Photo credit: Laura Chouette
In a presentation given by social media expert Jesse Miller, the educators of tomorrow were made aware that “adolescents engaged in extracurricular activities reported significantly less recreational screen time” and that “mental health was best when youth participated in extracurriculars”. The correlation is clear: when students are participating in a fun, interactive, in-person activity, their eyes and minds are not able to be occupied by their phones or other devices. However, with a major shift to digital schooling and extracurricular activities in the COVID-19 pandemic, new barriers to in-person activities may have been created. What do these barriers look like, and what are the resolutions to them? Moreover, in dealing with a generation of youth who have spent a major part of their schooling online, how can the educator facilitate a comfortable and successful extracurricular activity in person?
Many students became accustomed to digital platforms for both learning and extracurriculars, leading to new challenges in re-establishing in-person engagement. Some common barriers include social anxiety, increased technology dependence, and concerns about health and safety. These barriers have me thinking about some ways to combat over-reliance on technology in the classroom and reintegration of extracurriculars in youth culture.
Photo Credit: Max Fischer
An idea I have for integrating this into the classroom is to begin with blending digital tools and activities with non-digital ones. If students are more confident working with technology and it helps them begin their educational journey, it would not make sense to “rip off the bandaid” and expect them to just jump into non-digital setups with confidence. I am considering gamifying some learning activities, and then creating physical activities to add to the mix. Slowly, I will integrate more activities that don’t involve devices than ones that do.
Photo credit: Ernest Ghazaryan
In terms of extracurriculars, the challenge is getting students to engage, especially if it doesn’t involve their phones or tablets. This may make students less likely to want to get involved if they don’t know the options that might speak to them, or the benefits that getting involved might have in their lives. Perhaps some students hesitate to join clubs because they’re unsure what to expect, adding to the anxiety their phones are already creating. Rather than making students sign up and commit right away, I think that offering trial sessions or one-time events where they can experience the activity without committing long-term could help bridge this gap.
Photo credit: Mikhail Nilov
Also, if students are accomplishment-driven, sharing club achievements, photos, and stories during assemblies, in newsletters, or on school websites and social media could help create a sense of accomplishment and add to the incentive. Additionally, recognizing student efforts can inspire others to join and build pride in the school community, thus helping the clubs and other organizations grow!