online Training for Two Advisors: $1,200 •Prorated Standard Annual License Fee: $2,250 •One-Time Online Training for Two Advisors: $1,200 Example Starting Costs The ongoing license fee for Standard programming is $3000/year GAMING, SOCIAL MEDIA AND MENTAL WELLNESS PRESENTED BY: SINA SAFAHIEH, MD BACKGROUND: •Sina Safahieh, MD is a double board certified child, adolescent and adult psychiatrist. He graduated with a medical degree from University of Texas Medical Branch and completed an adult psychiatric residency and child & adolescent fellowship at UC Irvine. Dr. Safahieh has a private practice in Newport Beach and has staff privileges at Hoag Hospitals and CHOC. He is medical director of the ASPIRE program at Newport and Irvine Hoag Hospitals, team psychiatrist for the Los Angeles Chargers and a Major League Baseball certified clinician. “It’s hard enough being cool in real life!” -Anonymous teen LET’S LOOK AT THE FACTS •11.5% of youth (age 12-17) in California report suffering from at least one major depressive episode (MDE) or other primary mental health condition in the past year. •73% increase in hospitalizations between 2007-2016 for primary mental health •Self harm: 51% increase in 14 years for self harm ER visits •63% of youth (age 12-17) in California with major depression or other primary mental health disorder did not receive any mental health treatment. SUICIDE RATES •Orange County has had the largest suicide rate increase among the nation’s 20 most populous counties •OC board of supervisors reported the county’s per-capita suicide rate in the last two decades increased a whopping 45 percent in OC. •Compare to an average increase of 22 percent nationwide during the same time frame •For teens the suicide hike was 29% in OC vs 22% in California •More teen suicide in first 3 months of 2019 than all of 2018 combined! •2nd leading cause of death in OC, for each suicide death there are 10 hospitalizations for attempted suicides HOSPITAL ADMISSIONS FOR SELF HARM •Much increased rates since 2009: •Ages 10-14: 189% increase •Ages 15-19 : 62% increase •Ages 20-24: 17% increase •Timing consistent with advent of social media and increased smartphone usage •Large spike in suicides, psychiatric hospitalizations around 2009-2010, approx the same time that 50% of teens had a smartphone. Facebook opened to public in 2006. WARNING SIGNS FOR DEPRESSION •Suicide threats, direct and indirect •Poems, essays and drawings that refer to death •Dramatic change in personality or appearance •Overwhelming sense of guilt, shame or rejection •Changed eating or sleeping patterns •Severe drop in school performance •Cutting or other self harm behaviors •Obsession with death •Giving away belongings/drafting a will •Irrational, bizarre behavior SCREENS, SCREENS AND MORE SCREENS! https://youtu.be/JAZ9otowtxI?t=13 SCREEN TIME •Includes televisions, gaming consoles, computers, tablet devices and smartphones. •Children in the United States ages 8 -18 spend on average 7.5 hours a day with media and technology screens. •Children who watch a lot of electronic media are likely to: •Have lower grades in school •Read fewer books •Exercise less •Be overweight •Sleep less •blue light from screens blocks production of melatonin IMPORTANCE OF SLEEP HYGIENE •Sleep is crucial •Affects your memory, retention, mood, cognition, ability to cope, immune system •One hour less sleep per night has proven to increase the risk of car accidents •You can get a DWI (driving while impaired) for sleeplessness! •Glymphatic system: •Recently discovered macroscopic waste clearance system •Cleaning crew of the brain GAMING ADDICTION VIDEO GAME INDUSTRY •Video games generate $139 billion per year in revenue •More than film, music, NFL, NBA, MLB, NHL industries combined •2.4 billion people play video games every year •Rise in E-Sports •More people watched League of Legends championship than NBA finals •Teenager recently won $3 million in Fornite FORTNITE •“Free game” created by Epic Games •250 million players, the company has made more than $3.9 billion •Hired psychologists to utilize intermittent and continuous reinforcement to keep people hooked onto games; similar to slot machines •Micro-transaction model: like drug dealers •Give you drugs for free, once your hooked you cant stop using! SOBERING GAMING STATS •More than half a billion people worldwide playing computer and video games at least an hour a day --and 183 million in the U.S. alone. •The average young person racks up 10,000 hours of gaming by the age of 21 •Roughly the same time they spent in in a classroom for all of middle and high school if they have perfect attendance. •5 million gamers in the U.S., in fact, are spending more than 40 hours a week playing games •The equivalent of a full time job! GAMING ADDICTION •WHO recently added as mental health condition •Not in DSM 5 but likely in the next manual •Currently classified “Condition for Further Study” •With further research, the APA may or may not decide to make the disorder "official" in future editions of the DSM. •Many popular games emphasize negative themes and promote: •The killing of people or animals •The use/abuse of drugs and alcohol •Criminal behavior, disrespect for authority and the law •Sexual exploitation and violence toward women •Racial, sexual, and gender stereotypes •Foul language and obscene gestures •Escapism, avoidance GAMING ADDICTION •More common in male adolescents 12 to 20 years of age •Recent studies show 55/45 percent male:female ratio •More prevalent in Asian countries than in North America and Europe •South Korea and Japan have the most tech addiction rehab clinics •Young people have literally died playing video games excessively •Playing for 30-40 hrs straight without stopping, standing, eating, or using the restroom •Embolisms, strokes, cardiac arrest •Likely to worsen with introductions of augmented reality and virtual reality DSM DIAGNOSTIC CRITERIA •Repetitive use of Internet-based games, often with other players, that leads to significant issues with functioning. •Five of the following criteria must be met within one year: •Preoccupation or obsession with Internet games •Withdrawal symptoms when not playing Internet games. •A build-up of tolerance–more time needs to be spent playing the games. •The person has tried to stop or curb playing Internet games, but has failed to do so. •The person has had a loss of interest in other life activities, such as hobbies. •The person lied to others about his or her Internet game usage. •The person uses Internet games to relieve anxiety or guilt–it’s a way to escape/avoid. •Source: https://www.psychologytoday.com/us/blog/here-there-and-everywhere/201407/internet-gaming-disorder-in-dsm-5 AMERICAN ACADEMY OF PEDIATRICS SCREEN TIME RECOMMENDATIONS •Younger than 18 months, avoid use of screen media other than video -chatting. •18 to 24 months of age who want to introduce digital media should choose high -quality programming •2 to 5 years, limit screen use to 1 hour per day of high -quality programs •6 and older, place consistent limits on the time spent using media, and ensure sleep, physical activites, hobbies are not affected •Designate media-free times together, such as dinner or driving, as well as media-free locations at home, such as bedrooms. •Have ongoing communication about online citizenship and safety, including treating others with respect online and offline. GAMING EFFECTS ON THE BRAIN •Activates key regions of the brain’s pleasure circuit, including the nucleus accumbens, as well as the amygdala, and the orbitofrontal cortex •PET scans revealed increased dopamine release, specifically in the dorsal striatum and nucleus accumbens •Similar response as drug or gambling addictions, including withdrawals •Minds are activated but bodies are not, leading to inability to vent aggression/stress •DNA hasn’t evolved since caveman era! GAMING EFFECTS ON FUNCTIONING •Spending excessive time playing these games can lead to: •Less time socializing with friends and family •Poor social skills, time away from family time, school work, and other hobbies •Lower grades, less reading •Less exercise and becoming overweight •Decreased sleep and poor quality sleep •Aggressive thoughts and behaviors GAMING/SCREEN TIME BOUNDARIES •Avoiding video games in preschool-aged children •Checking ESRB ratings •Playing video games with their children to share the experience •MAKE A CONTRACT: Setting clear rules about game content and playing time, enforcing limits •Monitoring online interactions and warning children about potential dangers of Internet contacts while playing games online •NO TVS IN THE BEDROOM!! Allowing video game playing only in public areas of the home, not in the child’s bedroom •Ensuring video games are only played after homework and chores are done •Encouraging participation in other activities, particularly physical activities SOCIAL MEDIA •90% of teens ages 13-17 have used social media •75% report having at least one active social media profile •51% report visiting a social media site at least daily •On average, teens are online almost nine hours a day, not including time for homework SOCIAL MEDIA: STARTING YOUNG •96% of children under 4 have used a device before •75% of them have their own device •75% of teens have their own smartphone •The average teenager is texting approx 100 texts per day •In recent Pew poll, 40% of adolescents self-reported that social media is having negative effects in their lives POTENTIAL BENEFITS OF SOCIAL MEDIA •Staying connected to friends •Meeting new friends with shared interests •Finding community and support for specific activities •Sharing art work or music •Exploring and expressing themselves •Exposure to new ideas and current events •Learning technical skills •Learning character strengths POTENTIAL RISKS OF SOCIAL MEDIA •Exposure to harmful or inappropriate content (e.g., sex, drugs, violence, etc.) •Exposure to dangerous people •Cyber bullying, a risk factor for depression and suicide •Oversharing personal information •Exposure to excessive advertisements •Privacy concerns including the collection of data about teen users •Identity theft or being hacked •Interference with sleep, exercise, homework, or family activities •Seeking validation through likes, thumbs ups 4 MOST COMMON STRESSORS ON SOCIAL MEDIA •Highlight reel •Comparing our behind the scenes with everyone else’s highlight reels •Social currency •Economy of attention •Likes, thumbs up •A shot of dopamine •Reinforces pleasure circuits •Tying up self worth with what everyone else thinks about us •FOMO: fear of missing out •Online Harassment ASSOCIATION OF SCREEN TIME AND DEPRESSION IN ADOLESCENCE •Study published July 2019 in JAMA (Journal of the American Medical Association) Pediatrics: •3826 adolescents; who entered the seventh grade in 31 schools in the Greater Montreal area. •Assessed screen time and depression throughout 4 years •Data were collected from September 2012 to September 2018. •Significant between-person associations showed that for every increased hour spent using social media, adolescents showed a 0.64-unit increase in depressive symptoms (95% CI, 0.32-0.51) •8.5 unit difference in 40 point scale in self esteem NEW STUDY LITERALLY PUBLISHED LAST MONTH! •A study published last week in the journal JAMA Psychiatry suggests that teenagers who spend more than three hours a day on social media are more likely to develop mental health problems including depression, anxiety, aggression, and antisocial behavior. •The study:Nearly 6,600 12-to 15-year-old Americans self-reported how much time they spent per day on social media, as well as whether they had any mental health problems. The researchers found that three hours of social media correlated with higher rates of mental health issues, even after adjusting for a history of such problems. •Manifests in two main ways •internally (depression and anxiety) •externally (aggressive behavior or antisocial behavior) CAUSAL RELATIONSHIP? •3 explanations of how social media may have a casual relationship with increased depression •Displacement theory: more time spent on screens, less time on other activities •Upward social comparisons aka FOMO “everyone’s life looks great on facebook” •Spiral hypothesis: reinforcement spiral phenomenon. “Life in a bubble”. RISKY INTERNET BEHAVIOR •Teens more vulnerable because of limited capacity for self regulation •Youth who are more at risk offline tend to be at risk online •Visiting inappropriate sites •Exposure to social media content that encourage behaviors •Cyber bullying •Sexting : 10% of teens have sent, 30 % have received •Revenge porn SIGNS OF CYBERBULLYING •School avoidance •Upset after using technology •Take cyberbullying reports at face value; don’t dismiss •Save evidence •Discuss with other parents, school staff •15% of kids experience cyberbullying, 20% experience regular bullying •Girls more likely to damage social relationships than physical bullying •Sibling bullying is just as dangerous •5% of teens cyber bully themselves •A form of self injurious behavior BRIDGING THE DIGITAL GAP •Digital natives vs digital immigrants •Parents cannot often keep pace with the digital landscape •Learn about technology first hand •Have kids teach you directly and be savvy enough to make sure you aren’t getting hoodwinked •Talk to other parents •Concerted effort with schools •It takes a village! DIGITAL NATIVES VS DIGITAL IMMIGRANTS •Digital Natives •Like constant connectivity •Prefer immediacy and have short attention spans •Go to the internet first for information •Prefer to socialize online and less so with face-to-face communication •Digital Immigrants •Prefer to talk on the phone or in person •Prefer formal communication channels, such as phone, detailed emails, or face -to-face communication •Printing things out as opposed to working on screen WHEN TO GET A SMARTPHONE? •No magical age! •Once given a smartphone, it will be very difficult to take it back. •You’ve opened up Pandora’s box. •Taking away a smartphone from a 10-year-old will often create more problems than waiting to give them phone a year or two later. •At earliest should be 7th or 8th grade •Wait until 8th not 8! WHEN TO GET A SMARTPHONE? •Consider “dumb” phone, flip phone or specialized kid friendly smart watch •Kids can make calls and text, and most have GPS capability. •Allows communication without getting sucked into some of the drama that plays out on social media. •Allows for testing waters before getting smartphone •Go over some do’s and don’ts •We want to be clear about the expectations and limits TECH BOUNDARIES •Relinquishing phone at night •Having a phone is not a human right! It is a privilege. •Again, no TV’s in the bedroom. Ever. •Firm contracts, that need to be enforced. •Using technology to fight technology •Using apps to predetermine time limits to prevent negotiations at night PARENTAL CONTROL APPS •OurPact: family locator and screen time management •Bark: (social media monitoring): connects to 24 platforms •Life360: Cell phone GPS location, including historical tracking •iPhone Backup extractor: reads text messages, including deleted messages, call history, photos and videos, voicemails, notes and contacts •Webwatcher: keystroke logger •Blocksi: for google chromebooks •AAP’s Family media use plan PARENTAL CONTROL APPS •Wirecutter (a New York Times publication) recommendations: •Apple screen time is best for iOS •The controls built into iOS 12/13 let you set a daily time limit on app and/or device use and give you more information about and control over your kid’s screen time than third-party apps can. •Google family link for Android family with kids under 13 •Qustdio (computer filtering/monitoring/time control: for Android households with kids 13 and older AAP FAMILY MEDIA USE PLAN •Interface tool from AAP that can be personalized •www.Healthychildren.org/mediauseplan •Media time calculator •Screen free zones and times •Device curfews •Digital citizenship •Digital footprint, posting is permanent •Review privacy settings in social media •Discuss family expectations SOCIAL MEDIA TIPS/REGULATIONS •Executives of social media companies/gaming companies don’t allow their own kids on these platforms •Easier to limit social media use if it’s a concerted community/school effort. •Hard to ask kids to stop or curtail use if all their friends are using it •Again, all devices out of the bedroom! Especially before bed! •Ideally, no social media until high school WHAT SHOULD PARENTS DO? •Lead by example •You can‘t forbid them from using technology, its not practical or tenable •Its a balancing act. Mild usage can be beneficial, like a peer group •Parents need to watch their kids posts, know their passwords •Create an illusion of privacy •Checking in on social media on the DL (“down low”) •Reading diaries/journals •GPS tracker (without kids knowledge) •Phones •Cars SOURCES AND INFORMATION •AACAP •AAP •Psychologytoday.com •JAMA CURRENT RESOURCES IN THE COMMUNITY •211: This is a free 24-hr information and referral service for information about: hotlines, food and shelter assistance, help with drug abuse, violence, and other health issues. •NAMI OC: Online resources as well as their contact number (714) 991-6412 •HOAG: Community Mental Health Resources •Suicide hotline: 1-800-273-TALK •CAT Team: 866-830-6011 •ASPIRE WHAT DOES ASPIRE HELP WITH? •Depression and mood disorders •Anxiety •ADHD •Personality disorders •Autism spectrum disorder •Oppositional defiance disorder •Video game addiction THE ASPIRE PROGRAM STRUCTURE 8 week Dialectical Behavior Therapy skills based program with a weekly check in with teens facilitator to address skills and how skills are being used in triggering situations. Any afterschool obligations are put on hold until the teen completes the program. Works collaboratively with parent, teen and treatment team to address behavior issues and future needs related to aftercare. Mandatory parent and child attendance and participation THE ASPIRE PROGRAM BENEFITS Families not covered by insurance are provided scholarships for the remainder of the program through philanthropy. 1st program in Southern California with WASC accreditation. Students that complete the program qualify to receive 5 hours of elective credit with participating school districts 4 Key Points Addressed by ASPIRE Distress tolerance Interpersonal effectiveness MindfulnessEmotional Regulation ASPIRE LOCATIONS Hoag Newport Beach located inside the Melinda Hoag Smith Center for Healthy Living Hoag Irvine located off of Sand Canyon near Hoag Irvine ASPIRE-HELPING TEENS AND FAMILIES NAVIGATE MENTAL HEALTH AND WELLNESS •Patrick's Purpose: John and Kim Turner: •https://www.youtube.com/watch?v=8LdMILKeBNY For more information, visit www.hoag.org/ASPIRE Parent handout to continue the conversation “In our technology revolution,the amount of exposure teens have to substances via shows,ads,social media,and so forth is unprecedented.Mental health issues and substance use are linked,and teens need opportunities to gain skills to handle challenging emotions and discuss issues related to substances.Screenagers Under The Influence provides exactly that.This film,along with the two other Screenagers films,offers a way for youth and adults to discuss issues and solutions. Moreover,we believe that establishing a routine of weekly short talks to discuss the positives and risks of our tech revolution,including substance-related topics,is vital.That’s why we are in our 7th year of Tech Talk Tuesdays,the free Screenagers Blog that has helped thousands of families have productive conversations.We hope you’ll join us.” — Co-directors Delaney Ruston,MD,and Lisa Tabb VAPING It is good to refer to vapes as e-cigarettes because that is what they are. ●90%of smokers start before 18. ●Flavors and high nicotine concentrations are banned in most countries,but not the US. ●One vape pen has as much nicotine as a whole pack of cigarettes. Parenting Tips:Discuss ways in which industries like e-cigarettes,alcohol,cannabis,and others target youth.If you discover that your child is vaping or using other substances,limit how much you talk about your concerns.The goal is to maintain connection,and over-discussing our worries strains the relationship. ALCOHOL A common belief is that there are ways to teach young people to drink responsibly.People also believe that teens want to drink because it is forbidden.However,research argues against these beliefs.For example: ●In France,where the drinking age is lower,15-year-olds report binge drinking 3 times more than in the US. ●Studies show that allowing teens to drink socially at home predicts increased drinking in college. Parenting Tips:Data shows that when parents have conversations with their kids about why they do not want them to drink,youth are more likely to make healthier choices.Also,when teens feel safe talking with parents about issues related to use (i.e.,they believe they won't be shamed or harshly punished),this correlates with better overall outcomes for teens.Walking the line between not being overly permissive while remaining approachable takes ongoing work,and often seeking advice from others,such as counselors or other parents,is essential. CANNABIS ●Higher THC concentrations are linked to an increased risk of frequent use and brain changes. ●Dr.Yasmin Hurd found visible changes in the neurons of rats that were exposed three times a week to cannabis during their adolescence compared to rats that were not exposed. ●MRIs of human teen brains show concerning changes in cortical thickness in weed users vs.non-users. Parenting Tips:The goal is not to try and control our kids but to help kids understand the risks of illicit substances. Weed is illegal for anyone under 21.Talk about emerging science. FENTANYL A deadly epidemic involving this highly-dangerous synthetic drug is happening right now.Given the risk that any non-prescribed pill or powder can be laced with fentanyl,these must never be taken. Parenting Tips:Discuss ways Fentanyl is reaching youth,why one pill can kill,and the importance of Narcan. VISIT SCREENAGERSMOVIE.COM for more tips and resources and to sign up for the Screenagers Blog! *For references on the data cited above,please email info@screenagersmovie.com MORE RESOURCES FROM SCREENAGERS TECH TALK TUESDAYS THE SCREENAGERS PODCAST BOOK - PARENTING IN THE SCREEN AGE SCREENAGERS ON YOUTUBE Access a library of over 450 blogs from Screenagers’ filmmaker Dr. Delaney Ruston, containing a wealth of information and advice for families. Sign up to receive this every Tuesday via email. Join Dr. Ruston and guests every 2 weeks for the Screenagers Podcast, where they explore in more detail the topics of our movies - Screen Time, Mental Health, Substances and much more. Written to help parent have calmer and more productive conversations with youth about tech and its impact upon their health, happiness and development. Read a free preview of the book at: We publish new videos every week, featuring the experts from our movies, giving new and valuable parenting advice that wasn’t in our movies, along with other resources. www.screenagersmovie.com/blog www.screenagersmovie.com/podcast www.screenagersmovie.com/book youtube.com/@Screenagers_Movie SCREENAGERSMOVIE www.screenagersmovie.com SCREENAGERSMOVIES Parent handout to continue the conversation “In our technology revolution,the amount of exposure teens have to substances via shows,ads,social media,and so forth is unprecedented.Mental health issues and substance use are linked,and teens need opportunities to gain skills to handle challenging emotions and discuss issues related to substances.Screenagers Under The Influence provides exactly that.This film,along with the two other Screenagers films,offers a way for youth and adults to discuss issues and solutions. Moreover,we believe that establishing a routine of weekly short talks to discuss the positives and risks of our tech revolution,including substance-related topics,is vital.That’s why we are in our 7th year of Tech Talk Tuesdays,the free Screenagers Blog that has helped thousands of families have productive conversations.We hope you’ll join us.” — Co-directors Delaney Ruston,MD,and Lisa Tabb VAPING It is good to refer to vapes as e-cigarettes because that is what they are. ●90%of smokers start before 18. ●Flavors and high nicotine concentrations are banned in most countries,but not the US. ●One vape pen has as much nicotine as a whole pack of cigarettes. Parenting Tips:Discuss ways in which industries like e-cigarettes,alcohol,cannabis,and others target youth.If you discover that your child is vaping or using other substances,limit how much you talk about your concerns.The goal is to maintain connection,and over-discussing our worries strains the relationship. ALCOHOL A common belief is that there are ways to teach young people to drink responsibly.People also believe that teens want to drink because it is forbidden.However,research argues against these beliefs.For example: ●In France,where the drinking age is lower,15-year-olds report binge drinking 3 times more than in the US. ●Studies show that allowing teens to drink socially at home predicts increased drinking in college. Parenting Tips:Data shows that when parents have conversations with their kids about why they do not want them to drink,youth are more likely to make healthier choices.Also,when teens feel safe talking with parents about issues related to use (i.e.,they believe they won't be shamed or harshly punished),this correlates with better overall outcomes for teens.Walking the line between not being overly permissive while remaining approachable takes ongoing work,and often seeking advice from others,such as counselors or other parents,is essential. CANNABIS ●Higher THC concentrations are linked to an increased risk of frequent use and brain changes. ●Dr.Yasmin Hurd found visible changes in the neurons of rats that were exposed three times a week to cannabis during their adolescence compared to rats that were not exposed. ●MRIs of human teen brains show concerning changes in cortical thickness in weed users vs.non-users. Parenting Tips:The goal is not to try and control our kids but to help kids understand the risks of illicit substances. Weed is illegal for anyone under 21.Talk about emerging science. FENTANYL A deadly epidemic involving this highly-dangerous synthetic drug is happening right now.Given the risk that any non-prescribed pill or powder can be laced with fentanyl,these must never be taken. Parenting Tips:Discuss ways Fentanyl is reaching youth,why one pill can kill,and the importance of Narcan. VISIT SCREENAGERSMOVIE.COM for more tips and resources and to sign up for the Screenagers Blog! *For references on the data cited above,please email info@screenagersmovie.com MORE RESOURCES FROM SCREENAGERS TECH TALK TUESDAYS THE SCREENAGERS PODCAST BOOK - PARENTING IN THE SCREEN AGE SCREENAGERS ON YOUTUBE Access a library of over 450 blogs from Screenagers’ filmmaker Dr. Delaney Ruston, containing a wealth of information and advice for families. Sign up to receive this every Tuesday via email. Join Dr. Ruston and guests every 2 weeks for the Screenagers Podcast, where they explore in more detail the topics of our movies - Screen Time, Mental Health, Substances and much more. Written to help parent have calmer and more productive conversations with youth about tech and its impact upon their health, happiness and development. Read a free preview of the book at: We publish new videos every week, featuring the experts from our movies, giving new and valuable parenting advice that wasn’t in our movies, along with other resources. www.screenagersmovie.com/blog www.screenagersmovie.com/podcast www.screenagersmovie.com/book youtube.com/@Screenagers_Movie SCREENAGERSMOVIE www.screenagersmovie.com SCREENAGERSMOVIES This copy is for your personal, non-commercial use only. Distribution and use of this material are governed by our Subscriber Agreement and by copyright law. For non-personal use or to order multiple copies, please contact Dow Jones Reprints at 1-800-843-0008 or visit www.djreprints.com. https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5 Screens Have Taken Over Classrooms. Even Students Have Had Enough. Educators question whether the rapid shift toward more technology has benefited learning By Sara Randazzo Follow , Matt Barnum Follow and Julie Jargon Follow Jan. 22, 2025 9:00 pm ET Class time has become screen time in American schools. Kindergartners now watch math lessons on YouTube, counting aloud with the videos. Middle- schoolers complete writing drills on Chromebooks while sneaking in play of an online game. High- schoolers mark up Google Docs to finish group projects. The rapid tech transformation amounts to a grand experiment playing out in American schools. Accelerated by pandemic-era online learning, the move has happened with little debate, conflicting research and high stakes for the nation’s children. Educators wonder whether the digitization of the classroom has really benefited learning—or if it’s done kids a disservice. Some teachers say online tools help create more engaging lessons and provide personalized instruction. Others say the screen-heavy approach has distracted students and burned out teachers. “Covid really shifted things toward, ‘Oh, we can do this,’” said Stephanie Galvani, a middle-school English teacher in suburban Boston. “But we didn’t ask: ‘Should we do this?’” 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 1/10 The shift runs counter to the prevailing advice from doctors and psychologists to limit tech use. Some frustrated parents are trying to opt their kids out of school technology, with varying degrees of success. Even some students pine for more analog methods. “I don’t like having my eyes glued on a screen for a while,” said eighth-grader Aubrey Ortiz, in San Antonio. “It gives you a headache and I really lose my focus.” Students in grades one through 12 now spend an average of 98 minutes on school-issued devices during the school day—more than 20% of the average instructional time—according to data that educational software company Lightspeed Systems analyzed at the request of The Wall Street Journal. The time spent on devices peaks at two hours and 24 minutes daily in sixth grade, or nearly 35% of instructional time, Lightspeed’s analysis of more than 2.8 million students in 344 school districts nationwide shows. Use of school devices declined among high-school students, down to 70 minutes a day for 12th-graders, with possible factors including a shift to personal devices and more flexible school schedules, according to Lightspeed. Students used their school-issued laptops in San Antonio. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 2/10 Fifty percent of teachers said their students completed at least half of their classwork on a device, up from about 20% of teachers before the pandemic, according to a 2023 survey of nearly 1,000 educators conducted by Brian Jacob, an education researcher at the University of Michigan. Use of technology for homework, group work and assessments also dramatically increased. Research on the effectiveness of tech use in education is mixed and full of company-backed analyses. “I don’t think there’s one easy answer,” Jacob said. “I just don’t think we know yet.” ‘Paper is better’ On an August day in Abby Ramos Stanutz’s San Antonio classroom, 25 eighth-graders filed into first-period English and began class as they often do, with several minutes of free writing. The students each grabbed a school-issued Chromebook and began to type. “I know your fingers are getting tired, but keep going,” Ramos Stanutz urged, dimming the lights and playing pop music softly to help students focus. Average amount of time per day students spend on school-provided devices During school Outside of school GRADE 21 hour 1 45 min.5 2 760 3 79 10 4 92 12 5 104 15 6 144 27 7 24136 8 23133 Note: Data from January–June 2024; includes 344 districts and 2.8 million students. Source: Lightspeed Systems 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 3/10 Later in the class, the students turned back to Chromebooks to record influencer-style videos explaining why they liked a book they were reading. Some of Ramos Stanutz’s students later explained that while they like the ease of turning in assignments online and using computers for technical skills like coding, the devices create distractions in class and can slow down lessons when the internet goes out or a video a teacher wants to play gets blocked by district software. “I feel like paper is better, anything other than technology,” said 14-year-old Carlos Miranda. “I’m hands-on. You can’t learn to dissect a frog with a computer.” (Education technology companies have, actually, created virtual dissection apps.) Ramos Stanutz said there’s no getting rid of technology at this point but she’s learned to strike the right balance. She’s had to find new strategies to keep students from playing online games or watching videos. “It’s like the ocean: You can never turn your back on it,” she said. Computer and internet use in schools grew rapidly in the 1990s, alongside technology’s rise in everyday life. Schools saw an opportunity to close a digital divide between low-income and wealthier students. The adoption of school technology sped up when the pandemic forced students to learn online. Federal Covid aid helped schools buy students across the country their own laptops or tablets. A multibillion-dollar education-technology industry promised its products could revolutionize teaching and catch students up after the pandemic. Students in San Antonio used laptops for a free-writing exercise. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 4/10 Abby Ramos Stanutz. PHOTO: KAYLEE GREENLEE FOR WSJ Highline Public Schools in Washington state found itself unintentionally thrust into a pre-internet era this school year when a cyberattack shut down its system for more than a month. Sixth-grade math teacher Rachel Nielsen said she initially panicked at not being able to access the digital curriculum—the only way she’d taught since becoming a teacher in 2019. She soon came to embrace methods like using physical tiles and cubes to teach geometry. Students worked together on presentations using large poster boards. Nielsen found students explained their work better when they had to physically write rather than simply plugging answers into online programs. “We got really bogged down by all the possible things we could use that are digital,” Nielsen said. “Now I’m realizing it isn’t about more technology or another app.” ‘Too good to be true’ Research on the use of technology in education remains unsettled. For instance, a review of 24 studies published last year found that college students retain more information when they take notes by hand rather than on a computer. Some research has found students have better comprehension when reading on paper rather than on a screen. ‘I don’t like having my eyes glued on a screen for a while,’ said eighth-grader Aubrey Ortiz. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 5/10 Other research on specific technology products—including digital tutoring programs—has shown improvements in student learning. Richard Culatta, the head of an association that supports teachers’ use of technology, said lessons using technology have to elevate what the teacher could otherwise do to be effective. “Does it spark curiosity? Or is it just presenting information?” Culatta said. “That distinction right there makes it clear pretty quickly whether the tech use is valuable.” Some teachers say they find technology essential for assisting students with specific needs, like using instant-translation apps for recently arrived immigrants or software to make fonts more readable for students with dyslexia. Technology companies often tout internal analyses claiming their products have led to breakthrough gains in student learning. But such results are often overstated, and companies may choose not to release unfavorable findings. “It’s really hard to move the needle on student achievement, so if you see something that’s too good to be true, it probably is,” said Betsy Wolf, a researcher who found in a 2020 paper that company- backed studies produced more positive findings than independent evaluations. IXL Learning, the company behind popular digital education platform IXL, touts that schools using the product score as much as 15 to 17 percentile points higher on state exams. The most rigorous published evaluation of the product—which is used by 15 million U.S. students— was less impressive. A Johns Hopkins University research center report, commissioned by the company, found that IXL had no clear effect on state math scores during the spring of 2023 in a Students in Ramos Stanutz’s English class. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 6/10 Michigan school district. On a different test, IXL boosted math scores by about five percentile points, the researchers found. In a separate, unpublished Johns Hopkins study—a summary of which was reviewed by the Journal —the effects of IXL were described as “directionally positive” but “not statistically significant.” The company chose not to release the study, a spokesman said, because it had a relatively small sample size. Bo Bashkov, senior manager of research at IXL Learning, said the company’s figures of 15 to 17 percentile points are “better-case scenario” benchmarks from its own state-by-state research. Removing barriers In lower-income districts, school leaders say giving students and their families access to personal devices has been a huge benefit. Computer access is now nearly universal in U.S. public schools, with 95% of schools reporting that they provided devices to students last school year, according to a federal survey. “It has removed barriers,” said Pamela Maddox, the principal of Compton Early College High School, a high-performing school in a district serving majority Latino and Black students. Parents tell her they like that students can easily access their homework from anywhere. The school has doubled down on technology, moving its library into a smaller room to make way for a high-tech lab funded by Verizon, equipped with a podcasting room, robotics equipment, 3-D printer and esports stations. On a walk through campus in September, Maddox entered an Advanced Placement English class taught by Porsja Dyer. There, students sitting with Chromebooks typed out reflections on factors that have shaped their identity. Their responses were instantly shared with the entire class. “And yes, I turned the hearts on so you can like each other’s work today,” Dyer said. At one table, students looked up from their screens to say they liked using technology in class because they can find information and write responses more quickly and it makes life easier. Reducing technology Many parents are content with the growth of educational technology. In one survey from 2023, commissioned by the nonprofit EdChoice, about three in four parents said that computer use was having a positive effect on their child’s learning. 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 7/10 Still, about 40% of parents said their children spent too much time on screens. In a separate EdChoice poll, 35% of teenagers said their school used too much technology. “For parents who want to reduce screen time, schools are undercutting them,” said Jonathan Haidt, a social psychologist at New York University’s Stern School of Business whose recent book, “The Anxious Generation,” helped fuel smartphone bans in schools across the country. Mileva Repasky, a mother of three in Phoenixville, Pa., who co-founded the nonprofit Phone-Free Schools Movement, had her children track their school and home screen use for two weeks at the Journal’s request. One Wednesday in October, her 17-year-old son, David, spent nearly 2½ hours on his school-issued Chromebook doing work at school and an additional 70 minutes doing homework on his Chromebook. That was on top of the 42 minutes at lunch watching TikTok and Netflix on his phone that day and 80 minutes at home gaming or looking at Instagram. Total screen time: more than 5½ hours. He said he learns better when taking notes on paper and that he’d like it if classmates would talk to each other more during lunch. His mom said she had no idea David was spending so much time on his laptop for school. ‘I think we were all sold a lie that this was going to completely revolutionize education,’ said Andrea Davis, a mother of five. PHOTO: KRISTINA BARKER FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 8/10 “The entire day is filled with technology,” said David, a junior at a private high school. “We use our computers from first period to eighth period, and even at lunch there’s no socializing because everyone is on their phones playing games.” Repasky’s nonprofit and other advocacy groups have helped usher in a wave of cellphone bans at the school-district and state level in recent years, though enforcement is often a challenge and phones are still pervasive on many campuses. Mom of five Andrea Davis wasn’t happy with the prevalence of technology in her local public school district in Hood River, Ore. “I think we were all sold a lie that this was going to completely revolutionize education,” she said. Davis, who runs a business that helps families reduce screen time, worked with the district to organize student and community meetings and presented a formal plan on how to reduce Amount of time at school Mileva Repasky's children spent on school-provided devices Madelyn 11 YEARS OLD 5TH GRADE M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y 1 hour 5 min.1 hour 5 min.1 hour 5 min.55 min.40 min. SCHOOL DAY Katie 13 YEARS OLD 7TH GRADE M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y 1 hour 1 hour 18 min.1 hour 30 min.1 hour 15 min.1 hour 31 min. David 17 YEARS OLD 11TH GRADE M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y 2 hours 2 hours 30 min.1 hour 27 min.1 hour 2 hours 22 min. Note: Data for Oct. 28-Nov. 1, 2024 Source: Mileva Repasky 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 9/10 Appeared in the January 24, 2025, print edition as 'Screens Are Taking Over In American Classrooms'. technology use. This school year, the middle-schoolers aren’t bringing school-issued iPads home with them, and the district is making sure every tech application is educationally sound. School leaders didn’t take up other recommendations, like banning YouTube and eliminating iPads in early-grade classrooms. “There’s this misconception that we’ve let the cat out of the bag,” Davis said. “But no, this is an opportunity we have now.” Write to Sara Randazzo at sara.randazzo@wsj.com, Matt Barnum at matt.barnum@wsj.com and Julie Jargon at Julie.Jargon@wsj.com 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/schools-phone-screens-technology-research-c268bda5?st=GSqPbi&reflink=article_email_share 10/10 �� ..(_ ORANGECOUNTY HEALTH DEPARTMENT Improving health. Inspiring change. ORANGE COUNTY BOARD OF HEAL TH RESOLUTION ADDRESSING SOCIAL MEDIA USE, SCREEN TIME, AND YOUTH MENTAL HEALTH WHEREAS, according to a recent survey one-third of all teens report being online and using social media platforms "almost constantly";1 and WHEREAS, a 2023 U.S. Surgeon General's Advisory warned that while social media may offer benefits, there is growing evidence of risks to youth mental health including anxiety, depression, and reduced quality of sleep;2 and WHEREAS, studies have found correlations between time spent on social media and mental health including one study that found risk of anxiety and depression doubled in youth that spent more than three hours daily on social media;3 and WHEREAS, adolescence represents a critical time in the brain development and studies have reported social media may result in addictive behavior, decreased attention span, and lower test scores;4,5,6 and WHEREAS, growing reports suggest social media can expose youth to cyberbullying, inappropriate content, and heavily edited comparisons that can lead to eating disorders, body dissatisfaction, and suicidal ideation;6 and WHEREAS, evidence-based strategies to reduce the risks of social media include implementing device-free school policies, setting screen-time limits at home, avoiding screens before bedtime, and educating families about the psychological effects of social media;6 ,7,8 and WHEREAS, time spent on social media and screens decreases time for exercise, sleep, in-person time with friends, and other activities that are thought to improve mental health and healthy social development (for youth and adults).2,3 •4 ,5 ,6 NOW, THEREFORE, BE IT RESOLVED on this 26th day of March 2025, that we the Orange County Board of Health: 1.Recognize social media use among youth as a significant public health concern and mental health risk. 2.Recommend parents and caregivers establish screen-time limits for their children/teens, particularly restricting device use on school nights and before bedtime, to promote healthy sleep habits. 3.Urge parents to consider delaying getting their children smartphones and exploring pledges with other parents like the "Wait Until 8th" initiative.9 4.Encourage parents and young people to explore the resources listed below to further understand the impact of digital technology on youth development. 5.Support "Away for the Day" policies in Chapel Hill-Carrboro City Schools and Orange County Schools that restrict personal device use during school hours to support focus and well-being. 6.Suggest Orange County school districts or the county explore joining ongoing class action lawsuits against social media companies, with the goals of funding additional mental health services for youth and/or requiring social media companies to improve their age verification and parental controls.10 7.Support the countywide adoption of "Screen-Free Week" during May 5-11, 2025, as observed by Chapel Hill Carrboro City Schools and encourage parents and children of the county to participate.11 8.Support statewide legislation, such as Senate Bill 55, that would join NC with other states in requiring school districts to have policies around use of cellphones during the day and nationwide legislation that would require social media companies to have more effective age/parental consent verification.12,13 9.Support educational efforts that inform families, schools, and policymakers about the risks of social media use and the importance of digital wellness. �. Alison Stuebe, MD, MSc Chair, Orange County Board of Health Orange County Health Director 919 245 2405 > 300 West Tryon Street > Hillsborough, NC 27278 > orangecountync.gov Page 1 of 2 REFERENCES AND RESOURCES: 1.Sidoti, Michelle Faverio and Olivia. “Teens, Social Media and Technology 2024.” Pew Research Center (blog), December 12, 2024. https://www.pewresearch.org/internet/2024/12/12/teens-social-media-and- technology-2024/. 2.U.S. Surgeon General’s Advisory on Social Media and Youth Mental Health (2023). https://www.hhs.gov/surgeongeneral/reports-and-publications/youth-mental-health/social-media/index.html 3.Riehm KE, Feder KA, Tormohlen KN, Crum RM, Young AS, Green KM, Pacek LR, La Flair LN, Mojtabai R. “Associations Between Time Spent Using Social Media and Internalizing and Externalizing Problems Among US Youth.” JAMA Psychiatry. 2019 Dec 1;76(12):1266-1273. doi: 10.1001/jamapsychiatry.2019.2325. https:// pmc.ncbi.nlm.nih.gov/articles/PMC6739732/ 4.Lissak, Gadi. “Adverse Physiological and Psychological Effects of Screen Time on Children and Adolescents: Literature Review and Case Study.” Environmental Research 164 (July 2018): 149–57. https://doi.org/10.1016/j.envres.2018.01.015. 5.Twenge, Jean. iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy--and Completely Unprepared for Adulthood--and What That Means for the Rest of Us. (2017). 6.Haidt, Jonathan. The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. (2024). 7.Muppalla, Sudheer Kumar, Sravya Vuppalapati, Apeksha Reddy Pulliahgaru, and Himabindu Sreenivasulu. “Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management.” Cureus 15, no. 6 (June 2023): e40608. https://doi.org/10.7759/cureus.40608. 8.American Psychological Association, "Health Advisory on Social Media Use in Adolescence" (2023). https://www.apa.org/topics/social-media-internet/health-advisory-adolescent-social-media-use 9.Wait Until 8th. “Wait Until 8th.” Accessed March 19, 2025. https://www.waituntil8th.org."Wait Until 8th" Campaign, www.waituntil8th.org. 10.Scofield, Sydnee. “Wake County school board joins lawsuit against social media giants.” ABC 11 News, February 20, 2024. Accessed March 20, 2025. https://abc11.com/social-media-lawsuit-wake-county-schools- board-of-education/14450653/ 11.Screen-Free Week. Accessed March 19, 2025. https://screenfree.org/about/ 12.“NC Senate Bill 55, Student Use of Wireless Communication Devices.” NC General Assembly. Accessed March 19, 2025. https://www.ncleg.gov/BillLookUp/2025/S55 13.“Social Media and Children 2024 Legislation.” National Conference of State Legislatures.Accessed March 19, 2025. https://www.ncsl.org/technology-and-communication/social-media-and-children-2024-legislation. Scan this QR code with your phone or go to https://drive.google.com/file/d/16BIFTyyRehshQKjldeMP19k5JZlzL05G/view?usp=sharing to access live resource links 919 245 2405 > 300 West Tryon Street > Hillsborough, NC 27278 > orangecountync.gov Page 2 of 2 300 West Tryon Street | Hillsborough, NC | 919-245-2400 | OrangeCountyNC.Gov/Health FOR IMMEDIATE RELEASE Media Contact Libbie Hough Communications Manager and Public Information Officer Office: 919-245-2562; Cell: 919-619-7116 lhough@orangecountync.gov Orange County Board of Health Champions Youth Mental Health with Resolution on Screen Time HILLSBOROUGH, NC (April 29, 2025) — In recognition of growing concerns over the effects of excessive screen time and social media use on youth mental health, the Orange County Board of Health unanimously approved a resolution aimed at promoting healthier screen habits among children and adolescents. Timed to coincide with Screen-Free Week (May 5–11, 2025), a national celebration that encourages children, families, schools, and communities to enjoy life beyond screens, the resolution highlights the urgent need for local action. Research cited in the resolution, including findings from the U.S. Surgeon General and the American Psychological Association, underscores the association between excessive screen use and rising rates of anxiety, depression, and other mental health challenges among youth. The Orange County Board of Health calls on families, schools, and community organizations to promote balanced technology use and encourages participation in Screen-Free Week activities. The resolution also urges policymakers to support education, advocacy, and community initiatives that help children develop healthier relationships with digital technology. To read the full resolution, visit the Board of Health’s webpage. Dr. Amy Fowler, pediatrician, member of the Orange County Board of Health, and Board of County Commissioners emphasized the importance of the resolution: “Many kids I see are spending too much time on screens and it is taking time away from more productive activities like sleep, outdoor play, and engagement with friends and family. As we see screen time increase, we are also seeing its impacts on mental health.” Orange County residents are invited to take part in Screen-Free Week events and activities. For more information about Screen-Free Week, visit screenfree.org. The Orange County Health Department exists to enhance quality of life, promote the health, and preserve the environment for everyone in Orange County. For information about the Health Department visit OrangeCountyNC.Gov/Health #### Date:3/7/2026 5:35:19 PM From:"Craig A Durfey" cadurfey@gmail.com To: "Craig Durfey" cadurfey@gmail.com, "Sam Waldoch" sam.waldoch@asm.ca.gov, "Ryan Durfey" crdurfey@gmail.com, "Boman, Adam" adam.boman@asm.ca.gov, "sedn.committee@senate.ca.gov" sedn.committe e @se nate.ca.gov, "Nick Dibs" nickdibs1@gmail.com, "Assemblymember Davies" assemblymember.davie s@asse mbly.ca.gov, "SHEA.Committee@senate.ca.gov" shea.committee@senate.ca.gov, "PIO De partment" pio_departme nt@ggusd.us, "Senator Gonzalez" senator.gonzalez@senate.ca.gov, "david.ochoa@sen.ca.gov" david.ochoa@se n.ca.gov, "Assemblymember.Muratsuchi@assembly.ca.gov" assemblymember.muratsuchi@assembly.ca.gov, "reploucorrea@mail.house.gov" reploucorrea@mail.house.gov, "Rosales, Rosie" rosie.rosale s@sausd.us, "Walter Muneton" walter.muneton@ggusd.us, "Gabriela Mafi" gmafi@ggusd.us, "ocbe@ocde.us" ocbe @ocde .us, "Don Barnes" ddbarnes@ocsd.org, "Haldor Larum" hlarum@cityofirvine.org, "irvinecitycouncil@cityofirvine .org" irvinecitycouncil@cityofirvine.org, "cvega@ci.irvine.ca.us" cvega@ci.irvine.ca.us, "Te ri Rocco" te ri.rocco@ggusd.us, "Lan Nguyen" lan.nguyen@ggusd.us, "Bob Harden" bob.harden@ggusd.us, "Jeffrey Layland" jlayland@ggusd.us, "JONATHAN@GGPD.ORG" jonathan@ggpd.org, "ggpdpio@ggcity.org" ggpdpio@ggcity.org, "david.ochoa@sen.ca.gov" david.ochoa@sen.ca.gov, "senator umberg" senator.umberg@senate .ca.gov, "Public Records Request" cityclerk@ggcity.org, "Public Comment" publiccomment@anaheim.net, "Liz Vasquez" lizv@ggcity.org, "Pam Haddad" pamha@ggcity.org, "Lisa Kim" lisak@ci.garden-grove.ca.us, "'"Whill@Cityofirvine .org"'" whill@cityofirvine.org, "vicente.sarmiento@ocgov.com" vicente.sarmiento@ocgov.com, "Nguye n, Jane t" janet.nguyen@ocgov.com, "COB_Response" response@ocgov.com, "reploucorre a@mail.house .gov" reploucorrea@mail.house.gov, "ocbe@ocde.us" ocbe@ocde.us, "Devon Atkinson" datkinson@ocde.us Subject:[EXTERNAL] Fw: What's more important than saving children? Warning: This email originated from outside the City of Anaheim. Do not click links or open attachme nts unle ss you recognize the sender and are expecting the message. From: durf e ycraig778@gmai l .com <durfe ycraig778@gmai l .com> Se nt: Saturday, March 7, 2026 5:29 PM To: 'Crai g A Durfe y' <cadurf e y@gmai l .com>; 'Maureen Bl ackmun' <maureen.ggna@gmail.com> Subje ct: What's more important than saving childre n? (P.R.D.D.C.)(P.R.D.D.C.) PARENTS F OR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDRENPARENTS F OR THE RIGHTS OF DEVEL OPMENTAL LY DISABL ED CHIL DREN CRAIG A. DURF EY F OUNDER OF P.R.D.D.C.CRAIG A. DURFEY FOUNDER OF P.R.D.D.C. P.O.BOX 2001 GARDEN GROVE, CA 928 42P.O.BOX 20 01 GARDEN GROVE, CA 92 84 2 CEL L 7 14 -32 1-8 23 8CELL 714-321-8238 CADURFEY@ GMAIL.COMCADURFEY@GMAIL.COM SOCIAL EMOTIONALPAWS.COMSOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEYFACEBOOK: CRAIG DURFEY U.S. HOUSE OF CONGRESS H2 40 4 - HONORING U .S. H OU SE OF CON GRESS H2 40 4 - HONORING CRAIG DURFEYCRAIG DURF EY FOR F OR HIS F IG HT AGAINST AU TISM ... Ms. HIS FIGHT AGAINST AUTISM ... Ms. L ORETTALORETTA SANCHEZSANCHEZ of California. of Californ ia. h ttps://www.g ovin fo .go v/co nte nt/p kg /CREC-2 00 3-0 3-2 7/p df/CREC-2 00 3-0 3-2 7.p dfhttps://www.go vinfo.g ov/content/pkg/CREC-2003-03-27/pdf/CREC-2 00 3-0 3-2 7.p df new website new website socialemotionalpaws.orgsocialemotionalpaws.org To whom it may concern.To whom it may concern. What’s more important than saving children? From chat rooms.What’s more important than saving children? From chat rooms. https://www.facebook.com/reel/1259853759431328/ Date:3/7/2026 7:22:26 PM From:"durfeycraig778@gmail.com" durfeycraig778@gmail.com To: "'Craig A Durfey'" cadurfey@gmail.com, "senator.umberg@senate.ca.gov" senator.umbe rg@se nate.ca.gov, "Don Barnes" ddbarnes@ocsd.org, "rosie.rosales@sausd.us" rosie.rosales@sausd.us, "ADAM.BOMAN@asm.ca.gov" ADAM.BOMAN@asm.ca.gov, "'Teri Rocco'" teri.rocco@ggusd.us, "'Lisa Kim'" lisak@ci.garden-grove .ca.us, "'Public Records Request'" cityclerk@ggcity.org, "stephaniek@ggcity.org" stephaniek@ggcity.org, "'PIO Department'" pio_department@ggusd.us, "'Bob Harden'" bob.harden@ggusd.us, "'Dina Nguyen'" dina.nguye n@ggusd.us, "'Lan Nguyen'" lan.nguyen@ggusd.us, "'Liz Vasquez'" lizv@ggcity.org, "'Walter Muneton'" walte r.mune ton@ggusd.us, "arianaa@ggcity.org" arianaa@ggcity.org, "phillipn@ggcity.org" phillipn@ggcity.org, "'Ge orge Brietigam'" georgeb@ggcity.org, "yeseniam@ggcity.org" yeseniam@ggcity.org, "cindyt@ggcity.org" cindyt@ggcity.org, "response@ocgov.com" response@ocgov.com, "SHEA.Committee@senate .ca.gov" SHEA.Committee@senate.ca.gov, "City.Council@surfcity-hb.org" City.Council@surfcity-hb.org, "GGDPIO@GGCITY.ORG" GGDPIO@GGCITY.ORG, "Sam.Waldoch@asm.ca.gov" Sam.Waldoch@asm.ca.gov, "'Gabriela Mafi'" gmafi@ggusd.us, "'Devon Atkinson'" datkinson@ocde.us, "'Nick Dibs'" nickdibs1@gmail.com, "David.Ochoa@sen.ca.gov" David.Ochoa@se n.ca.gov, "hlarum@cityofirvine.org | cityofirvine.org" hlarum@cityofirvine.org | cityofirvine.org, "irvinecitycouncil@cityofirvine.org" irvinecitycouncil@cityofirvine.org, "'Je ffre y Layland'" jlayland@ggusd.us, "SEDN.committee@senate.ca.gov" SEDN.committee@senate.ca.gov, "Public Comment" publiccomment@anaheim.net, "Superintendent@cde.ca.gov" Superintendent@cde.ca.gov, "ocbe@ocde.us" ocbe @ocde .us, "joe d@ggcity.org" joed@ggcity.org, "REPLOUCORREA@MAIL.HOUSE.GOV" REPLOUCORREA@MAIL.HOUSE.GOV, "'"JONATHAN@GGPD.ORG"'" jonathan@ggpd.org, "admin@voiceofoc.org" admin@voiceofoc.org, "'Jim Tortolano'" orangecountytribune@gmail.com Subject:[EXTERNAL] These Might Be the Most Dangerous Apps For Kids Warning: This email originated from outside the City of Anaheim. Do not click links or open attachme nts unle ss you recognize the sender and are expecting the message. 03-07-202603-07-2026 (P.R.D.D.C.)(P.R.D.D.C.) PARENTS F OR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDRENPARENTS F OR THE RIGHTS OF DEVEL OPMENTAL LY DISABL ED CHIL DREN CRAIG A. DURF EY F OUNDER OF P.R.D.D.C.CRAIG A. DURFEY FOUNDER OF P.R.D.D.C. P.O.BOX 2001 GARDEN GROVE, CA 928 42P.O.BOX 20 01 GARDEN GROVE, CA 92 84 2 CEL L 7 14 -32 1-8 23 8CELL 714-321-8238 CADURFEY@ GMAIL.COMCADURFEY@GMAIL.COM SOCIAL EMOTIONALPAWS.COMSOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEYFACEBOOK: CRAIG DURFEY U.S. HOUSE OF CONGRESS H2 40 4 - HONORING U .S. H OU SE OF CON GRESS H2 40 4 - HONORING CRAIG CRAIG DURFEYDURFEY FOR HIS F IG HT AGAINST AU TISM ... Ms. F OR HIS FIGHT AGAINST AUTISM ... Ms. L ORETTALORETTA SANCHEZSANCHEZ of California. of Californ ia. h ttps://www.g ovin fo .go v/co nte nt/p kg /CREC-2 00 3-0 3-2 7/p df/CREC-2 00 3-0 3-2 7.p dfhttps://www.go vinfo.g ov/content/pkg/CREC-2003-03-27/pdf/CREC-2 00 3-0 3-2 7.p df new website new website socialemotionalpaws.orgsocialemotionalpaws.org To whom it may concernTo whom it may concern These Might Be the Most Dangerous Apps For KidsThese Might Be the Most Dangerous Apps For Kids https://www.facebook.com/reel/1652980689171872/ Date:3/8/2026 7:48:00 PM From:"Craig A Durfey" cadurfey@gmail.com To: "Craig Durfey" cadurfey@gmail.com, "Sam Waldoch" sam.waldoch@asm.ca.gov, "Ryan Durfey" crdurfey@gmail.com, "sedn.committee@senate.ca.gov" sedn.committee@senate.ca.gov, "Nick Dibs" nickdibs1@gmail.com, "Assemblymember Davies" assemblymember.davies@assembly.ca.gov, "SHEA.Committe e @se nate.ca.gov" shea.committee@senate.ca.gov, "PIO Department" pio_department@ggusd.us, "Senator Gonzale z" senator.gonzalez@senate.ca.gov, "david.ochoa@sen.ca.gov" david.ochoa@se n.ca.gov, "Liz Vasque z" lizv@ggcity.org, "Lisa Kim" lisak@ci.garden-grove.ca.us, "Public Records Request" citycle rk@ggcity.org, "Public Comment" publiccomment@anaheim.net, "Assemblymember.Muratsuchi@assembly.ca.gov" assemblymember.muratsuchi@assembly.ca.gov, "reploucorrea@mail.house .gov" reploucorre a@mail.house.gov, "Rosales, Rosie" rosie.rosales@sausd.us, "Don Barnes" ddbarnes@ocsd.org, "JONATHAN@GGPD.ORG" jonathan@ggpd.org, "ggpdpio@ggcity.org" ggpdpio@ggcity.org, "irvinecitycouncil@cityofirvine .org" irvinecitycouncil@cityofirvine.org, "cvega@ci.irvine.ca.us" cvega@ci.irvine.ca.us, "Public Re cords Re quest" cityclerk@ggcity.org, "'"Whill@Cityofirvine.org"'" whill@cityofirvine.org, "Haldor Larum" hlarum@cityofirvine.org Subject:[EXTERNAL] Is social media fueling youth mental health crisis? Warning: This email originated from outside the City of Anaheim. Do not click links or open attachme nts unle ss you recognize the sender and are expecting the message. C raig Durfey Click the link: https://ps.soceco.uci.edu/news/social-media-fueling-youth-mental-health-crisis Date:3/10/2026 7:45:46 AM From:"Craig A Durfey" cadurfey@gmail.com To: "Craig A Durfey" cadurfey@gmail.com, "Don Barnes" ddbarnes@ocsd.org, "Haldor Larum" HLarum@cityofirvine.org, "Waldoch, Sam" Sam.Waldoch@asm.ca.gov, "Whill@Cityofirvine.org" Whill@cityofirvine .org, "irvinecitycouncil@ci.irvine.ca.us" irvinecitycouncil@ci.irvine.ca.us, "JONATHAN@GGPD.ORG" jonathan@ggpd.org, "ocbe@ocde.us" ocbe@ocde.us, "Public Comment" publiccomment@anaheim.net, "COB_Response" response@ocgov.com, "Rosales, Rosie" rosie.rosales@sausd.us, "cindyt@ggcity.org" cindyt@ggcity.org, "CITY COUNCIL" city.council@surfcity-hb.org, "Public Records Request" citycle rk@ggcity.org, "CM@cityofirvine.org" cm@cityofirvine.org, "Jeffrey Layland" jlayland@ggusd.us, "sedn.committe e @se nate.ca.gov" SEDN.committee@senate.ca.gov, "shea.committee@senate.ca.gov" SHEA.Committe e @se nate.ca.gov, "Senator Gonzalez" SENATOR.GONZALEZ@senate.ca.gov, "david.ochoa@sen.ca.gov" David.Ochoa@se n.ca.gov Subject:[EXTERNAL] Fwd: Song for Charlie March Newsletter Warning: This email originated from outside the City of Anaheim. Do not click links or open attachme nts unle ss you recognize the sender and are expecting the message. ---------- Forwarded message --------- From: Song for Charlie <realtalk@songforcharlie.org> Date: Tue, Mar 10, 2026 at 6:08 AM Subject: Song for Charlie March Newsletter To: <cadurfey@gmail.com> Song for Charlie Monthly Newsletter March 2026 Dear Friends, Parents told us they wanted our information in a format they could fi t into their busy lives. So we made our first audio series and it's live now. We also made a middle school version of our Real Talk About Fake Pills program, got La Estrella into eight film festi vals—and National Fentanyl Awareness Day is less than two months away. A lot happened this month. La Estrella Hits the Festival Circuit Phoenix is one of eight film festivals screening La Estrella soon. La Estrella, our Spanish-language short film by and for Lati no communities, has been selected for screening at eight fi lm festivals— from Cleveland to Phoenix to Portugal, including the Mexican- American Film & Television Festival in Los Angeles. Each screeni ng puts our message in front of families and young people who might never encounter a school assembly or prevention pamphlet. That's exactly the point. Watch with Your Family New: The Ne w Drug Talk Audio Serie s Free on all major podcast platforms. In about 50 minutes, you'll get the facts about fake pills, hear from Ed alongside physicians and harm reduction educators, and learn how to talk to your kids in ways that actually protect them. Epi sode five is designed for parents and teens to listen to together. Listen & Subscribe New: Real Talk About Fake Pills for Middle School Now with dedicated materials for middle school classrooms. A middle school teacher reached out and asked if we could adapt our Real Talk About Fake Pills curriculum for her classroom. She wasn't the only one. So we did it. The new middle school deck—developed in direct collaboration with educators—is now part of our Educator Package. Same facts, same approach, tuned for a younger audience. Get the New Deck The New Drug Talk Is Now on Social Me dia New channels for parents—follow for advice and tips. We've launched new social channels dedicated to The New Drug Talk —giving parents another way to stay informed about fake prescripti on pills made with fentanyl, plus what parents need to know about today's drugs. Follow us to get the facts in your feed. Follow The New Drug Talk for Tips Sav e the Date: National Fentany l Aware ne ss Day (NFAD) Is April 29 Our fifth annual. Mark your calendar: The fifth annual National Fentanyl Awareness Day, Organized by Song for Charlie, is Wednesday, April 29th. Learn More Help Us Re ach the Nex t Family Our work is donor funded, which means we count on you! Our community of dedicated supporters makes this work possible. The fentanyl crisis is not slowing down. Neither are we. If you believe families deserve clear, honest information before tragedy strikes, please consider becoming a monthly donor today. Monthly support allows us to respond when schools call, translate materials for new communities, launch resources parents ask for, and keep this lifesaving education free and accessible. A one-time gift helps. A monthly gift sustains the movement. Become a Monthly Donor Today Thank you for standing with us. With gratitude, Ed and Mary Ternan and the Song for Charlie Team Join Us in Our Life-Sav ing Mission Your support is the foundation of our work. Every donati on helps us expand our reach and continue saving lives. Please consi der making a contributi on to safeguard education and protection for families across the nation. SUPPORT OUR MISSION QUICK LINKS RESOURCES FOR FAM ILIES The New Drug Talk La Nueva Drug Talk Start the Conversation Watch the The New Drug Talk Film LEARN/TEACH Facts about Fentanyl School and Youth Group Program Access the Real Talk About Fak e Pills Film GET INVOLVED How to get Involved Outreach Toolkit Stay connected! Receive updates and more. Follow us: IG: song4charlie | Everywhere else: songforcharlie Unsubscribe From All Communications | Unsubscribe From This List | Manage Email Preferences Date:3/10/2026 1:10:29 PM From:"Craig A Durfey" cadurfey@gmail.com To: "Craig Durfey" cadurfey@gmail.com, "Sam Waldoch" sam.waldoch@asm.ca.gov, "Ryan Durfey" crdurfey@gmail.com, "Boman, Adam" adam.boman@asm.ca.gov, "sedn.committee@senate.ca.gov" sedn.committe e @se nate.ca.gov, "Nick Dibs" nickdibs1@gmail.com, "Assemblymember Davies" assemblymember.davie s@asse mbly.ca.gov, "PIO Department" pio_department@ggusd.us, "Senator Gonzalez" senator.gonzalez@senate.ca.gov, "david.ochoa@se n.ca.gov" david.ochoa@sen.ca.gov, "SHEA.Committee@senate.ca.gov" shea.committe e @se nate.ca.gov, "Assemblymember.Muratsuchi@assembly.ca.gov" assemblymember.muratsuchi@assembly.ca.gov, "reploucorrea@mail.house.gov" reploucorrea@mail.house.gov, "Rosales, Rosie" rosie.rosale s@sausd.us, "Walter Muneton" walter.muneton@ggusd.us, "Gabriela Mafi" gmafi@ggusd.us, "ocbe@ocde.us" ocbe @ocde .us, "Haldor Larum" hlarum@cityofirvine.org, "irvinecitycouncil@cityofirvine.org" irvine citycouncil@cityofirvine .org, "'"Whill@Cityofirvine.org"'" whill@cityofirvine.org, "Don Barnes" ddbarne s@ocsd.org, "JONATHAN@GGPD.ORG" jonathan@ggpd.org, "ggpdpio@ggcity.org" ggpdpio@ggcity.org, "Public Re cords Re que st" citycle rk@ggcity.org, "Public Comment" publiccomment@anaheim.net, "cindyt@ggcity.org" cindyt@ggcity.org, "Nick Dibs" nickdibs1@gmail.com, "George Brietigam" georgeb@ggcity.org, "stephaniek" stephaniek@garden-grove .org, "phillipn@ggcity.org" phillipn@ggcity.org, "Pak, Joe" joe.pak@asm.ca.gov, "joed@ggcity.org" joed@ggcity.org, "Assemblymember.Muratsuchi@assembly.ca.gov" assemblymember.muratsuchi@assembly.ca.gov, "Boman, Adam" adam.boman@asm.ca.gov, "reploucorrea@mail.house.gov" reploucorrea@mail.house .gov, "vicente.sarmiento@ocgov.com" vicente.sarmiento@ocgov.com, "Lan Nguye n" lan.nguyen@ggusd.us, "Liz Vasquez" lizv@ggcity.org, "Jeffrey Layland" jlayland@ggusd.us, "Supervisor Terra Lawson-Re me r" te rra.lawson- remer@sdcounty.ca.gov Subject:[EXTERNAL] [Shared Post] IPads in kindergarten, YouTube videos at snack time: Parents are pushing back on screens in the early grades Warning: This email originated from outside the City of Anaheim. Do not click links or open attachme nts unle ss you recognize the sender and are expecting the message. https://hechingerreport.org/ipads-in-kindergarten-youtube-videos-at-snack-time-parents-are-pushing-back-on-screen-time-in-the-early-grades/ Date:3/17/2026 2:42:41 PM From:"durfeycraig778@gmail.com" durfeycraig778@gmail.com To: "'Craig A Durfey'" cadurfey@gmail.com, "senator.umberg@senate.ca.gov" senator.umbe rg@se nate.ca.gov, "Don Barnes" ddbarnes@ocsd.org, "'Lisa Kim'" lisak@ci.garden-grove.ca.us, "Sam.Waldoch@asm.ca.gov" Sam.Waldoch@asm.ca.gov, "rosie.rosales@sausd.us" rosie.rosales@sausd.us, "ADAM.BOMAN@asm.ca.gov" ADAM.BOMAN@asm.ca.gov, "'Teri Rocco'" teri.rocco@ggusd.us, "'Public Records Request'" cityclerk@ggcity.org, "GGDPIO@GGCITY.ORG" GGDPIO@GGCITY.ORG, "'PIO Department'" pio_de partment@ggusd.us, "stephaniek@ggcity.org" stephaniek@ggcity.org, "'Bob Harden'" bob.harde n@ggusd.us, "'Dina Nguye n'" dina.nguyen@ggusd.us, "'Lan Nguyen'" lan.nguyen@ggusd.us, "'Liz Vasque z'" lizv@ggcity.org, "'Walter Muneton'" walter.muneton@ggusd.us, "arianaa@ggcity.org" arianaa@ggcity.org, "phillipn@ggcity.org" phillipn@ggcity.org, "'George Brietigam'" georgeb@ggcity.org, "yeseniam@ggcity.org" yeseniam@ggcity.org, "cindyt@ggcity.org" cindyt@ggcity.org, "response@ocgov.com" response@ocgov.com, "SEDN.committee@senate .ca.gov" SEDN.committee@senate.ca.gov, "'Gabriela Mafi'" gmafi@ggusd.us, "'Nick Dibs'" nickdibs1@gmail.com, "David.Ochoa@sen.ca.gov" David.Ochoa@sen.ca.gov, "hlarum@cityofirvine .org | cityofirvine .org" hlarum@cityofirvine.org | cityofirvine.org, "irvinecitycouncil@cityofirvine.org" irvinecitycouncil@cityofirvine.org, "SHEA.Committee@senate.ca.gov" SHEA.Committee@senate.ca.gov, "City.Council@surfcity-hb.org" City.Council@surfcity-hb.org, "'Devon Atkinson'" datkinson@ocde.us, "'Je ffre y Layland'" jlayland@ggusd.us, "Public Comment" publiccomment@anaheim.net, "Superintendent@cde.ca.gov" Supe rintendent@cde .ca.gov, "ocbe@ocde.us" ocbe@ocde.us, "REPLOUCORREA@MAIL.HOUSE.GOV" REPLOUCORREA@MAIL.HOUSE.GOV, "joed@ggcity.org" joed@ggcity.org, "'"JONATHAN@GGPD.ORG"'" jonathan@ggpd.org, "admin@voiceofoc.org" admin@voiceofoc.org, "'Jim Tortolano'" orangecountytribune@gmail.com, "lara.flynn@asm.ca.gov" lara.flynn@asm.ca.gov, "lauren.robinson@asm.ca.gov" lauren.robinson@asm.ca.gov, "'Pam Haddad'" pamha@ggcity.org, "SENATOR.GONZALEZ@senate.ca.gov" SENATOR.GONZALEZ@se nate.ca.gov, "sbe@cde.ca.gov" sbe@cde.ca.gov, "Lorraine.Perez@sausd.us" Lorraine.Perez@sausd.us, "Tanya.Lieberman@asm.ca.gov" Tanya.Lieberman@asm.ca.gov, "keisha.ande rson@asm.ca.gov" keisha.anderson@asm.ca.gov, "rosie.rosales@sausd.us" rosie.rosales@sausd.us, "'Walte r Mune ton'" walter.muneton@ggusd.us, "'Cherif, Wanda'" Wanda.Cherif@SAUSD.US Cc:"senator.umberg@senate.ca.gov" senator.umberg@senate.ca.gov Subject: [EXTERNAL] Can We Save Kids from Social Media?The social psychologist Jonathan Haidt discusse s social media’s “subversion of the ability to pay attention on a species-wide level,” how policymake rs are inte rve ning, and what more we should be doing to pr... Warning: This email originated from outside the City of Anaheim. Do not click links or open attachme nts unle ss you recognize the sender and are expecting the message. (P.R.D.D.C.)(P.R.D.D.C.) PARENTS F OR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDRENPARENTS F OR THE RIGHTS OF DEVEL OPMENTAL LY DISABL ED CHIL DREN CRAIG A. DURF EY F OUNDER OF P.R.D.D.C.CRAIG A. DURFEY FOUNDER OF P.R.D.D.C. P.O.BOX 2001 GARDEN GROVE, CA 928 42P.O.BOX 20 01 GARDEN GROVE, CA 92 84 2 CEL L 7 14 -32 1-8 23 8CELL 714-321-8238 CADURFEY@ GMAIL.COMCADURFEY@GMAIL.COM SOCIAL EMOTIONALPAWS.COMSOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEYFACEBOOK: CRAIG DURFEY U.S. HOUSE OF CONGRESS H2 40 4 - HONORING U .S. H OU SE OF CON GRESS H2 40 4 - HONORING CRAIG CRAIG DURFEYDURFEY FOR HIS F IG HT AGAINST AU TISM ... Ms. F OR HIS FIGHT AGAINST AUTISM ... Ms. L ORETTALORETTA SANCHEZSANCHEZ of California. of Californ ia. h ttps://www.g ovin fo .go v/co nte nt/p kg /CREC-2 00 3-0 3-2 7/p df/CREC-2 00 3-0 3-2 7.p dfhttps://www.go vinfo.g ov/content/pkg/CREC-2003-03-27/pdf/CREC-2 00 3-0 3-2 7.p df new website new website socialemotionalpaws.orgsocialemotionalpaws.org Can We Save Kids from Social Media?Can We Save Kids from Social Media? The social psychologist Jonathan Haidt discusses social media’s “subversion of the ability to payThe social psychologist Jonathan Haidt discusses social media’s “subversion of the ability to pay attention on a species-wide level,” how policymakers are intervening, attention on a species-wide level,” how policymakers are intervening, and what more we should beand what more we should be doing to protect children.doing to protect children. The poet and critic Randall Jarrell once said that a poet is someone who “manages, in a lifetime ofThe poet and critic Randall Jarrell once said that a poet is someone who “manages, in a lifetime of standing out in thunderstorms, to be struck by lightning five or six standing out in thunderstorms, to be struck by lightning five or six times.” Jonathan Haidt, in histimes.” Jonathan Haidt, in his career as a wide-ranging social psychologist, has been flagrantly right about at least one big thing.career as a wide-ranging social psychologist, has been flagrantly right about at least one big thing. His book “The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic ofHis book “The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness” was a best-seller Mental Illness” was a best-seller when it was published two years ago and its influence has hardlywhen it was published two years ago and its influence has hardly waned. As both a researcher and as a popularizer, Haidt argues that social-media companies havewaned. As both a researcher and as a popularizer, Haidt argues that social-media companies have unleashed what is essentially a “mind-altering” danger in our lives—particularly in the lives of unleashed what is essentially a “mind-altering” danger in our lives—particularly in the lives of kids.kids. At first, Haidt’s work met with some critical eye-rolling, partly because a few in the field believedAt first, Haidt’s work met with some critical eye-rolling, partly because a few in the field believed that he had not quite nailed one assertion or another, but more commonly that he had not quite nailed one assertion or another, but more commonly because he seemed tobecause he seemed to some an alarmist, a techno-Luddite whinging about “kids these days and their devices.” But as thesome an alarmist, a techno-Luddite whinging about “kids these days and their devices.” But as the evidence of the harms accumulated—of social disconnection, of a sharp decline in mental healthevidence of the harms accumulated—of social disconnection, of a sharp decline in mental health among young people—Haidt’s book became, for among young people—Haidt’s book became, for so many, essential.so many, essential. I last met with Haidt for The New Yorker Radio Hour when his book was published. I wanted toI last met with Haidt for The New Yorker Radio Hour when his book was published. I wanted to catch up with him to review the political and social ramifications of his work catch up with him to review the political and social ramifications of his work from here to Australiafrom here to Australia and his own turn from scholar to activist. Our conversation has been edited for clarity and length.and his own turn from scholar to activist. Our conversation has been edited for clarity and length. Jonathan, I really wanted to have you back. We had a wonderful conversation a couple years ago,Jonathan, I really wanted to have you back. We had a wonderful conversation a couple years ago, and you’ve done a lot of work since then. I’ve done a lot of thinking about and you’ve done a lot of work since then. I’ve done a lot of thinking about it, too, I must admit, andit, too, I must admit, and I’m not alone. Your book has been cited as part of the inspiration for some new laws that are tryingI’m not alone. Your book has been cited as part of the inspiration for some new laws that are trying to shield children from social media. As we all know, there’s a major law passed in Australia, whichto shield children from social media. As we all know, there’s a major law passed in Australia, which we’ll get to. And a trial has we’ll get to. And a trial has just started, in the state of California, against social-media companies,just started, in the state of California, against social-media companies, and that seems really significant. Talk me through what’s going on in California.and that seems really significant. Talk me through what’s going on in California. That’s right. These companies were given near-blanket immunity [from liability] for their actionsThat’s right. These companies were given near-blanket immunity [from liability] for their actions back in the nineties. Section 230, the Communications Decency Act, said back in the nineties. Section 230, the Communications Decency Act, said that we can’t sue Meta orthat we can’t sue Meta or TikTok because of what someone else posted on Meta or TikTok.TikTok because of what someone else posted on Meta or TikTok. AdvertisementAdvertisement As a First Amendment idea?As a First Amendment idea? It was actually done to incentivize the companies to moderate. The companies were afraid that ifIt was actually done to incentivize the companies to moderate. The companies were afraid that if they take anything down, they become responsible for every single [piece they take anything down, they become responsible for every single [piece of content]. So Congressof content]. So Congress said, “Go ahead and take down porn, and don’t worry—no one can sue you if you leave somethingsaid, “Go ahead and take down porn, and don’t worry—no one can sue you if you leave something up.” They wanted to give them more freedom of action.up.” They wanted to give them more freedom of action. It was a good idea originally, but the courts have interpreted it so widely. So you have all theseIt was a good idea originally, but the courts have interpreted it so widely. So you have all these parents with dead kids, and, in many cases, it’s just crystal clear. parents with dead kids, and, in many cases, it’s just crystal clear. I mean, the kid got sextorted onI mean, the kid got sextorted on Snapchat and was dead that night. That wasn’t a correlation. That was causation. You have aSnapchat and was dead that night. That wasn’t a correlation. That was causation. You have a happy eleven-year-old girl, she gets on Instagram, and a few weeks later she’s developing anhappy eleven-year-old girl, she gets on Instagram, and a few weeks later she’s developing an eating disorder.eating disorder. So you have all these parents whose kids have been killed or damaged, and not one has everSo you have all these parents whose kids have been killed or damaged, and not one has ever gotten justice. Not one has ever even been able to face Meta in court. Meta has gotten justice. Not one has ever even been able to face Meta in court. Meta has never faced a jury.never faced a jury. None of these companies have ever faced a jury, because they keep saying, “Section 230, youNone of these companies have ever faced a jury, because they keep saying, “Section 230, you can’t touch us.”can’t touch us.” Now, how insane is it that the makers of one of the largest consumer products in the world—that isNow, how insane is it that the makers of one of the largest consumer products in the world—that is the one that most children use, that seems to be harming and killing the one that most children use, that seems to be harming and killing a lot of them—can never bea lot of them—can never be held responsible for their actions?held responsible for their actions? Do you have any numbers for this?Do you have any numbers for this? We know from Snap that they were getting ten thousand reports of sextortion from their users inWe know from Snap that they were getting ten thousand reports of sextortion from their users in 2022. And that wasn’t ten thousand a year, that was ten thousand a month. 2022. And that wasn’t ten thousand a year, that was ten thousand a month. And, as they saidAnd, as they said themselves, this is probably the tip of the iceberg, because most people don’t report. And the kidsthemselves, this is probably the tip of the iceberg, because most people don’t report. And the kids —the boys who kill themselves—they don’t report, either. And with A.I. automating sextortion it’s—the boys who kill themselves—they don’t report, either. And with A.I. automating sextortion it’s going to go way up.going to go way up. When we look at harms to mental health, we tend to find twenty to thirty per cent of the girls areWhen we look at harms to mental health, we tend to find twenty to thirty per cent of the girls are saying, “It harmed my mental health.” The direct harms and the indirect saying, “It harmed my mental health.” The direct harms and the indirect harms are at such a scaleharms are at such a scale that this could plausibly have caused the big increases, in 2012, of mental illness.that this could plausibly have caused the big increases, in 2012, of mental illness. So what’s happening in California?So what’s happening in California? The thousands of cases of parents who are suing can’t be combined into a class-action suit,The thousands of cases of parents who are suing can’t be combined into a class-action suit, because class-action suit requires that all the plaintiffs have been harmed because class-action suit requires that all the plaintiffs have been harmed in the same way. And inin the same way. And in this case the stories are all a little different. So they’ve created what’s called multi-districtthis case the stories are all a little different. So they’ve created what’s called multi-district litigation, in which several thousand cases will be heard by a single judge, a single court, inlitigation, in which several thousand cases will be heard by a single judge, a single court, in California.California. Now, of course, that’s impossible. So the idea is the two sides argue about which cases toNow, of course, that’s impossible. So the idea is the two sides argue about which cases to consider. They pick bellwether cases. Those cases go to trial in front of a jury. consider. They pick bellwether cases. Those cases go to trial in front of a jury. And then based onAnd then based on what those jury trials are it’ll kind of be clear which way everything has to go. So that’s where wewhat those jury trials are it’ll kind of be clear which way everything has to go. So that’s where we are.are. What’s the desirable outcome?What’s the desirable outcome? The desirable outcome is that a jury, which decides questions of fact, decides that social media isThe desirable outcome is that a jury, which decides questions of fact, decides that social media is addictive and it was designed to maximize engagement. They use various addictive and it was designed to maximize engagement. They use various tricks to, basically,tricks to, basically, addict kids.addict kids. When you say “tricks,” what do you mean?When you say “tricks,” what do you mean? Oh, you ever notice that on an iPhone, when you pull down, like, you want to check your e-mail, itOh, you ever notice that on an iPhone, when you pull down, like, you want to check your e-mail, it kind of bounces up and you get new ones?kind of bounces up and you get new ones? Yeah.Yeah. That was literally copied from slot machines. Literally.That was literally copied from slot machines. Literally. I work with a lot of people in their twenties and thirties, and when I brought up your book a coupleI work with a lot of people in their twenties and thirties, and when I brought up your book a couple of years ago it seemed to some of them that it was rather censorious—yet of years ago it seemed to some of them that it was rather censorious—yet another version of “kidsanother version of “kids these days with their loud rock-and-roll music,” or “it was all better before.” The same thing thatthese days with their loud rock-and-roll music,” or “it was all better before.” The same thing that you might’ve heard about television by people who had grown up on radio.you might’ve heard about television by people who had grown up on radio. Yeah, the main argument that I get is, Oh, this is just another moral panic about whateverYeah, the main argument that I get is, Oh, this is just another moral panic about whatever technology the kids are using. And as you and I talked about last time that’s technology the kids are using. And as you and I talked about last time that’s a perfectly legitimatea perfectly legitimate argument. I have to show why this time is different.argument. I have to show why this time is different. The big difference I’ve come to see is this. Screens have been around for a long time. Screens areThe big difference I’ve come to see is this. Screens have been around for a long time. Screens are good ways of presenting stories. Screens have a role in education. If good ways of presenting stories. Screens have a role in education. If you watch a movie with youryou watch a movie with your kid, that’s great. A long story on a screen, across the room, that’s wonderful.kid, that’s great. A long story on a screen, across the room, that’s wonderful. That’s not this.That’s not this. That’s not this. The difference here is behaviorist conditioning. So, with the television, there’s noThat’s not this. The difference here is behaviorist conditioning. So, with the television, there’s no stimulus-response reinforcement loop. You watch, you’re entertained, stimulus-response reinforcement loop. You watch, you’re entertained, you might get into the story.you might get into the story. It’s a very pleasant state, to be into a great fictional story. That’s what art does—it takes us out ofIt’s a very pleasant state, to be into a great fictional story. That’s what art does—it takes us out of ourselves into an imaginary world. That’s great. But, when you give your child a touchscreenourselves into an imaginary world. That’s great. But, when you give your child a touchscreen device, what the child quickly device, what the child quickly figures out is that if they touch something, they get something, andfigures out is that if they touch something, they get something, and then they learn to touch to optimize the getting. And the getting is dopamine—quick dopamine.then they learn to touch to optimize the getting. And the getting is dopamine—quick dopamine. So it’s not just the glow of the screen; it’s the reactivity of it.So it’s not just the glow of the screen; it’s the reactivity of it. That’s right. So if you just played thirty-minute videos on a video player, it would be pretty muchThat’s right. So if you just played thirty-minute videos on a video player, it would be pretty much like television was. But instead what you have is a Skinner box. B. like television was. But instead what you have is a Skinner box. B. F. Skinner was an importantF. Skinner was an important psychologist from about the nineteen-twenties or thirties through about the sixties. He wouldpsychologist from about the nineteen-twenties or thirties through about the sixties. He would create these boxes—he would put a pigeon or a rat in it. By giving them reinforcement on a variablecreate these boxes—he would put a pigeon or a rat in it. By giving them reinforcement on a variable ratio reward schedule he could very ratio reward schedule he could very quickly take control over their behavior and make them dance,quickly take control over their behavior and make them dance, make them learn to play Ping-Pong. I mean, he could do amazing things. And when you give yourmake them learn to play Ping-Pong. I mean, he could do amazing things. And when you give your kid a smartphone it is a behaviorist-conditioning machine.kid a smartphone it is a behaviorist-conditioning machine. So anyone who says, “Oh, this is just like [the moral panic over] comic books”—no, this is really,So anyone who says, “Oh, this is just like [the moral panic over] comic books”—no, this is really, really different from comic books. I just read you a bunch of surveys really different from comic books. I just read you a bunch of surveys where the kids themselveswhere the kids themselves say, “This is harming us.” They say, “We wish it never existed.” Half of them wish TikTok had neversay, “This is harming us.” They say, “We wish it never existed.” Half of them wish TikTok had never been invented. Nobody was saying that about comic books. So I understand people assuming thatbeen invented. Nobody was saying that about comic books. So I understand people assuming that this is just another old man shaking this is just another old man shaking his fist at the clouds, but this time’s really, really different.his fist at the clouds, but this time’s really, really different. I met with some leaders of Apple, and I raised a couple of your main points.I met with some leaders of Apple, and I raised a couple of your main points. What’d they say?What’d they say? “Turn it off.” You know, ration your time, be more logical about how you use it. It’s a great machine,“Turn it off.” You know, ration your time, be more logical about how you use it. It’s a great machine, you just have to, you know… They were, I have to say, pretty blasé you just have to, you know… They were, I have to say, pretty blasé about it.about it. AdvertisementAdvertisement That’s right. As a social psychologist, my rule is that, if one person is doing something bad orThat’s right. As a social psychologist, my rule is that, if one person is doing something bad or stupid, that person might be bad or stupid. But if all of us are doing stupid, that person might be bad or stupid. But if all of us are doing something that seems bad orsomething that seems bad or stupid it’s probably a bad situation that’s making us all behave this way.stupid it’s probably a bad situation that’s making us all behave this way. We have a lot of experience with addictive products. We know a lot about gambling and how itWe have a lot of experience with addictive products. We know a lot about gambling and how it ruins people’s lives. Not everyone is susceptible, but a lot are. Same with ruins people’s lives. Not everyone is susceptible, but a lot are. Same with alcohol. Same withalcohol. Same with cigarettes. And rule No. 1 of addictive substances is: We don’t let companies give them to kids. Wecigarettes. And rule No. 1 of addictive substances is: We don’t let companies give them to kids. We say, “Adults, we’re going to trust you to self-regulate, and ten percent of you will be severelysay, “Adults, we’re going to trust you to self-regulate, and ten percent of you will be severely damaged, but that’s your choice.” My God, damaged, but that’s your choice.” My God, we don’t say that about kids.we don’t say that about kids. Do you think your subject—your obsession of late—is related to something that concerns me veryDo you think your subject—your obsession of late—is related to something that concerns me very much, which is the decline of reading? We see all this information, these much, which is the decline of reading? We see all this information, these statistics, about thestatistics, about the number of people who have or have not read one book in the past year.number of people who have or have not read one book in the past year. Yes. This, actually, I now believe, is the biggest damage. When I was writing “The AnxiousYes. This, actually, I now believe, is the biggest damage. When I was writing “The Anxious Generation,” I focussed on the mental-health damage, because that’s where the Generation,” I focussed on the mental-health damage, because that’s where the evidence wasevidence was best. And I mention attention fragmentation, I mention addiction, but I don’t have a lot on it. Thebest. And I mention attention fragmentation, I mention addiction, but I don’t have a lot on it. The book comes out and everyone begins talking about how they can’t pay attention anymore. And it’sbook comes out and everyone begins talking about how they can’t pay attention anymore. And it’s not just kids. Adults are beginning to say that not just kids. Adults are beginning to say that they can’t pay attention. And then we start hearing—they can’t pay attention. And then we start hearing— I’m telling you, it’s hard for me! I’m a professional reader.I’m telling you, it’s hard for me! I’m a professional reader. It’s everyone I talk to.It’s everyone I talk to. And, as I told you before we went on the air, I have to take my phone and put it in the kitchen soAnd, as I told you before we went on the air, I have to take my phone and put it in the kitchen so that I can, in the other room, read manuscripts, read a book. And it that I can, in the other room, read manuscripts, read a book. And it strikes me that the rise of thestrikes me that the rise of the phone and all it implies is the greatest experiment in human consciousness, in a sense, that hasn’tphone and all it implies is the greatest experiment in human consciousness, in a sense, that hasn’t been thought through.been thought through. Absolutely.Absolutely. It’s just speeding sixty miles an hour into our lives and carrying us along.It’s just speeding sixty miles an hour into our lives and carrying us along. With effects far beyond what we can imagine.With effects far beyond what we can imagine. The key neurotransmitter here is dopamine. Dopamine is wonderful, and we want our kids toThe key neurotransmitter here is dopamine. Dopamine is wonderful, and we want our kids to experience a lot of slow dopamine. Slow dopamine is: your kid is trying to build experience a lot of slow dopamine. Slow dopamine is: your kid is trying to build a tree house, and ata tree house, and at first he fails, and then he makes some progress, which feels really good. And so he’s motivated tofirst he fails, and then he makes some progress, which feels really good. And so he’s motivated to work harder, and then he fails again. And over time he eventually finishes, and boy, whatwork harder, and then he fails again. And over time he eventually finishes, and boy, what satisfaction that is. So that’s how you raise satisfaction that is. So that’s how you raise an adult: you give them a lot of experiences of slowan adult: you give them a lot of experiences of slow dopamine. They learn to set goals and pursue them.dopamine. They learn to set goals and pursue them. Here’s how you undermine that: Make available to every child, from the age of two, an iPad. AndHere’s how you undermine that: Make available to every child, from the age of two, an iPad. And what the child will quickly learn unconsciously is they’re looking at something, what the child will quickly learn unconsciously is they’re looking at something, and within eightand within eight seconds, they will know, this is kind of interesting, but it’s not—swipe. Oh, wow, this is so funny. Oh,seconds, they will know, this is kind of interesting, but it’s not—swipe. Oh, wow, this is so funny. Oh, this is great. Quick dopamine, quick dopamine. They go someplace else.this is great. Quick dopamine, quick dopamine. They go someplace else. This is the experience that young people have had since birth, now. Kids are given iPads routinelyThis is the experience that young people have had since birth, now. Kids are given iPads routinely when they’re in their strollers.when they’re in their strollers. So this is not just crabby college professors whining about their students not readingSo this is not just crabby college professors whining about their students not reading “Middlemarch” in a week.“Middlemarch” in a week. No, this is the subversion of the ability to pay attention on a species-wide level. And as one of myNo, this is the subversion of the ability to pay attention on a species-wide level. And as one of my students said, because I showed her that Atlantic article about how students said, because I showed her that Atlantic article about how students aren’t reading booksstudents aren’t reading books anymore—she said, “Yeah, I pick up a book, I read a sentence, I get bored, I go to TikTok.”anymore—she said, “Yeah, I pick up a book, I read a sentence, I get bored, I go to TikTok.” Because, again, you’ve been on this book for eight seconds and it’s not that interesting, but theBecause, again, you’ve been on this book for eight seconds and it’s not that interesting, but the thing in my pocket is a lot more interesting—quick thing in my pocket is a lot more interesting—quick dopamine, quick dopamine.dopamine, quick dopamine. So this is what we’ve done. And this is even worse for the boys, because for the boys, it’s videoSo this is what we’ve done. And this is even worse for the boys, because for the boys, it’s video games, it’s porn, it’s vaping, it’s gambling, it’s sports betting. So games, it’s porn, it’s vaping, it’s gambling, it’s sports betting. So for boys, it’s open season on theirfor boys, it’s open season on their dopamine systems. And this is going to make it very hard for them to develop executive function,dopamine systems. And this is going to make it very hard for them to develop executive function, follow goals, be useful as employees or spouses.follow goals, be useful as employees or spouses. You came in today and put in front of me a paper that you’ve said is the most important researchYou came in today and put in front of me a paper that you’ve said is the most important research you’ve done. It’s called “Social Media Is Harming Young People at a Scale you’ve done. It’s called “Social Media Is Harming Young People at a Scale Large Enough to CauseLarge Enough to Cause Changes at the Population Level.” At The New Yorker, we wouldn’t call that a good print title—itChanges at the Population Level.” At The New Yorker, we wouldn’t call that a good print title—it would be a good S.E.O. title. But tell me what this report is all about, that you and your co-author,would be a good S.E.O. title. But tell me what this report is all about, that you and your co-author, Zachary Rausch, have published this Zachary Rausch, have published this year.year. Here’s a quote from Mark Zuckerberg, when he was questioned under oath in the U.S. Senate,Here’s a quote from Mark Zuckerberg, when he was questioned under oath in the U.S. Senate, January 31, 2024. He says: “Mental health is a complex issue and the existing January 31, 2024. He says: “Mental health is a complex issue and the existing body of scientificbody of scientific work has not shown a causal link between using social media and young people having worsework has not shown a causal link between using social media and young people having worse mental health outcomes.” His claim, in multiple places, is that it’s just a correlation and you can’tmental health outcomes.” His claim, in multiple places, is that it’s just a correlation and you can’t prove that there’s causation.prove that there’s causation. Zach and I have laid out seven different lines of evidence. We’re trying to reframe the argument asZach and I have laid out seven different lines of evidence. We’re trying to reframe the argument as one that can actually be solved. We do have ways of knowing if A caused one that can actually be solved. We do have ways of knowing if A caused B in the law and in socialB in the law and in social science. So we have lots of studies, surveys of young people. What do they say? Do young peoplescience. So we have lots of studies, surveys of young people. What do they say? Do young people think that social media is great for their mental health? Absolutely not. So this is line one: what thethink that social media is great for their mental health? Absolutely not. So this is line one: what the victims say. And in Exhibit A victims say. And in Exhibit A we present a bunch of surveys of young people.we present a bunch of surveys of young people. AdvertisementAdvertisement And these are surveys done by whom?And these are surveys done by whom? Pew, Gallup, Common Sense Media, many international outlets as well. We cover internationalPew, Gallup, Common Sense Media, many international outlets as well. We cover international research as well. Pew, which is probably the main source of evidence here, in research as well. Pew, which is probably the main source of evidence here, in 2024, found that one-2024, found that one- quarter of girls say that social media harms their mental health. One-third say it makes them feelquarter of girls say that social media harms their mental health. One-third say it makes them feel worse about their lives. Fifty per cent say it harms their sleep. It all comes back to this question ofworse about their lives. Fifty per cent say it harms their sleep. It all comes back to this question of correlation versus causation. So correlation versus causation. So line one is what the victims say.line one is what the victims say. Line two is what the witnesses say, and that’s the parents, the teachers, the psychologists, theLine two is what the witnesses say, and that’s the parents, the teachers, the psychologists, the psychiatrists. They have very negative views of this. They see it up close. psychiatrists. They have very negative views of this. They see it up close. They say, “This isThey say, “This is causing anxiety disorders. This is harming my patients.”causing anxiety disorders. This is harming my patients.” And then the third line is what the perpetrators say. If a prosecutor is laying the case out in courtAnd then the third line is what the perpetrators say. If a prosecutor is laying the case out in court and he says to the jury, “I have here texts from Frank, the alleged and he says to the jury, “I have here texts from Frank, the alleged perpetrator, in which he says toperpetrator, in which he says to a buddy, ‘I’m going to mug Carol at three o’clock.’ ” And then he has a text saying, “I mugged Carola buddy, ‘I’m going to mug Carol at three o’clock.’ ” And then he has a text saying, “I mugged Carol at three o’clock. Look at all the loot I got”—would that be evidence of causation, or is that just aat three o’clock. Look at all the loot I got”—would that be evidence of causation, or is that just a correlation?correlation? We have quote after quote [showing knowledge of harm] from inside the companies. I’ll just read aWe have quote after quote [showing knowledge of harm] from inside the companies. I’ll just read a couple very briefly.couple very briefly. From TikTok, an internal research report: “Compulsive usage correlates with a slew of negativeFrom TikTok, an internal research report: “Compulsive usage correlates with a slew of negative mental health effects like loss of analytical skill, memory formation, contextual mental health effects like loss of analytical skill, memory formation, contextual thinking,thinking, conversational depth, empathy,” and it correlates with increased anxiety, and it goes on and on. Soconversational depth, empathy,” and it correlates with increased anxiety, and it goes on and on. So they know that they are hurting kids. They say the product in itself has compulsive use baked intothey know that they are hurting kids. They say the product in itself has compulsive use baked into it. They designed it to be addictive, and it’s it. They designed it to be addictive, and it’s addictive.addictive. Snap, I already gave you the ten thousand reports of sextortion a month. Meta: “There are reasonsSnap, I already gave you the ten thousand reports of sextortion a month. Meta: “There are reasons to worry about self-control and use of our products, and”—to worry about self-control and use of our products, and”— Wait, who’s speaking here?Wait, who’s speaking here? So this is a member of Meta’s core data-science team and a senior data scientist at Meta having aSo this is a member of Meta’s core data-science team and a senior data scientist at Meta having a conversation: “Without providing much more value, how to keep someone conversation: “Without providing much more value, how to keep someone returning over and overreturning over and over to the same behavior each day? Intermittent rewards are most effective. Think slot machines.”to the same behavior each day? Intermittent rewards are most effective. Think slot machines.” They talk about it. They maximize for engagement.They talk about it. They maximize for engagement. Let’s talk about another country where something has been done about this. Late last year,Let’s talk about another country where something has been done about this. Late last year, Australia enacted a new law requiring age verification for social-media users. Australia enacted a new law requiring age verification for social-media users. I think that’s the firstI think that’s the first national law of its kind.national law of its kind. Yes, it was.Yes, it was. What does this verification look like, and how is it working?What does this verification look like, and how is it working? The Australia bill was very carefully drafted. They commissioned a former chief justice of theThe Australia bill was very carefully drafted. They commissioned a former chief justice of the Supreme Court, Robert French, to figure out how it would be done. And it Supreme Court, Robert French, to figure out how it would be done. And it specifically says that it’sspecifically says that it’s up to the companies to do it. It’s their responsibility. And it specifically says the companies cannotup to the companies to do it. It’s their responsibility. And it specifically says the companies cannot only ask for a government I.D. They have to offer an alternate way [to authenticate]. And thereonly ask for a government I.D. They have to offer an alternate way [to authenticate]. And there already were dozens of companies already were dozens of companies that offer alternate ways.that offer alternate ways. Wait, how does it work?Wait, how does it work? So the idea is: you want to open an account on Instagram. You put in your birthday and it thenSo the idea is: you want to open an account on Instagram. You put in your birthday and it then kicks you over to a page that says, “Here are four ways that you can validate kicks you over to a page that says, “Here are four ways that you can validate that you’re oldthat you’re old enough.”enough.” So it’s not an honor system. Yes, I’m eighteen, on we go.So it’s not an honor system. Yes, I’m eighteen, on we go. That’s right. Until December 10th, which is when it went into effect, the world was on the honorThat’s right. Until December 10th, which is when it went into effect, the world was on the honor system. Porn, “Are you eighteen?” “Yes.” “You’re in.” So that began to system. Porn, “Are you eighteen?” “Yes.” “You’re in.” So that began to end on December 10th.end on December 10th. Why did this happen first in Australia?Why did this happen first in Australia? It just so happens that the wife of the Premier of South Australia read “The Anxious Generation”It just so happens that the wife of the Premier of South Australia read “The Anxious Generation” soon after it came out. And she said to her husband, Peter—Peter Malinauskas—“You soon after it came out. And she said to her husband, Peter—Peter Malinauskas—“You got to readgot to read this book, and then you’ve got to effing do something about it.” And he did. And he called up Robertthis book, and then you’ve got to effing do something about it.” And he did. And he called up Robert French and said, “How could we do this?” And they did it.French and said, “How could we do this?” And they did it. It wasn’t an ideologically divided issue?It wasn’t an ideologically divided issue? It’s always bipartisan. Always. In every country, the left and the right are working together.It’s always bipartisan. Always. In every country, the left and the right are working together. How is it coming along in Australia?How is it coming along in Australia? Here’s what we know. Julie Inman Grant, their e-safety commissioner, put out a press releaseHere’s what we know. Julie Inman Grant, their e-safety commissioner, put out a press release about three or four weeks ago. She said all ten of the covered platforms have about three or four weeks ago. She said all ten of the covered platforms have complied. They tookcomplied. They took down 4.7 million accounts from the 2.5 million Australian kids in that age range. And, of course,down 4.7 million accounts from the 2.5 million Australian kids in that age range. And, of course, some are getting around it with V.P.N.s. Although I heard from someone who’s studying it—V.P.N.some are getting around it with V.P.N.s. Although I heard from someone who’s studying it—V.P.N. usage went way up at first, but it came way usage went way up at first, but it came way back down, because the kids want to check theirback down, because the kids want to check their social media thirty times a day, and if you have to load up a V.P.N. it’s a bit of friction. So of coursesocial media thirty times a day, and if you have to load up a V.P.N. it’s a bit of friction. So of course kids are still getting around it, but as Julie pointed out: We’re trying to change the norms of akids are still getting around it, but as Julie pointed out: We’re trying to change the norms of a nation, nation, the norms of childhood. We won’t really know the full effect for ten or twenty years.the norms of childhood. We won’t really know the full effect for ten or twenty years. How does it affect schools and phones?How does it affect schools and phones? So, two things. One is locking up the phones in the morning, a phone-free school policy, and thatSo, two things. One is locking up the phones in the morning, a phone-free school policy, and that has magical effects—transformative effects. Some schools don’t implement has magical effects—transformative effects. Some schools don’t implement it well, they don’tit well, they don’t enforce it well, and then there’s cheating. But in schools that enforce it reasonably well the resultsenforce it well, and then there’s cheating. But in schools that enforce it reasonably well the results are always spectacular. The thing that you always hear is: We hear laughter in the hallways again.are always spectacular. The thing that you always hear is: We hear laughter in the hallways again. The lunchroom is so loud. Kids are The lunchroom is so loud. Kids are laughing.laughing. AdvertisementAdvertisement That sounds too good to be true. Do we know this to be the case?That sounds too good to be true. Do we know this to be the case? First of all, it’s very hard to find an account anywhere of this backfiring. And that would beFirst of all, it’s very hard to find an account anywhere of this backfiring. And that would be newsworthy. There are a lot of efforts to measure what’s going on. Angela newsworthy. There are a lot of efforts to measure what’s going on. Angela Duckworth, at Penn, isDuckworth, at Penn, is doing a major assessment, and she showed me some preliminary data in which the schools thatdoing a major assessment, and she showed me some preliminary data in which the schools that used special phone lockers—that really took the phones away for the day—got the best results, inused special phone lockers—that really took the phones away for the day—got the best results, in terms of teacher reports, academic outcomes. terms of teacher reports, academic outcomes. And the ones that used Yondr pouches got goodAnd the ones that used Yondr pouches got good results—not as good. And the ones that use a backpack policy, which a lot of schools do,results—not as good. And the ones that use a backpack policy, which a lot of schools do, unfortunately—“Keep it in your backpack, don’t take it out.” Look, if you’re a cocaine addict, andunfortunately—“Keep it in your backpack, don’t take it out.” Look, if you’re a cocaine addict, and you’re told, “You can you’re told, “You can keep your cocaine with you all day long.” . . . So, yeah, it does seem to bekeep your cocaine with you all day long.” . . . So, yeah, it does seem to be working incredibly well.working incredibly well. The biggest argument against the Australian policy, or bringing the Australian policy to the UnitedThe biggest argument against the Australian policy, or bringing the Australian policy to the United States, is a First Amendment argument. Explain the First Amendment argument States, is a First Amendment argument. Explain the First Amendment argument and why youand why you disagree with it.disagree with it. So of course the First Amendment is that Congress shall make no law restricting the freedom ofSo of course the First Amendment is that Congress shall make no law restricting the freedom of speech. And the companies argue that any kind of regulation is going to stop speech. And the companies argue that any kind of regulation is going to stop somebody fromsomebody from speaking and therefore violates the First Amendment. But the law already says that you have to bespeaking and therefore violates the First Amendment. But the law already says that you have to be thirteen to sign a contract. This isn’t about who can say what. It’s about contract law. And rightthirteen to sign a contract. This isn’t about who can say what. It’s about contract law. And right now, the law says that you have to be thirteen now, the law says that you have to be thirteen before a company can take your data without yourbefore a company can take your data without your parents’ knowledge or consent. And the Australian law says, first of all, thirteen was too low. For aparents’ knowledge or consent. And the Australian law says, first of all, thirteen was too low. For a child to sign a contract, they have to be sixteen. Oh, and guess who has to enforce the age limit?child to sign a contract, they have to be sixteen. Oh, and guess who has to enforce the age limit? It’s not It’s not the child. It’s the company. So I don’t see any First Amendment—the child. It’s the company. So I don’t see any First Amendment— The way a liquor store needs to see a driver’s license.The way a liquor store needs to see a driver’s license. That’s right. It can’t be up to the parents to keep their kids out of liquor stores and strip clubs. ItThat’s right. It can’t be up to the parents to keep their kids out of liquor stores and strip clubs. It has to be the person at the door.has to be the person at the door. Now, the people being harmed by these things are not just thirteen, fourteen, and fifteen year olds.Now, the people being harmed by these things are not just thirteen, fourteen, and fifteen year olds. It’s even geezers like us, Jonathan, arguably. Are we left to our own It’s even geezers like us, Jonathan, arguably. Are we left to our own devices?devices? We pretty much are, at least as far as I’m concerned. What I mean by that is: I’m an American, IWe pretty much are, at least as far as I’m concerned. What I mean by that is: I’m an American, I have some generally libertarian tendencies. I don’t want to tell adults have some generally libertarian tendencies. I don’t want to tell adults what to do. Adults can makewhat to do. Adults can make their own choices.their own choices. How do we maintain some of the real connection and community that young people do find online?How do we maintain some of the real connection and community that young people do find online? Thanks for asking that, because this is one of the main arguments I get. It’s: thank God for socialThanks for asking that, because this is one of the main arguments I get. It’s: thank God for social media. How could they ever connect if they didn’t have social media? media. How could they ever connect if they didn’t have social media? How could they findHow could they find information? To which I say, Yeah, kids need to connect. And the best way to connect is in person.information? To which I say, Yeah, kids need to connect. And the best way to connect is in person. And the second best way is by telephone or Zoom or FaceTime. And the worst way to connect is byAnd the second best way is by telephone or Zoom or FaceTime. And the worst way to connect is by posting something and having it be public posting something and having it be public and having people comment on it. That seems to beand having people comment on it. That seems to be counterproductive. That seems to cause anxiety. That does not make people feel connected.counterproductive. That seems to cause anxiety. That does not make people feel connected. What I have found from talking to my students and to young people is that they’re afraid that theyWhat I have found from talking to my students and to young people is that they’re afraid that they will be seen as a freak if they don’t have Instagram—because everyone will be seen as a freak if they don’t have Instagram—because everyone has Instagram andhas Instagram and Snapchat—but in fact the ones who go without it, other kids, when they talk to them, almostSnapchat—but in fact the ones who go without it, other kids, when they talk to them, almost always say, “Wow, I wish I could do that. Wow, what’s it like?”always say, “Wow, I wish I could do that. Wow, what’s it like?” We’ve discussed what’s happening in Australia. What’s it going to take for anything like that toWe’ve discussed what’s happening in Australia. What’s it going to take for anything like that to come to the United States? What’s the position of the Administration?come to the United States? What’s the position of the Administration? Two things. First, as soon as my book came out, mothers jumped into action, pressed for politicalTwo things. First, as soon as my book came out, mothers jumped into action, pressed for political action. We got huge amounts of reform in the states. Many states have action. We got huge amounts of reform in the states. Many states have taken action on phone-freetaken action on phone-free schools, on regulating social media. Here in New York, our governor, Kathy Hochul, has been greatschools, on regulating social media. Here in New York, our governor, Kathy Hochul, has been great on all these issues. So there’s been a huge amount of action at the state level, a huge amount ofon all these issues. So there’s been a huge amount of action at the state level, a huge amount of action around the world.action around the world. There’s only one place that I know of where nothing is happening, and that’s Congress. Now, what’sThere’s only one place that I know of where nothing is happening, and that’s Congress. Now, what’s the role of the Administration? Because the tech moguls have been buddying the role of the Administration? Because the tech moguls have been buddying up with Presidentup with President Trump, many people assume—and I saw this all over Europe. People are afraid to regulate socialTrump, many people assume—and I saw this all over Europe. People are afraid to regulate social media because they think that Trump will come after them or put tariffs on them. But here’s themedia because they think that Trump will come after them or put tariffs on them. But here’s the thing that I want everyone to notice about this. thing that I want everyone to notice about this. Yes, Donald Trump and Elon Musk will be veryYes, Donald Trump and Elon Musk will be very upset if you try to do content moderation and say what counts as hate speech. But if you’reupset if you try to do content moderation and say what counts as hate speech. But if you’re protecting kids they actually have shown a lot of signs of support. The only thing America has everprotecting kids they actually have shown a lot of signs of support. The only thing America has ever done to protect kids done to protect kids [from social media] is the Take It Down Act, which was pushed by Melania.[from social media] is the Take It Down Act, which was pushed by Melania. And the Kids Online Safety Act, the only act that ever almost made it to law a year or two ago,And the Kids Online Safety Act, the only act that ever almost made it to law a year or two ago, Donald Trump, Jr., tweeted support of it. Linda Yaccarino, the C.E.O. of X, tweeted support Donald Trump, Jr., tweeted support of it. Linda Yaccarino, the C.E.O. of X, tweeted support of it, andof it, and Elon Musk amplified her tweet. So I think the people in the Trump order—Elon Musk amplified her tweet. So I think the people in the Trump order— AdvertisementAdvertisement Those seem like baby steps, though.Those seem like baby steps, though. Well, passing KOSA would be huge, because we’ve never done much to protect kids ever. And so ifWell, passing KOSA would be huge, because we’ve never done much to protect kids ever. And so if we could do something in the U.S. Congress—we could do something in the U.S. Congress— So you see the potential of a coherent, Trump Administration-led piece of legislation, analogous toSo you see the potential of a coherent, Trump Administration-led piece of legislation, analogous to what’s going on in Australia?what’s going on in Australia? Raising the age would be a bigger step. And so that might take a while longer.Raising the age would be a bigger step. And so that might take a while longer. Have you ever talked to anybody in the Administration?Have you ever talked to anybody in the Administration? I’ve talked not directly with Trump, but with people in the office of the Vice-President, and . . . WeI’ve talked not directly with Trump, but with people in the office of the Vice-President, and . . . We have some contacts with people in or near the Administration.have some contacts with people in or near the Administration. And what are those conversations like?And what are those conversations like? Well, they’re interested in it, because again, everyone has kids. Everyone sees the threat. ParentsWell, they’re interested in it, because again, everyone has kids. Everyone sees the threat. Parents everywhere see this as the biggest threat.everywhere see this as the biggest threat. You have the same kind of conversations on the Democratic side?You have the same kind of conversations on the Democratic side? Largely, yes. The Democrats are—Largely, yes. The Democrats are— You’re saying “largely.”You’re saying “largely.” Yeah. So what happens is that Meta puts out a set of talking points to inflame the right, and that isYeah. So what happens is that Meta puts out a set of talking points to inflame the right, and that is censorship, censorship, censorship. And they have a set of talking censorship, censorship, censorship. And they have a set of talking points to inflame the left. Andpoints to inflame the left. And that is that social media is a lifeline for L.G.B.T.Q. kids. And that is not true. The internet was athat is that social media is a lifeline for L.G.B.T.Q. kids. And that is not true. The internet was a lifeline for them. Kids who were isolated, often in rural areas, when the internet came in—now theylifeline for them. Kids who were isolated, often in rural areas, when the internet came in—now they could find information, could find information, they could find others. There are all kinds of ways they were not isolated.they could find others. There are all kinds of ways they were not isolated. The internet’s amazing.The internet’s amazing. Social media is just a small part of the internet, and it’s an incredibly toxic part. So Zach RauschSocial media is just a small part of the internet, and it’s an incredibly toxic part. So Zach Rausch and I have an article in The Atlantic with Lennon Torres, who’s a trans and I have an article in The Atlantic with Lennon Torres, who’s a trans activist, and Lennon talksactivist, and Lennon talks about what happened to her when she was transitioning. And we have data showing that L.G.B.T.Q.about what happened to her when she was transitioning. And we have data showing that L.G.B.T.Q. kids do use social media more than any other group, but they’re also much more likely to reportkids do use social media more than any other group, but they’re also much more likely to report having been harmed by it. Social media having been harmed by it. Social media is not a lifeline for L.G.B.T.Q. kids. The internet is.is not a lifeline for L.G.B.T.Q. kids. The internet is. Who’s your best political ally?Who’s your best political ally? I would say the first one who stepped forward was Sarah Huckabee Sanders. She contacted meI would say the first one who stepped forward was Sarah Huckabee Sanders. She contacted me right away after the book came out. And then also Kathy Hochul, around the same right away after the book came out. And then also Kathy Hochul, around the same time. So it’stime. So it’s female governors, or the First Lady of Virginia. Mothers are quicker off the mark. They werefemale governors, or the First Lady of Virginia. Mothers are quicker off the mark. They were desperate to do something, and a lot of them have.desperate to do something, and a lot of them have. Interesting.Interesting. I would say female politicians, female governors—but lots of male governors, heads of state, asI would say female politicians, female governors—but lots of male governors, heads of state, as well.well. Do you have any allies in the tech world? In other words, is there anybody unexpected who leadsDo you have any allies in the tech world? In other words, is there anybody unexpected who leads YouTube or TikTok and they say, “You know what? You’re right. I want to YouTube or TikTok and they say, “You know what? You’re right. I want to work with you to makework with you to make this better and not just try to combat you.”this better and not just try to combat you.” There’s one so far—Bill Ready, the C.E.O. of Pinterest. He reached out to me weeks after the bookThere’s one so far—Bill Ready, the C.E.O. of Pinterest. He reached out to me weeks after the book came out. He himself had, when he took over at Pinterest, just cut off came out. He himself had, when he took over at Pinterest, just cut off the social features forthe social features for everyone under sixteen [because of safety concerns]. And he just said, “No more of that.” So Billeveryone under sixteen [because of safety concerns]. And he just said, “No more of that.” So Bill Ready has been great.Ready has been great. You’ve not heard from Tim Cook, at Apple, or Elon Musk, or . . . ?You’ve not heard from Tim Cook, at Apple, or Elon Musk, or . . . ? No, none of them. I had two meetings with Mark Zuckerberg in 2019 and 2020. We debated theNo, none of them. I had two meetings with Mark Zuckerberg in 2019 and 2020. We debated the issue of causality versus correlation, but they have not reached out to me.issue of causality versus correlation, but they have not reached out to me. How will A.I. affect not only your work but all of us, in terms of what we’ve been discussing?How will A.I. affect not only your work but all of us, in terms of what we’ve been discussing? Yeah. So leaving aside all the existential risks, all the ways that it could lead to human extinction.Yeah. So leaving aside all the existential risks, all the ways that it could lead to human extinction. Let’s just talk about human development.Let’s just talk about human development. Social media hacked our attention and took most of it. Young people, nearly half of them say thatSocial media hacked our attention and took most of it. Young people, nearly half of them say that they’re online almost constantly. So social media made off with most human they’re online almost constantly. So social media made off with most human attention, not just forattention, not just for kids but for older people as well, but not as much. And that should be the crime of the century, andkids but for older people as well, but not as much. And that should be the crime of the century, and that is debilitating.that is debilitating. But A.I. is going to be much worse, because A.I. is going to hack our attachments. We have anBut A.I. is going to be much worse, because A.I. is going to hack our attachments. We have an attachment system in the parents and the child, and the infant must, with attachment system in the parents and the child, and the infant must, with repeated turn-taking,repeated turn-taking, serve and return interactions. You do something, the kid does something back, you do somethingserve and return interactions. You do something, the kid does something back, you do something back. That is what develops the brain. That is what develops the internal working models ofback. That is what develops the brain. That is what develops the internal working models of attachment. If you have secure attachment, you’re attachment. If you have secure attachment, you’re well set up to have adult romantic relationshipswell set up to have adult romantic relationships in which you are stable, not incredibly difficult to be with.in which you are stable, not incredibly difficult to be with. Now that we have A.I. in Teddy bears and in every social-media product—Now that we have A.I. in Teddy bears and in every social-media product— What is A.I. in Teddy bears?What is A.I. in Teddy bears? Oh, it’s a Teddy bear that you can talk with. It’s a chatbot in a Teddy bear. It’ll become your bestOh, it’s a Teddy bear that you can talk with. It’s a chatbot in a Teddy bear. It’ll become your best friend. It’ll be supportive.friend. It’ll be supportive. Great. That’s fantastic.Great. That’s fantastic. Right. So chatbots already have a death toll. We already know about kids who were talked intoRight. So chatbots already have a death toll. We already know about kids who were talked into suicide, or at least encouraged to kill themselves and hide it. And we’re suicide, or at least encouraged to kill themselves and hide it. And we’re now going to raise ournow going to raise our children with it. It’s going to be really good at entertaining them. We’re all busy because we have sochildren with it. It’s going to be really good at entertaining them. We’re all busy because we have so much to do on our phones.much to do on our phones. I sense another book coming from you, Jon.I sense another book coming from you, Jon. I think things are moving too fast for another book. I may not write another book. I’ve got to justI think things are moving too fast for another book. I may not write another book. I’ve got to just write articles.write articles. Interestingly, you’ve gone from subject to subject over your adult and academic life, but this seemsInterestingly, you’ve gone from subject to subject over your adult and academic life, but this seems like now the work of a lifetime.like now the work of a lifetime. AdvertisementAdvertisement Yeah. This is what I’m going to do for the rest of my life, because this is the biggest—Yeah. This is what I’m going to do for the rest of my life, because this is the biggest— What does that mean?What does that mean? I have a contract to write a book on democracy, called “Life After Babble: Adapting to a World WeI have a contract to write a book on democracy, called “Life After Babble: Adapting to a World We May Never Again Share,” about what social media is doing to liberal democracy, May Never Again Share,” about what social media is doing to liberal democracy, how it may behow it may be incompatible with it. I’d love to write that book, and I might still write it. But by the time I write itincompatible with it. I’d love to write that book, and I might still write it. But by the time I write it everything could be so radically different in our country.everything could be so radically different in our country. How would you summarize it?How would you summarize it? I would summarize it by saying that democracy is a conversation, and when that conversation wasI would summarize it by saying that democracy is a conversation, and when that conversation was in the Agora, in Greece, they had one kind of democracy. And when that conversation in the Agora, in Greece, they had one kind of democracy. And when that conversation was duringwas during the Gutenberg era, which took place in print and in places like The New Yorker, and CBS News, itthe Gutenberg era, which took place in print and in places like The New Yorker, and CBS News, it was a different kind of conversation. And now we’re out of the Gutenberg era—we’re into thewas a different kind of conversation. And now we’re out of the Gutenberg era—we’re into the network era. We will never again know what’s true. It’ll network era. We will never again know what’s true. It’ll never be possible to have a shared reality.never be possible to have a shared reality. So that’s not the fault of Donald Trump. He’s a symptom of it, you’re saying.So that’s not the fault of Donald Trump. He’s a symptom of it, you’re saying. He is the first person who knew how to navigate the new world and to create some reality.He is the first person who knew how to navigate the new world and to create some reality. And exploit it.And exploit it. That’s right. If not for Twitter, he could not have become President. But just as it is said that bothThat’s right. If not for Twitter, he could not have become President. But just as it is said that both John Kennedy and Ronald Reagan were extremely adept at the age of John Kennedy and Ronald Reagan were extremely adept at the age of television. And Neil Postmantelevision. And Neil Postman writes about this, the great twentieth-century media theorist.writes about this, the great twentieth-century media theorist. “Amusing Ourselves to Death.”“Amusing Ourselves to Death.” Exactly. And so in the same way, when that conversation moves on to Twitter, what happens to it?Exactly. And so in the same way, when that conversation moves on to Twitter, what happens to it? Read Federalist No. 10, where the Founding Fathers worried about people’s Read Federalist No. 10, where the Founding Fathers worried about people’s ability to get pulled offability to get pulled off into nonsense and craziness, and the ability of a demagogue to inflame the passions. They tried tointo nonsense and craziness, and the ability of a demagogue to inflame the passions. They tried to design safeguards for it, but, in the social-media age, those safeguards are gone.design safeguards for it, but, in the social-media age, those safeguards are gone. So that genie can’t go back in the bottle, either.So that genie can’t go back in the bottle, either. Can’t go back in the bottle. And that’s why the subtitle of the book is “adapting to a world we mayCan’t go back in the bottle. And that’s why the subtitle of the book is “adapting to a world we may never again share.” never again share.” ♦ The New Yorker Radio Hour is a co-production of WNYC Studios and The New Yorker.The New Yorker Radio Hour is a co-production of WNYC Studios and The New Yorker. Can We Can We Save Kids from Social Media? | The New YorkerSave Kids from Social Media? | The New Yorker Date:3/19/2026 2:29:05 PM From:"durfeycraig778@gmail.com" durfeycraig778@gmail.com To: "'Craig A Durfey'" cadurfey@gmail.com, "senator.umberg@senate.ca.gov" senator.umbe rg@se nate.ca.gov, "Don Barnes" ddbarnes@ocsd.org, "'Lisa Kim'" lisak@ci.garden-grove.ca.us, "Sam.Waldoch@asm.ca.gov" Sam.Waldoch@asm.ca.gov, "rosie.rosales@sausd.us" rosie.rosales@sausd.us, "ADAM.BOMAN@asm.ca.gov" ADAM.BOMAN@asm.ca.gov, "'Teri Rocco'" teri.rocco@ggusd.us, "'Public Records Request'" cityclerk@ggcity.org, "stephaniek@ggcity.org" stephaniek@ggcity.org, "GGDPIO@GGCITY.ORG" GGDPIO@GGCITY.ORG, "'Liz Vasquez'" lizv@ggcity.org, "SEDN.committee@senate.ca.gov" SEDN.committee@senate .ca.gov, "SHEA.Committee@senate.ca.gov" SHEA.Committee@senate.ca.gov, "'PIO Departme nt'" pio_de partment@ggusd.us, "'Bob Harden'" bob.harden@ggusd.us, "'Dina Nguyen'" dina.nguyen@ggusd.us, "'Lan Nguyen'" lan.nguyen@ggusd.us, "'Walter Muneton'" walter.muneton@ggusd.us, "arianaa@ggcity.org" arianaa@ggcity.org, "phillipn@ggcity.org" phillipn@ggcity.org, "'George Brietigam'" georgeb@ggcity.org, "yeseniam@ggcity.org" yese niam@ggcity.org, "cindyt@ggcity.org" cindyt@ggcity.org, "greg1@ggcity.org" greg1@ggcity.org, "re sponse @ocgov.com" response@ocgov.com, "'Gabriela Mafi'" gmafi@ggusd.us, "David.Ochoa@sen.ca.gov" David.Ochoa@sen.ca.gov, "hlarum@cityofirvine.org | cityofirvine.org" hlarum@cityofirvine.org | cityofirvine.org, "irvinecitycouncil@cityofirvine.org" irvinecitycouncil@cityofirvine.org, "City.Council@surfcity-hb.org" City.Council@surfcity-hb.org, "'Jeffrey Layland'" jlayland@ggusd.us, "Public Comme nt" publiccomme nt@anaheim.net, "Superintendent@cde.ca.gov" Superintendent@cde.ca.gov, "ocbe@ocde.us" ocbe @ocde .us, "joe d@ggcity.org" joed@ggcity.org, "REPLOUCORREA@MAIL.HOUSE.GOV" REPLOUCORREA@MAIL.HOUSE.GOV, "SENATOR.GONZALEZ@senate.ca.gov" SENATOR.GONZALEZ@senate .ca.gov, "'"JONATHAN@GGPD.ORG"'" jonathan@ggpd.org, "admin@voiceofoc.org" admin@voiceofoc.org, "'Jim Tortolano'" orange countytribune@gmail.com, "'California Bicycle Coalition'" info@calbike.org, "cindyt@ggcity.org" cindyt@ggcity.org, "'George Brie tigam'" georgeb@ggcity.org, "stephaniek@ggcity.org" stephaniek@ggcity.org Cc: "'"Manuel.Leon@sen.ca.gov"'" manuel.leon@sen.ca.gov, "paulina.rodrigue z@se n.ca.gov" paulina.rodriguez@sen.ca.gov, "Farra.Bracht@asm.ca.gov" Farra.Bracht@asm.ca.gov, "Aime e .Maxwe ll- Jolly@asm.ca.gov" Aimee.Maxwell-Jolly@asm.ca.gov Subject:[EXTERNAL] 1 Lynwood Unified High School Students Gear Up for New Bike Tech Pathway Warning: This email originated from outside the City of Anaheim. Do not click links or open attachme nts unle ss you recognize the sender and are expecting the message. 03-19-202503-19-2025 (P.R.D.D.C.)(P.R.D.D.C.) PARENTS F OR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDRENPARENTS F OR THE RIGHTS OF DEVEL OPMENTAL LY DISABL ED CHIL DREN CRAIG A. DURF EY F OUNDER OF P.R.D.D.C.CRAIG A. DURFEY FOUNDER OF P.R.D.D.C. P.O.BOX 2001 GARDEN GROVE, CA 928 42P.O.BOX 20 01 GARDEN GROVE, CA 92 84 2 CEL L 7 14 -32 1-8 23 8CELL 714-321-8238 CADURFEY@ GMAIL.COMCADURFEY@GMAIL.COM SOCIAL EMOTIONALPAWS.COMSOCIALEMOTIONALPAWS.COM FACEBOOK: CRAIG DURFEYFACEBOOK: CRAIG DURFEY U.S. HOUSE OF CONGRESS H2 40 4 - HONORING U .S. H OU SE OF CON GRESS H2 40 4 - HONORING CRAIG CRAIG DURFEYDURFEY FOR HIS F IG HT AGAINST AU TISM ... Ms. F OR HIS FIGHT AGAINST AUTISM ... Ms. L ORETTALORETTA SANCHEZSANCHEZ of California. of Californ ia. h ttps://www.g ovin fo .go v/co nte nt/p kg /CREC-2 00 3-0 3-2 7/p df/CREC-2 00 3-0 3-2 7.p dfhttps://www.go vinfo.g ov/content/pkg/CREC-2003-03-27/pdf/CREC-2 00 3-0 3-2 7.p df new website new website socialemotionalpaws.orgsocialemotionalpaws.org To whom it may concernTo whom it may concern CTE Month at Firebaugh High School = building the future of transportation CTE Month at Firebaugh High School = building the future of transportation ⚡ Step inside our new Bike Tech Pathway, where students aren’t just fixing bikes — they’re buildingStep inside our new Bike Tech Pathway, where students aren’t just fixing bikes — they’re building real-world skills in sustainable transportation and eco-mobility.real-world skills in sustainable transportation and eco-mobility. Launched in Fall 2025, this hands-on Career Technical Education (CTE) program gives studentsLaunched in Fall 2025, this hands-on Career Technical Education (CTE) program gives students experience in bicycle and e-bike repair, maintenance and assembly while exploring experience in bicycle and e-bike repair, maintenance and assembly while exploring careers incareers in transportation, engineering and technical fields.transportation, engineering and technical fields. Watch and see the future in motion. Watch and see the future in motion. Thinking ahead? Enrollment for the 2026–27 school year is now open. Bike Tech is one of Thinking ahead? Enrollment for the 2026–27 school year is now open. Bike Tech is one of manymany CTE pathways preparing Lynwood students for college, careers and life.CTE pathways preparing Lynwood students for college, careers and life. Lynwood Unified High School Students Gear Up for New Bike Tech PathwayLynwood Unified High School Students Gear Up for New Bike Tech Pathway LYNWOOD, CA – Marco Antonio Firebaugh High School students are putting the pedal to the metalLYNWOOD, CA – Marco Antonio Firebaugh High School students are putting the pedal to the metal through the new Bike Tech Career Technical Education (CTE) Pathway and Ride through the new Bike Tech Career Technical Education (CTE) Pathway and Ride Club, opening aClub, opening a space for the school’s vibrant bicycle and eco-green culture to come alive and gather studentspace for the school’s vibrant bicycle and eco-green culture to come alive and gather student enthusiasts for bike rides throughout Southern California.enthusiasts for bike rides throughout Southern California. The pathway, which debuted at the beginning of the 2025-26 school year, engages studentsThe pathway, which debuted at the beginning of the 2025-26 school year, engages students through hands-on learning and prepares them for a growing workforce demand in eco-mobility through hands-on learning and prepares them for a growing workforce demand in eco-mobility andand sustainable transportation.sustainable transportation. “The bike tech pathway is a great way for students to learn basic mechanics and gain confidence“The bike tech pathway is a great way for students to learn basic mechanics and gain confidence in their problem-solving skills,” Firebaugh bike tech teacher Max Olmos in their problem-solving skills,” Firebaugh bike tech teacher Max Olmos said. “Even something assaid. “Even something as basic as taking a bike apart and putting it together is a great skill to have, especially when thebasic as taking a bike apart and putting it together is a great skill to have, especially when the students are working together and developing camaraderie.”students are working together and developing camaraderie.” Olmos and his wife are longtime cyclists who have biked their way through Europe and participatedOlmos and his wife are longtime cyclists who have biked their way through Europe and participated in scores of recreational races over the years. Along the way, Olmos became in scores of recreational races over the years. Along the way, Olmos became familiar with Projectfamiliar with Project Bike Tech, a Colorado-based bicycle education provider, and wanted to bring the engagingBike Tech, a Colorado-based bicycle education provider, and wanted to bring the engaging program to Firebaugh.program to Firebaugh. Lynwood Unified CTE Coordinator Juan Barroso agreed, and said the program provides an optionLynwood Unified CTE Coordinator Juan Barroso agreed, and said the program provides an option for students to step away from their devices, learn valuable transferable skills for students to step away from their devices, learn valuable transferable skills and have funand have fun outdoors.outdoors. “Firebaugh High School has a tremendous bike culture on campus, and the pathway has resonated“Firebaugh High School has a tremendous bike culture on campus, and the pathway has resonated quite well with our students,” Barroso said. “It’s a great approach to hands-on quite well with our students,” Barroso said. “It’s a great approach to hands-on learning thatlearning that teaches the physics of biking, and provides an alternative to screens and devices.”teaches the physics of biking, and provides an alternative to screens and devices.” The pathway was proven extremely popular in its first year, with nearly 100 students enrolled inThe pathway was proven extremely popular in its first year, with nearly 100 students enrolled in three separate Level One classes, where they learn basic mechanic techniques three separate Level One classes, where they learn basic mechanic techniques for bike repair,for bike repair, receive a better understanding on how green transportation and sustainability can create urbanreceive a better understanding on how green transportation and sustainability can create urban mobility solutions, and prepare for careers in transportation, engineering or technical sectors.mobility solutions, and prepare for careers in transportation, engineering or technical sectors. “Bike tech is a great class because even if you don’t have any mechanical skills before joining the“Bike tech is a great class because even if you don’t have any mechanical skills before joining the class, you will learn them in a fun setting,” Firebaugh junior and Ride class, you will learn them in a fun setting,” Firebaugh junior and Ride Club president Jesus HerreraClub president Jesus Herrera said. “This class is great for the person who loves to wrench on stuff like me, or the person whosaid. “This class is great for the person who loves to wrench on stuff like me, or the person who wants to gain confidence to fix things with their hands.”wants to gain confidence to fix things with their hands.” Bike tech students learn proper tool usage and the importance of being organized when theyBike tech students learn proper tool usage and the importance of being organized when they perform maintenance, including “knolling” their equipment – taking every tool perform maintenance, including “knolling” their equipment – taking every tool and laying it outand laying it out neatly before the work begins. The class also emphasizes the importance of safety precautions,neatly before the work begins. The class also emphasizes the importance of safety precautions, with students learning and being tested on various chemicals they will encounter during typicalwith students learning and being tested on various chemicals they will encounter during typical bike repair.bike repair. “What is really impressive is how much initiative the students have shown outside the class,”“What is really impressive is how much initiative the students have shown outside the class,” Olmos said. “I have had parents tell me how their child came home and fixed Olmos said. “I have had parents tell me how their child came home and fixed a ceiling fan, or hearda ceiling fan, or heard about another student who fixed their friend’s bike so they can go on more bike rides. We’reabout another student who fixed their friend’s bike so they can go on more bike rides. We’re building a community of riders and helping to facilitate positive experiences for the students.”building a community of riders and helping to facilitate positive experiences for the students.” The success of the bike tech pathway led to the creation of the Ride Club, which allows studentsThe success of the bike tech pathway led to the creation of the Ride Club, which allows students to expand their horizons by planning long distance rides to various destinations to expand their horizons by planning long distance rides to various destinations in Southernin Southern California, exploring new neighborhoods, making new friends and staying healthy.California, exploring new neighborhoods, making new friends and staying healthy. One of the first Bike Club rides took more than a dozen Firebaugh students down the Los AngelesOne of the first Bike Club rides took more than a dozen Firebaugh students down the Los Angeles River bike path to Bell, where the group visited the Southeast Los Angeles River bike path to Bell, where the group visited the Southeast Los Angeles Bicycle Center, aBicycle Center, a popular hangout for bicyclists. Future rides include a trip to Bixby Knolls, Long Beach for a meal atpopular hangout for bicyclists. Future rides include a trip to Bixby Knolls, Long Beach for a meal at Thunderbolt Pizza.Thunderbolt Pizza. Currently, Firebaugh students can enroll in Intro to Bike Tech, with plans to add a Level Two BikeCurrently, Firebaugh students can enroll in Intro to Bike Tech, with plans to add a Level Two Bike Tech class next year, focusing on more advanced specialty skills, including Tech class next year, focusing on more advanced specialty skills, including ebike maintenance. Asebike maintenance. As the pathway continues to develop, Olmos said the goal is for students to begin the pathway in theirthe pathway continues to develop, Olmos said the goal is for students to begin the pathway in their freshman year while encouraging them to pursue other technical courses to support their learningfreshman year while encouraging them to pursue other technical courses to support their learning and experiences, such as engineering.and experiences, such as engineering. “Firebaugh’s Bike Tech Pathway is a prime example of providing experiential learning opportunities“Firebaugh’s Bike Tech Pathway is a prime example of providing experiential learning opportunities that integrate real-world skills with our students’ everyday interests, that integrate real-world skills with our students’ everyday interests, and we are fortunate to haveand we are fortunate to have teachers who are equally as passionate to lead in the classrooms,” Superintendent Dr. Patrickteachers who are equally as passionate to lead in the classrooms,” Superintendent Dr. Patrick Gittisriboongul said. “Lynwood Unified’s CTE programs provide a vast array of personalized learningGittisriboongul said. “Lynwood Unified’s CTE programs provide a vast array of personalized learning opportunities for every student so opportunities for every student so that they can discover a pathway they can thrive in school andthat they can discover a pathway they can thrive in school and beyond.”beyond.” Lynwood Unified School District11321 Bulls Road, Lynwood, CA 90262(310) 886-Lynwood Unified School District11321 Bulls Road, Lynwood, CA 90262(310) 886- 1600http://www.lynwood.k12.ca.us/SuperintendentGudiel R. Crosthwaite, Ph.D.Board of1600http://www.lynwood.k12.ca.us/SuperintendentGudiel R. Crosthwaite, Ph.D.Board of TrusteesAlfonso TrusteesAlfonso Morales, Esq. - PresidentGary Hardie, Jr. - Vice PresidentAlma Carina Castro, Ed.D.Morales, Esq. - PresidentGary Hardie, Jr. - Vice PresidentAlma Carina Castro, Ed.D. - ClerkMaria G. Lopez - MemberJulian Del Real-Calleros - MemberEnrollment2024-25: 14,171- ClerkMaria G. Lopez - MemberJulian Del Real-Calleros - MemberEnrollment2024-25: 14,171 studentsstudents PHOTO CAPTIONS:PHOTO CAPTIONS: FIREBAUGH_CTEBIKEPATHWAY1: Nearly 100 Marco Antonio Firebaugh High School students areFIREBAUGH_CTEBIKEPATHWAY1: Nearly 100 Marco Antonio Firebaugh High School students are enrolled in the new Bike Tech Career Technical Education (CTE) Pathway, receiving enrolled in the new Bike Tech Career Technical Education (CTE) Pathway, receiving hands-onhands-on experiences in bike mechanics and safety while learning about a growing workforce demand inexperiences in bike mechanics and safety while learning about a growing workforce demand in eco-mobility and sustainable transportation.eco-mobility and sustainable transportation. FIREBAUGH_CTEBIKEPATHWAY2: Bike tech students learn proper tool usage and the importance ofFIREBAUGH_CTEBIKEPATHWAY2: Bike tech students learn proper tool usage and the importance of being organized when they perform maintenance, including “knolling” their equipment being organized when they perform maintenance, including “knolling” their equipment – taking– taking every tool and laying it out neatly before the work begins.every tool and laying it out neatly before the work begins. FOR IMMEDIATE RELEASE March 6, 2026CONTACTValerie Martinez, Nancy Yeang 909- 573-FOR IMMEDIATE RELEASE March 6, 2026CONTACTValerie Martinez, Nancy Yeang 909- 573- 8137AttachmentsPress Release., 03-06-26Photo Gallery (3 images)8137AttachmentsPress Release., 03-06-26Photo Gallery (3 images) Lynwood Unified School District11321 Bulls Road, Lynwood, CA 90262(310) 886-Lynwood Unified School District11321 Bulls Road, Lynwood, CA 90262(310) 886- 1600http://www.lynwood.k12.ca.us/SuperintendentGudiel R. Crosthwaite, Ph.D.Board of1600http://www.lynwood.k12.ca.us/SuperintendentGudiel R. Crosthwaite, Ph.D.Board of TrusteesAlfonso TrusteesAlfonso Morales, Esq. - PresidentGary Hardie, Jr. - Vice PresidentAlma Carina Castro, Ed.D.Morales, Esq. - PresidentGary Hardie, Jr. - Vice PresidentAlma Carina Castro, Ed.D. - ClerkMaria G. Lopez - MemberJulian Del Real-Calleros - MemberEnrollment2024-25: 14,171- ClerkMaria G. Lopez - MemberJulian Del Real-Calleros - MemberEnrollment2024-25: 14,171 studentsstudents Firebaugh High School Launches Bike Tech Pathway Firebaugh High School Launches Bike Tech Pathway to Power the Futto Power the Fut