Paul Lyngdoh Advocates for Digital Detox Among Schoolchildren

Shillong, India Aug 28, 2026 ALN: UDP leader and West Shillong MLA Paul Lyngdoh on Thursday raised concerns over the rising use of mobile phones and social media among schoolchildren, calling for a “digital detox” to protect students’ mental and physical well-being.

In recent years, the proliferation of smartphones and the internet has transformed how children engage with the world around them. While technology has brought about numerous benefits, including access to information and learning resources, it has also introduced a range of challenges, particularly for younger populations. As children increasingly turn to digital devices for entertainment and social interaction, concerns regarding their mental health and academic performance have become more pronounced.

During a Short Duration Discussion on education in the Assembly, Lyngdoh highlighted that while advanced nations in Europe and Australia are restricting cellphone use for children under 16, India appears to be moving in the opposite direction. This trend raises questions about the adequacy of current regulations and the need for a more proactive approach to managing technology use among minors.

Lyngdoh cited the example of an eight-year-old schoolgirl from Shillong who already boasts 8,000 followers on social media. This striking statistic underscores the extent to which children are engaging with digital platforms at increasingly younger ages. Lyngdoh questioned the long-term impact of such early exposure, noting that excessive screen time is increasingly linked to poor concentration, sleep disturbances, anxiety, depression, and chronic headaches. These conditions are not merely anecdotal; they reflect a growing body of research that points to the negative effects of digital overexposure on young minds.

Moreover, the MLA criticized the practice of teachers sending assignments and lessons to parents' phones, arguing that it further ties education to unregulated device use. This reliance on technology for educational purposes can lead to an environment where children are constantly connected to their devices, blurring the lines between learning and leisure. The implications of this shift are significant, as it may hinder the development of critical thinking skills and reduce face-to-face interactions, which are essential for emotional and social growth.

Referencing a 2025 study titled ‘Between Lights and Learning’, which focused on students in Jowai, Lyngdoh noted that while social media can support communication, it frequently undermines interpersonal relationships and academic focus. The findings of this study could be indicative of a broader trend observed across various educational settings, where the distractions posed by digital devices lead to decreased academic performance and diminished social skills.

In light of these concerns, Lyngdoh pointed out a lack of state-specific clinical data and asked if the government intends to conduct a comprehensive study covering both urban and rural areas to assess the link between digital devices and student mental health. Understanding the nuances of how technology impacts different demographics is crucial for developing effective policies and interventions. Without robust data, it becomes challenging to create tailored solutions that address the unique needs of students in various contexts.

Lyngdoh urged the Education Department to collaborate with health institutions to use validated tools for assessing smartphone addiction. This collaboration could pave the way for the development of evidence-based strategies aimed at mitigating the adverse effects of excessive screen time. Additionally, he questioned what steps are being taken to ensure that digital tools meant to empower students do not instead contribute to health crises. The dual role of technology as both a learning aid and a potential source of harm necessitates a balanced approach that prioritizes student well-being.

His intervention was part of a broader discussion on the state’s education system, where he also raised issues regarding MBOSE reforms, examination schedules, and institutional capacity. The overarching theme of these discussions highlights the need for a holistic approach to education that considers not only academic outcomes but also the psychological and emotional health of students. As educational stakeholders navigate the complexities of integrating technology into learning environments, it is imperative that they remain vigilant about the potential pitfalls associated with digital device usage.

In conclusion, the call for a digital detox among schoolchildren by Paul Lyngdoh resonates with a growing movement advocating for more mindful technology use in educational settings. As the digital landscape continues to evolve, it is crucial for policymakers, educators, and parents to work together to ensure that the benefits of technology do not come at the expense of students' mental health and overall development. The conversation surrounding digital device use in schools is just beginning, and it will require ongoing dialogue and research to find the most effective paths forward.