This past school year, I worked with my students on two texts dealing with social media, digital addiction, algorithms and the growing concern about the effects of excessive screen time on young people.
The topic immediately generated lively discussion. Almost every student recognised some of the behaviours described in the texts: checking notifications repeatedly, opening social media apps without a specific reason, losing track of time while scrolling, or feeling the need to stay constantly connected.
As teachers and parents, we often hear alarming messages about social media. We are told that young people spend too much time online, that platforms are addictive and that digital technologies are damaging attention spans and mental health. Some governments have started discussing or even passed age restrictions and bans.
Yet I have become increasingly convinced that prohibition alone is not the answer.
What young people need most is awareness.
One of the texts we analysed explained how social media platforms are designed to capture and maintain users' attention. Features such as notifications, personalised content, infinite scrolling and recommendation algorithms are not accidental. They are carefully engineered to keep people engaged for as long as possible.
Many students were surprised to learn about the role of dopamine, the neurotransmitter associated with reward and motivation. They were intrigued by the idea that unpredictable rewards—likes, comments, messages, or interesting new content—encourage repeated behaviour in ways that resemble certain gambling mechanisms.
For many of them, this was the first time they had reflected on why it can be so difficult to put their phones down.
The discussion then moved beyond technology itself.
We talked about algorithms and how they shape what we see online. We explored the concept of confirmation bias and considered whether social media platforms simply reflect our interests or actively influence our opinions. We discussed the responsibility of technology companies and debated whether governments should intervene more strongly to protect young users.
What impressed me most was the quality of the students' reflections once they understood the underlying mechanisms.
Instead of reacting emotionally, they began asking thoughtful questions.
Why do I automatically reach for my phone when I am bored?
How much of what I see online has been selected for me by an algorithm?
Am I using technology consciously, or am I simply reacting to it?
These questions matter because digital literacy today goes far beyond knowing how to use a device or navigate a website. It involves understanding how digital environments influence behaviour, attention, emotions and decision-making.
Technology itself is not the enemy.
Social media can help people communicate, learn, create, organise campaigns, find communities and maintain relationships. Many young people use these platforms in positive and meaningful ways.
The challenge is not whether we should use technology, but how.
This is why I believe education has a crucial role to play. Schools cannot eliminate digital risks, nor should they attempt to isolate students from the online world. What schools can do is provide knowledge, critical thinking skills and opportunities for reflection.
When students understand how algorithms work, why certain design features are addictive and how online habits develop, they become better equipped to make informed choices.
Awareness does not guarantee perfect behaviour. None of us is immune to distraction. But awareness is the first step towards responsibility.
In a world where our attention has become a valuable commodity, helping young people understand the forces competing for that attention may be one of the most important forms of education we can offer.
For this reason, I believe that teaching digital awareness is ultimately more effective than relying on prohibition alone. Knowledge may not eliminate temptation, but it gives students something far more valuable: the ability to recognise it.
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