Healthy screen use is about the balance between screen time, the content of the content and its impact on your well-being.

Digital resilience combines knowledge, skills and behaviour in the online world. “It enables children and young people to use the opportunities of the online world and simultaneously protect themselves from its risks,” Rozendaal explains. Children learn different strategies to avoid inappropriate or harmful content to develop digitally resilient behaviour. Examples include setting a time limit or reporting unwanted messages. Resilience, on the other hand, is about the ability to recover from negative experiences in the online world. “This means that when something unpleasant or shocking happens - such as watching violent videos - the person can bounce back and move on,” says Rozendaal.

Healthy screen use

One of the themes within which you can investigate digital resilience and resilience is ‘healthy screen use’. People often think that healthy screen use is mainly about the time you spend online. “Setting screen time limits can, of course, help prevent excessive use,” says Rozendaal, “But it is also important to look at what you do and see when you are online. The type of content you consume has an impact on your well-being. Content that inspires, teaches, or entertains you is generally good for people.” So, it is good to be aware that some content can evoke negative feelings, such as violent or inappropriate videos.

Rozendaal adds that healthy screen use also has much to do with how the rest of your day looks, so it is about balance. “Healthy screen use must fit into the bigger picture of your daily activities. You also spend time on other activities, such as sports or social interactions.” All in all, healthy screen use is about finding a balance between screen time, the content of the content and the impact of that on your well-being. The Trimbos Institute and Netwerk Mediawijsheid have developed the Digital Balance Model for this purpose. “This model helps you think about a healthy balance, with and without digital media.”

The responsibility of parents

Parents often want to know what normal screen time is. "There are often enough guidelines for that," says Rozendaal. "It is also good if parents set rules with their child about the time limit and the content of what they do online." For example, you can agree that certain apps may no longer be used after a specific time. It is also good to involve children in making agreements and give them the feeling that they have a say in screen use. "If they feel that they are being listened to, it also increases the chance that they will adhere to the rules and contribute to their autonomy."

According to Rozendaal, it is also important that parents show genuine interest in their children's online activities. This helps to create an open conversation about their experiences and challenges. Children must be allowed to make mistakes and learn from their experiences without fear of a punishing parent. "Don't try to play the angry parent right away, but offer your child an emotionally supportive attitude without judgment," Rozendaal adds that education about the consequences is also essential in such conversations. "Explain why it is important to limit screen time and discuss the effects of excessive use on health."

Research-based approach in the classroom

In addition to parents, educational institutions are also responsible for healthy screen use. Lessons and programs must be tailored to the specific needs and interests of the children in the classroom "because a 'one size fits all' approach often does not work".” Rozendaal explains that teachers do not have to have all the answers, "but they do have to learn to ask facilitating questions that encourage children to think for themselves about their screen use."

It would be good if educational institutions were more flexible with their curriculum and adapted it based on the experiences and perceptions of their students. "And that is not just about lessons in digital and media literacy", says Rozendaal. "Creating an environment where children can openly discuss their online experiences, problems, and tips is also valuable." For example, teachers can encourage children to look at their online behaviour as researchers. This can help them become aware of what healthy screen use means.

For example, Rozendaal and colleagues from MOVEZ Lab investigated children's media literacy (10-14 years old), with the young people themselves as co-researchers. The process consisted of three phases: exploring, understanding/deepening and solving. In this study, children could share their online experiences and reflect critically on them. Through interactive and creative assignments, they learn the pros and cons of online behaviour and develop strategies to reduce risks. The students feel ‘empowered’ and enjoy working together on solutions to online challenges. “It is valuable to let children come up with solutions and help each other in their learning process,” says Rozendaal.

Platform Responsibility

The challenge lies in finding a balance between the opportunities and risks of the online world. Parents and educational institutions can better prepare young people for healthy and responsible media use by working together and investing in digital resilience. Furthermore, platforms must, of course, also offer options to set screen times and app limits. “These are often very easy to circumvent, and this raises the question to what extent these measures are effective,” says Rozendaal. In addition, platforms must also invest heavily in content regulation. “If we do not want children to see certain content, platforms must ensure it is inaccessible.”