{"id":725670,"date":"2026-06-26T17:48:21","date_gmt":"2026-06-26T15:48:21","guid":{"rendered":"https:\/\/www.dynseo.com\/ce-que-lecole-peut-faire-face-a-laddiction-aux-ecrans-des-ados-dynseo-2\/"},"modified":"2026-06-26T17:49:26","modified_gmt":"2026-06-26T15:49:26","slug":"what-school-can-do-about-teen-screen-addiction","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/what-school-can-do-about-teen-screen-addiction\/","title":{"rendered":"What School Can Do About Teen Screen Addiction"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; 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.toc {background:var(--teal-soft);padding:28px 30px;border-radius:var(--radius);margin:0 0 40px;box-shadow:var(--shadow);border-left:4px solid var(--teal);}\n.dbi-art-5b236c .toc h4 {font-family:'Montserrat',sans-serif;font-size:14px;font-weight:800;color:var(--dark);margin-bottom:14px;}\n.dbi-art-5b236c .toc ol {padding-left:20px;margin:0;}\n.dbi-art-5b236c .toc li {margin:8px 0;font-size:13px;}\n.dbi-art-5b236c .toc a {color:var(--teal);font-weight:600;}\n@media(max-width:600px) {\n.dbi-art-5b236c .article-hero {padding:50px 16px 0;}\n.dbi-art-5b236c .container {padding:0 16px;}\n.dbi-art-5b236c .article-body p {font-size:14px;}\n.dbi-art-5b236c .acteur-grid {grid-template-columns:1fr;}\n.dbi-art-5b236c .cta-box {padding:30px 20px;}\n.dbi-art-5b236c .cta-box .cta-buttons {flex-direction:column;max-width:260px;margin:0 auto;}\n.dbi-art-5b236c .btn-cta-white, .dbi-art-5b236c .btn-cta-outline {width:100%;text-align:center;}\n.dbi-art-5b236c .internal-link {flex-direction:column;text-align:center;gap:12px;}\n}<\/p>\n<\/style>\n<p><script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"Article\",\"headline\":\"Ce que l'\u00e9cole peut faire face \u00e0 l'addiction aux \u00e9crans des ados\",\"image\":\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/addictions-ecrans.jpg\",\"description\":\"R\u00f4le des \u00e9quipes \u00e9ducatives face \u00e0 l'addiction aux \u00e9crans \u2014 observation, EMI, interdiction t\u00e9l\u00e9phone, p\u00e9dagogie de l'attention, lien avec les familles, signalement, formation.\",\"author\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\",\"url\":\"https:\/\/www.dynseo.com\"},\"publisher\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\"},\"datePublished\":\"2026-03-07\",\"dateModified\":\"2026-03-07\"}<\/script><\/p>\n<div class=\"dbi-art-5b236c\">\n<header class=\"article-hero\">\n<div class=\"article-hero-inner\">\n<nav class=\"article-breadcrumb\">\n      <a href=\"https:\/\/www.dynseo.com\/en\/\">Home<\/a> &rsaquo;<br \/>\n      <a href=\"https:\/\/www.dynseo.com\/en\/healthcare-professionals\/\">Resources<\/a> &rsaquo;<br \/>\n      School and screen addiction<br \/>\n    <\/nav>\n<p>    <span class=\"article-category\">\ud83d\udcf1 SCREEN ADDICTION<\/span><\/p>\n<h1>What schools can do about screen addiction&nbsp;: <span class=\"hl\">role and tools<\/span> of educational teams<\/h1>\n<div class=\"article-meta\">\n      <span>\ud83d\udcc5 March 2026<\/span><br \/>\n      <span>\u23f1 17 min read<\/span><br \/>\n      <span>\u270d\ufe0f By the DYNSEO team<\/span>\n    <\/div>\n<\/p><\/div>\n<div class=\"article-hero-curve\"><\/div>\n<\/header>\n<div class=\"container\">\n<article class=\"article-body\">\n<div class=\"toc\">\n<h4>\ud83d\udccb Summary<\/h4>\n<ol>\n<li><a href=\"#role-ecole\">The school is not solely responsible \u2014 but it has a role<\/a><\/li>\n<li><a href=\"#observation\">Observe and cross-check observations as a team<\/a><\/li>\n<li><a href=\"#acteurs\">Key players in the establishment<\/a><\/li>\n<li><a href=\"#interdiction\">Phone ban: what studies show<\/a><\/li>\n<li><a href=\"#emi\">Media and information education (EMI)<\/a><\/li>\n<li><a href=\"#activites\">Concrete activities in class to develop critical thinking<\/a><\/li>\n<li><a href=\"#attention\">Teaching attention in a fragmented world<\/a><\/li>\n<li><a href=\"#lien-familles\">The link with families: ally rather than judge<\/a><\/li>\n<li><a href=\"#signalement\">When to report \u2014 and to whom<\/a><\/li>\n<li><a href=\"#formation\">Why educational teams need training<\/a><\/li>\n<\/ol>\n<\/div>\n<pee>\u201c&nbsp;It\u2019s not my role \u2014 it\u2019s the parents\u2019 role.&nbsp;\u201d This phrase is often spoken by teachers when faced with the issue of screens. It is understandable \u2014 and partially true. Parents have the primary responsibility. But the school sees adolescents 35 hours a week, in a collective context, with a privileged observation posture. It can do things that parents cannot do. And it has tools that families do not have.<\/pee>\n<h2 id=\"role-ecole\">1. The school is not solely responsible \u2014 but it has a role<\/h2>\n<pee>First, clarify what the school cannot do&nbsp;: it cannot solve screen addiction alone, it cannot replace therapeutic work when necessary, and it cannot impose rules on families regarding domestic usage. Its role lies elsewhere \u2014 in observation, prevention, education for critical thinking, and guidance towards the right contacts.<\/pee>\n<pee>This role is far from negligible. An educational team that observes the same signals in a student, discusses it in class council or with the CPE, and contacts parents with precise information rather than vague complaints \u2014 this is often the trigger for a family awareness that would not have occurred otherwise.<\/pee>\n<h2 id=\"observation\">2. Observe and cross-check observations as a team<\/h2>\n<pee>The strength of the educational team in facing a student&#8217;s difficulties \u2014 including those related to screens \u2014 is the multiplicity of observation points. A student may seem alert in PE and drowsy in French. They may be attentive in practical classes and absent in lectures. They may exhibit different behaviors depending on the teachers.<\/pee>\n<pee>Cross-checking these observations in class council, team meetings, or in a quick conversation between two colleagues allows for a more precise picture of the student&#8217;s situation. \u201c&nbsp;I\u2019ve seen him drowsy every morning for a month \u2014 how about you?&nbsp;\u201d \u201c&nbsp;He hasn\u2019t submitted anything since November \u2014 what\u2019s going on with him?&nbsp;\u201d These exchanges are simple and valuable.<\/pee>\n<h2 id=\"acteurs\">3. Key players in the establishment<\/h2>\n<div class=\"acteur-grid\">\n<div class=\"acteur-card\">\n<h4>\ud83d\udc69\u200d\ud83c\udfeb The teacher<\/h4>\n<pee>First observer of behavioral changes in class. Can open an individual conversation with the student. Alerts the CPE or school administration. Adapts pedagogically if necessary.<\/pee>\n  <\/div>\n<div class=\"acteur-card\">\n<h4>\ud83c\udfeb The CPE<\/h4>\n<pee>Pivot between the educational team, student, and family. Can initiate follow-up, contact parents, refer to the nurse or school psychologist. Coordinates the establishment&#8217;s response.<\/pee>\n  <\/div>\n<div class=\"acteur-card\">\n<h4>\ud83e\ude7a The school nurse<\/h4>\n<pee>Health contact for the student, often more accessible than parents or teachers. Can assess sleep, fatigue, psychological state. Important space for confidentiality.<\/pee>\n  <\/div>\n<div class=\"acteur-card\">\n<h4>\ud83e\udde0 The school psychologist<\/h4>\n<pee>Can assess a student&#8217;s clinical situation, provide occasional support, and refer to specialized health professionals in addiction or child psychiatry if necessary.<\/pee>\n  <\/div>\n<\/div>\n<h2 id=\"interdiction\">4. Phone ban: what studies show<\/h2>\n<pee>The 2018 law prohibits mobile phones in middle schools in France (except for educational purposes). Its application varies by establishment. Beyond middle school, the question of a ban in high schools is debated.<\/pee>\n<pee>What studies on school bans show \u2014 notably a British longitudinal study \u2014 is encouraging on specific indicators&nbsp;: improvement in playground climate (more face-to-face social interactions), increased academic performance of the weakest students, and reduction of cyberbullying during school hours. The effects are less clear among already high-performing students.<\/pee>\n<div class=\"soft-box\">\n  <pee><strong>The limitation of the ban alone&nbsp;:<\/strong> it reduces usage during school time \u2014 which is already significant \u2014 but does not teach the adolescent to regulate their usage outside of school. The ban alone, without education on usage, is a partial response. The ban coupled with media education and reflection on digital usage is much more powerful.<\/pee>\n<\/div>\n<h2 id=\"emi\">5. Media and information education (EMI)<\/h2>\n<pee>EMI has been part of the school curriculum for several years \u2014 but it is still too often reduced to notions of source verification and personal data protection. In the face of screen addiction, a revamped EMI should include understanding the algorithmic mechanisms of attention capture, the neurobiology of reward and dopamine, the economic models of platforms (your attention is the product), and the documented effects of intensive usage on sleep and mental health.<\/pee>\n<pee>These topics are not reserved for a particular discipline. They span philosophy, life sciences, economics, French, and visual arts. They can be approached in many contexts \u2014 and adolescents are often much more receptive than one might think when talking about how they are manipulated.<\/pee>\n<h2 id=\"activites\">6. Concrete activities in class to develop critical thinking<\/h2>\n<div class=\"activite-card\">\n<div class=\"activite-tag\">Life Sciences \/ Neurosciences<\/div>\n<h4>Dopamine explained to students<\/h4>\n<pee>Present the reward circuit, the mechanics of variable reward, and how platforms exploit it. Ask students to identify these mechanics in their own usage. Very powerful when the student understands they are deliberately targeted.<\/pee>\n<\/div>\n<div class=\"activite-card\">\n<div class=\"activite-tag\">French \/ EMI<\/div>\n<h4>Deconstruct a TikTok video or targeted advertisement<\/h4>\n<pee>Analyze the elements that make a video viral \u2014 music, format, emotion, rhythm, call to action. Identify the rhetorical techniques and cognitive biases exploited. Compare with a traditional advertisement.<\/pee>\n<\/div>\n<div class=\"activite-card\">\n<div class=\"activite-tag\">Philosophy \/ Ethics<\/div>\n<h4>\u201c&nbsp;Does my attention belong to me?&nbsp;\u201d<\/h4>\n<pee>Philosophical debate on the notion of attention as a limited resource, the rights of platforms over our time, freedom in an environment designed to condition our behaviors. Can be based on texts by Tristan Harris, Byung-Chul Han, or the Center for Humane Technology.<\/pee>\n<\/div>\n<div class=\"activite-card\">\n<div class=\"activite-tag\">Economics<\/div>\n<h4>The economic model of platforms<\/h4>\n<pee>\u201c&nbsp;If it\u2019s free, you are the product.&nbsp;\u201d Analyze the advertising model of Google, Meta, TikTok. Calculate how much the attention of an average user is worth. Understand that maximizing time spent on the platform is an economic goal \u2014 not a service provided to the user.<\/pee>\n<\/div>\n<h2 id=\"attention\">7. Teaching attention in a fragmented world<\/h2>\n<pee>A concrete pedagogical challenge that teachers are increasingly identifying&nbsp;: students are becoming less and less capable of sustaining their attention during a long sequence. Pedagogical solutions exist \u2014 not to adapt to this fragmentation, but to gently accompany them towards greater attentional capacity.<\/pee>\n<div class=\"article-quote\">\n  <pee>\u201c&nbsp;I started doing 5 minutes of complete silence at the beginning of each class \u2014 nothing, no screens, no noise. Just settling in. It took three weeks to work. Now, it\u2019s their favorite time \u2014 I believe they don\u2019t have many moments of silence in their day.&nbsp;\u201d<\/pee>\n<div class=\"quote-author\">\u2014 Philosophy teacher, high school, Nantes<\/div>\n<\/div>\n<div class=\"key-points\">\n<h3>\u2726 Pedagogical approaches to develop attention<\/h3>\n<ul>\n<li><strong>Class entry rituals<\/strong> \u2014 2 to 5 minutes of calm transition without screens to allow the brain to shift from \u201c&nbsp;scroll&nbsp;\u201d mode to \u201c&nbsp;concentration&nbsp;\u201d mode<\/li>\n<li><strong>Long reading sequences<\/strong> \u2014 maintain sustained reading activities of 15 to 20 minutes, resist the temptation to shorten and illustrate everything. These moments of attentional effort are precious and develop capacity.<\/li>\n<li><strong>Writing without screens<\/strong> \u2014 regular moments of handwritten writing develop a form of attention different from digital writing, slower and more reflective<\/li>\n<li><strong>Value productive boredom<\/strong> \u2014 allow and even encourage moments without external stimulation. Boredom is the breeding ground for creativity and daydreaming \u2014 two valuable cognitive states that screens eliminate<\/li>\n<\/ul>\n<\/div>\n<h2 id=\"lien-familles\">8. The link with families: ally rather than judge<\/h2>\n<pee>Contacting a family about their child&#8217;s screens is a delicate process \u2014 parents may feel accused, inadequate, or conversely relieved that someone else has observed what they are experiencing. The way the teacher or CPE formulates their message is crucial.<\/pee>\n<div class=\"parent-box\">\n<div class=\"parent-box-label\">\ud83d\udcde For educational teams \u2014 contacting families<\/div>\n<div class=\"parent-box-title\">What we say vs what we could say<\/div>\n<pee><strong>What puts the family on the defensive&nbsp;:<\/strong> \u201c&nbsp;Your son spends his nights playing, he cannot concentrate in class and his results are catastrophic.&nbsp;\u201d<\/pee>\n  <pee><strong>What opens up collaboration&nbsp;:<\/strong> \u201c&nbsp;I\u2019ve noticed for a few weeks that Th\u00e9o seems very tired in the morning and has difficulty concentrating at the beginning of class. Is this something you also observe at home? I wanted to share this observation with you so we can think together about how to help him.&nbsp;\u201d<\/pee>\n  <pee>The second formulation shares an observation, solicits the parent&#8217;s perspective, and proposes an alliance \u2014 without accusation and without catastrophizing.<\/pee>\n<div class=\"prof-box\">\n<div class=\"prof-box-title\">\u2726 To include in communications to families<\/div>\n<pee>Offer concrete resources \u2014 guides on sleep and screens, recommendations on family rules, contact details of the school doctor or psychologist \u2014 rather than leaving parents alone to face the problem. The school as a resource, not as a judge.<\/pee>\n  <\/div>\n<\/div>\n<h2 id=\"signalement\">9. When to report \u2014 and to whom<\/h2>\n<pee>Some situations exceed the scope of educational intervention and require referral to health professionals. The signals that justify going further&nbsp;: severe depressive or anxious state accompanying intensive usage, self-harming behaviors, complete school dropout without response to interventions, documented severe sleep disorders, or intense aggressive behaviors related to screens.<\/pee>\n<pee>Referral can be made to the adolescent&#8217;s treating physician (with parental consent), to \u201c&nbsp;Young Consumers&nbsp;\u201d consultations (CJC) available for free in care centers, or to child psychiatry services in more complex situations. The school psychologist can help qualify the situation and refer to the right contact.<\/pee>\n<h2 id=\"formation\">10. Why educational teams need training<\/h2>\n<pee>Most teachers have not been trained in the neurobiology of digital addiction, the mechanics of platforms, or pedagogical approaches suited to brains formatted by screens. This training is essential \u2014 not to turn teachers into therapists, but to give them the necessary benchmarks for observation, conversation with students, and guidance for families.<\/pee>\n<pee>A team trained together \u2014 teachers, CPE, nurses, school psychologists \u2014 can build a coherent approach at the establishment level. An approach that combines clear rules, education on usage, shared observation, and connection with families. It is this institutional coherence that makes the difference.<\/pee>\n<p><a href=\"https:\/\/www.dynseo.com\/en\/courses\/screen-addiction-among-middle-and-high-school-students-understand-identify-and-take-action-en\/\" class=\"internal-link\"><\/p>\n<div class=\"internal-link-icon\">\ud83c\udf93<\/div>\n<div class=\"internal-link-content\">\n<div class=\"internal-link-label\">Certified training<\/div>\n<div class=\"internal-link-title\">Screen addiction among middle and high school students: understanding, identifying, and acting<\/div>\n<div class=\"internal-link-desc\">DYNSEO Qualiopi training specifically designed for educational teams \u2014 observation, EMI, attention pedagogy, link with families.<\/div>\n<\/p><\/div>\n<div class=\"internal-link-arrow\">\u2192<\/div>\n<p><\/a><\/p>\n<div class=\"cta-box\">\n<h3>\ud83c\udf93 Train your entire educational team<\/h3>\n<pee>The DYNSEO training \u201c&nbsp;Screen addiction among middle and high school students&nbsp;\u201d is designed for schools \u2014 teachers, CPE, nurses, psychologists. Qualiopi certified, fundable by OPCOs.<\/pee>\n<div class=\"cta-buttons\">\n    <a href=\"https:\/\/www.dynseo.com\/en\/courses\/screen-addiction-among-middle-and-high-school-students-understand-identify-and-take-action-en\/\" class=\"btn-cta-white\">\ud83d\udccb View the program<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/formations\/\" class=\"btn-cta-outline\">All trainings \u2192<\/a>\n  <\/div>\n<\/div>\n<div class=\"article-tags\">\n  <a href=\"#\" class=\"article-tag\">school screen addiction teens<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">teachers digital education<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">EMI media education middle high school<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">phone ban middle school<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">CPE school psychologist screens<\/a><br \/>\n  <a href=\"#\" class=\"article-tag\">DYNSEO training educational teams<\/a>\n<\/div>\n<\/article>\n<\/div>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":100456,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" global_colors_info=\"{}\"][et_pb_code admin_label=\"HTML import\u00e9\" _builder_version=\"4.16\" global_colors_info=\"{}\"]<style 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type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"Article\",\"headline\":\"Ce que l'\u00e9cole peut faire face \u00e0 l'addiction aux \u00e9crans des ados\",\"image\":\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/03\/addictions-ecrans.jpg\",\"description\":\"R\u00f4le des \u00e9quipes \u00e9ducatives face \u00e0 l'addiction aux \u00e9crans \u2014 observation, EMI, interdiction t\u00e9l\u00e9phone, p\u00e9dagogie de l'attention, lien avec les familles, signalement, formation.\",\"author\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\",\"url\":\"https:\/\/www.dynseo.com\"},\"publisher\":{\"@type\":\"Organization\",\"name\":\"DYNSEO\"},\"datePublished\":\"2026-03-07\",\"dateModified\":\"2026-03-07\"}<\/script>\n<div class=\"dbi-art-5b236c\">\n<header class=\"article-hero\">\n  <div class=\"article-hero-inner\">\n    <nav class=\"article-breadcrumb\">\n      <a href=\"https:\/\/www.dynseo.com\/\">Home<\/a> &rsaquo;\n      <a href=\"https:\/\/www.dynseo.com\/professionnels-de-sante\/\">Resources<\/a> &rsaquo;\n      School and screen addiction\n    <\/nav>\n    <span class=\"article-category\">\ud83d\udcf1 SCREEN ADDICTION<\/span>\n    <h1>What schools can do about screen addiction&nbsp;: <span class=\"hl\">role and tools<\/span> of educational teams<\/h1>\n    <div class=\"article-meta\">\n      <span>\ud83d\udcc5 March 2026<\/span>\n      <span>\u23f1 17 min read<\/span>\n      <span>\u270d\ufe0f By the DYNSEO team<\/span>\n    <\/div>\n  <\/div>\n  <div class=\"article-hero-curve\"><\/div>\n<\/header>\n\n<div class=\"container\">\n<article class=\"article-body\">\n\n<div class=\"toc\">\n  <h4>\ud83d\udccb Summary<\/h4>\n  <ol>\n    <li><a href=\"#role-ecole\">The school is not solely responsible \u2014 but it has a role<\/a><\/li>\n    <li><a href=\"#observation\">Observe and cross-check observations as a team<\/a><\/li>\n    <li><a href=\"#acteurs\">Key players in the establishment<\/a><\/li>\n    <li><a href=\"#interdiction\">Phone ban: what studies show<\/a><\/li>\n    <li><a href=\"#emi\">Media and information education (EMI)<\/a><\/li>\n    <li><a href=\"#activites\">Concrete activities in class to develop critical thinking<\/a><\/li>\n    <li><a href=\"#attention\">Teaching attention in a fragmented world<\/a><\/li>\n    <li><a href=\"#lien-familles\">The link with families: ally rather than judge<\/a><\/li>\n    <li><a href=\"#signalement\">When to report \u2014 and to whom<\/a><\/li>\n    <li><a href=\"#formation\">Why educational teams need training<\/a><\/li>\n  <\/ol>\n<\/div>\n\n<p>\u201c&nbsp;It\u2019s not my role \u2014 it\u2019s the parents\u2019 role.&nbsp;\u201d This phrase is often spoken by teachers when faced with the issue of screens. It is understandable \u2014 and partially true. Parents have the primary responsibility. But the school sees adolescents 35 hours a week, in a collective context, with a privileged observation posture. It can do things that parents cannot do. And it has tools that families do not have.<\/p>\n\n<h2 id=\"role-ecole\">1. The school is not solely responsible \u2014 but it has a role<\/h2>\n\n<p>First, clarify what the school cannot do&nbsp;: it cannot solve screen addiction alone, it cannot replace therapeutic work when necessary, and it cannot impose rules on families regarding domestic usage. Its role lies elsewhere \u2014 in observation, prevention, education for critical thinking, and guidance towards the right contacts.<\/p>\n\n<p>This role is far from negligible. An educational team that observes the same signals in a student, discusses it in class council or with the CPE, and contacts parents with precise information rather than vague complaints \u2014 this is often the trigger for a family awareness that would not have occurred otherwise.<\/p>\n\n<h2 id=\"observation\">2. Observe and cross-check observations as a team<\/h2>\n\n<p>The strength of the educational team in facing a student's difficulties \u2014 including those related to screens \u2014 is the multiplicity of observation points. A student may seem alert in PE and drowsy in French. They may be attentive in practical classes and absent in lectures. They may exhibit different behaviors depending on the teachers.<\/p>\n\n<p>Cross-checking these observations in class council, team meetings, or in a quick conversation between two colleagues allows for a more precise picture of the student's situation. \u201c&nbsp;I\u2019ve seen him drowsy every morning for a month \u2014 how about you?&nbsp;\u201d \u201c&nbsp;He hasn\u2019t submitted anything since November \u2014 what\u2019s going on with him?&nbsp;\u201d These exchanges are simple and valuable.<\/p>\n\n<h2 id=\"acteurs\">3. Key players in the establishment<\/h2>\n\n<div class=\"acteur-grid\">\n  <div class=\"acteur-card\">\n    <h4>\ud83d\udc69\u200d\ud83c\udfeb The teacher<\/h4>\n    <p>First observer of behavioral changes in class. Can open an individual conversation with the student. Alerts the CPE or school administration. Adapts pedagogically if necessary.<\/p>\n  <\/div>\n  <div class=\"acteur-card\">\n    <h4>\ud83c\udfeb The CPE<\/h4>\n    <p>Pivot between the educational team, student, and family. Can initiate follow-up, contact parents, refer to the nurse or school psychologist. Coordinates the establishment's response.<\/p>\n  <\/div>\n  <div class=\"acteur-card\">\n    <h4>\ud83e\ude7a The school nurse<\/h4>\n    <p>Health contact for the student, often more accessible than parents or teachers. Can assess sleep, fatigue, psychological state. Important space for confidentiality.<\/p>\n  <\/div>\n  <div class=\"acteur-card\">\n    <h4>\ud83e\udde0 The school psychologist<\/h4>\n    <p>Can assess a student's clinical situation, provide occasional support, and refer to specialized health professionals in addiction or child psychiatry if necessary.<\/p>\n  <\/div>\n<\/div>\n\n<h2 id=\"interdiction\">4. Phone ban: what studies show<\/h2>\n\n<p>The 2018 law prohibits mobile phones in middle schools in France (except for educational purposes). Its application varies by establishment. Beyond middle school, the question of a ban in high schools is debated.<\/p>\n\n<p>What studies on school bans show \u2014 notably a British longitudinal study \u2014 is encouraging on specific indicators&nbsp;: improvement in playground climate (more face-to-face social interactions), increased academic performance of the weakest students, and reduction of cyberbullying during school hours. The effects are less clear among already high-performing students.<\/p>\n\n<div class=\"soft-box\">\n  <p><strong>The limitation of the ban alone&nbsp;:<\/strong> it reduces usage during school time \u2014 which is already significant \u2014 but does not teach the adolescent to regulate their usage outside of school. The ban alone, without education on usage, is a partial response. The ban coupled with media education and reflection on digital usage is much more powerful.<\/p>\n<\/div>\n\n<h2 id=\"emi\">5. Media and information education (EMI)<\/h2>\n\n<p>EMI has been part of the school curriculum for several years \u2014 but it is still too often reduced to notions of source verification and personal data protection. In the face of screen addiction, a revamped EMI should include understanding the algorithmic mechanisms of attention capture, the neurobiology of reward and dopamine, the economic models of platforms (your attention is the product), and the documented effects of intensive usage on sleep and mental health.<\/p>\n\n<p>These topics are not reserved for a particular discipline. They span philosophy, life sciences, economics, French, and visual arts. They can be approached in many contexts \u2014 and adolescents are often much more receptive than one might think when talking about how they are manipulated.<\/p>\n\n<h2 id=\"activites\">6. Concrete activities in class to develop critical thinking<\/h2>\n\n<div class=\"activite-card\">\n  <div class=\"activite-tag\">Life Sciences \/ Neurosciences<\/div>\n  <h4>Dopamine explained to students<\/h4>\n  <p>Present the reward circuit, the mechanics of variable reward, and how platforms exploit it. Ask students to identify these mechanics in their own usage. Very powerful when the student understands they are deliberately targeted.<\/p>\n<\/div>\n\n<div class=\"activite-card\">\n  <div class=\"activite-tag\">French \/ EMI<\/div>\n  <h4>Deconstruct a TikTok video or targeted advertisement<\/h4>\n  <p>Analyze the elements that make a video viral \u2014 music, format, emotion, rhythm, call to action. Identify the rhetorical techniques and cognitive biases exploited. Compare with a traditional advertisement.<\/p>\n<\/div>\n\n<div class=\"activite-card\">\n  <div class=\"activite-tag\">Philosophy \/ Ethics<\/div>\n  <h4>\u201c&nbsp;Does my attention belong to me?&nbsp;\u201d<\/h4>\n  <p>Philosophical debate on the notion of attention as a limited resource, the rights of platforms over our time, freedom in an environment designed to condition our behaviors. Can be based on texts by Tristan Harris, Byung-Chul Han, or the Center for Humane Technology.<\/p>\n<\/div>\n\n<div class=\"activite-card\">\n  <div class=\"activite-tag\">Economics<\/div>\n  <h4>The economic model of platforms<\/h4>\n  <p>\u201c&nbsp;If it\u2019s free, you are the product.&nbsp;\u201d Analyze the advertising model of Google, Meta, TikTok. Calculate how much the attention of an average user is worth. Understand that maximizing time spent on the platform is an economic goal \u2014 not a service provided to the user.<\/p>\n<\/div>\n\n<h2 id=\"attention\">7. Teaching attention in a fragmented world<\/h2>\n\n<p>A concrete pedagogical challenge that teachers are increasingly identifying&nbsp;: students are becoming less and less capable of sustaining their attention during a long sequence. Pedagogical solutions exist \u2014 not to adapt to this fragmentation, but to gently accompany them towards greater attentional capacity.<\/p>\n\n<div class=\"article-quote\">\n  <p>\u201c&nbsp;I started doing 5 minutes of complete silence at the beginning of each class \u2014 nothing, no screens, no noise. Just settling in. It took three weeks to work. Now, it\u2019s their favorite time \u2014 I believe they don\u2019t have many moments of silence in their day.&nbsp;\u201d<\/p>\n  <div class=\"quote-author\">\u2014 Philosophy teacher, high school, Nantes<\/div>\n<\/div>\n\n<div class=\"key-points\">\n  <h3>\u2726 Pedagogical approaches to develop attention<\/h3>\n  <ul>\n    <li><strong>Class entry rituals<\/strong> \u2014 2 to 5 minutes of calm transition without screens to allow the brain to shift from \u201c&nbsp;scroll&nbsp;\u201d mode to \u201c&nbsp;concentration&nbsp;\u201d mode<\/li>\n    <li><strong>Long reading sequences<\/strong> \u2014 maintain sustained reading activities of 15 to 20 minutes, resist the temptation to shorten and illustrate everything. These moments of attentional effort are precious and develop capacity.<\/li>\n    <li><strong>Writing without screens<\/strong> \u2014 regular moments of handwritten writing develop a form of attention different from digital writing, slower and more reflective<\/li>\n    <li><strong>Value productive boredom<\/strong> \u2014 allow and even encourage moments without external stimulation. Boredom is the breeding ground for creativity and daydreaming \u2014 two valuable cognitive states that screens eliminate<\/li>\n  <\/ul>\n<\/div>\n\n<h2 id=\"lien-familles\">8. The link with families: ally rather than judge<\/h2>\n\n<p>Contacting a family about their child's screens is a delicate process \u2014 parents may feel accused, inadequate, or conversely relieved that someone else has observed what they are experiencing. The way the teacher or CPE formulates their message is crucial.<\/p>\n\n<div class=\"parent-box\">\n  <div class=\"parent-box-label\">\ud83d\udcde For educational teams \u2014 contacting families<\/div>\n  <div class=\"parent-box-title\">What we say vs what we could say<\/div>\n  <p><strong>What puts the family on the defensive&nbsp;:<\/strong> \u201c&nbsp;Your son spends his nights playing, he cannot concentrate in class and his results are catastrophic.&nbsp;\u201d<\/p>\n  <p><strong>What opens up collaboration&nbsp;:<\/strong> \u201c&nbsp;I\u2019ve noticed for a few weeks that Th\u00e9o seems very tired in the morning and has difficulty concentrating at the beginning of class. Is this something you also observe at home? I wanted to share this observation with you so we can think together about how to help him.&nbsp;\u201d<\/p>\n  <p>The second formulation shares an observation, solicits the parent's perspective, and proposes an alliance \u2014 without accusation and without catastrophizing.<\/p>\n  <div class=\"prof-box\">\n    <div class=\"prof-box-title\">\u2726 To include in communications to families<\/div>\n    <p>Offer concrete resources \u2014 guides on sleep and screens, recommendations on family rules, contact details of the school doctor or psychologist \u2014 rather than leaving parents alone to face the problem. The school as a resource, not as a judge.<\/p>\n  <\/div>\n<\/div>\n\n<h2 id=\"signalement\">9. When to report \u2014 and to whom<\/h2>\n\n<p>Some situations exceed the scope of educational intervention and require referral to health professionals. The signals that justify going further&nbsp;: severe depressive or anxious state accompanying intensive usage, self-harming behaviors, complete school dropout without response to interventions, documented severe sleep disorders, or intense aggressive behaviors related to screens.<\/p>\n\n<p>Referral can be made to the adolescent's treating physician (with parental consent), to \u201c&nbsp;Young Consumers&nbsp;\u201d consultations (CJC) available for free in care centers, or to child psychiatry services in more complex situations. The school psychologist can help qualify the situation and refer to the right contact.<\/p>\n\n<h2 id=\"formation\">10. Why educational teams need training<\/h2>\n\n<p>Most teachers have not been trained in the neurobiology of digital addiction, the mechanics of platforms, or pedagogical approaches suited to brains formatted by screens. This training is essential \u2014 not to turn teachers into therapists, but to give them the necessary benchmarks for observation, conversation with students, and guidance for families.<\/p>\n\n<p>A team trained together \u2014 teachers, CPE, nurses, school psychologists \u2014 can build a coherent approach at the establishment level. An approach that combines clear rules, education on usage, shared observation, and connection with families. It is this institutional coherence that makes the difference.<\/p>\n\n<a href=\"https:\/\/www.dynseo.com\/courses\/addiction-aux-ecrans-chez-les-collegiens-et-lyceens-comprendre-reperer-et-agir\/\" class=\"internal-link\">\n  <div class=\"internal-link-icon\">\ud83c\udf93<\/div>\n  <div class=\"internal-link-content\">\n    <div class=\"internal-link-label\">Certified training<\/div>\n    <div class=\"internal-link-title\">Screen addiction among middle and high school students: understanding, identifying, and acting<\/div>\n    <div class=\"internal-link-desc\">DYNSEO Qualiopi training specifically designed for educational teams \u2014 observation, EMI, attention pedagogy, link with families.<\/div>\n  <\/div>\n  <div class=\"internal-link-arrow\">\u2192<\/div>\n<\/a>\n\n<div class=\"cta-box\">\n  <h3>\ud83c\udf93 Train your entire educational team<\/h3>\n  <p>The DYNSEO training \u201c&nbsp;Screen addiction among middle and high school students&nbsp;\u201d is designed for schools \u2014 teachers, CPE, nurses, psychologists. Qualiopi certified, fundable by OPCOs.<\/p>\n  <div class=\"cta-buttons\">\n    <a href=\"https:\/\/www.dynseo.com\/courses\/addiction-aux-ecrans-chez-les-collegiens-et-lyceens-comprendre-reperer-et-agir\/\" class=\"btn-cta-white\">\ud83d\udccb View the program<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/formations\/\" class=\"btn-cta-outline\">All trainings \u2192<\/a>\n  <\/div>\n<\/div>\n\n<div class=\"article-tags\">\n  <a href=\"#\" class=\"article-tag\">school screen addiction teens<\/a>\n  <a href=\"#\" class=\"article-tag\">teachers digital education<\/a>\n  <a href=\"#\" class=\"article-tag\">EMI media education middle high school<\/a>\n  <a href=\"#\" class=\"article-tag\">phone ban middle school<\/a>\n  <a href=\"#\" class=\"article-tag\">CPE school psychologist screens<\/a>\n  <a href=\"#\" class=\"article-tag\">DYNSEO training educational teams<\/a>\n<\/div>\n<\/article>\n<\/div>\n\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[2915],"tags":[],"class_list":["post-725670","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-les-conseils-des-coachs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>What School Can Do About Teen Screen Addiction - DYNSEO - Educational apps &amp; 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