The impact of smartphones on youth improvement in the light of the latest investigation from the years 2024 to 2025

Modern society is profoundly saturated with digital technologies, in which smartphones act as the main average of online access. We will pay peculiar attention to digital dependence mechanisms, social media threats, the effectiveness of regulatory interventions in educational institutions (in Poland and abroad), as well as the key function of technological education and digital hygiene in shaping informed attitudes towards technology.

The NASK study of 2024 showed that girls are the most at hazard of utilizing smartphones, and more than half of the students (55%) see the request to limit telephone use. In a global context, investigation proves (e.g. Sapien Labs' non-profit organization report) that the later the young individual received his first smartphone, the higher his intellectual wellness rate (MHQ) was at adult age, regardless of culture or lifestyle.

This analysis leads to the conclusion that

there is an urgent request to implement systemic regulatory and educational solutions based on a holistic approach that takes into account the physical, intellectual and social wellness of young people.

And although the 2025 net survey shows a decrease in children's telephone usage in the morning and the specified introduction of school bans on the problem of net usage will not solve it, it is simply a clear signal for educators (also parents) that this technology can harm the wellness of children and young people as well as adults.

The overstimulated brain of a kid can then focus on learning in place of the constant distraction that it encounters during out-of-school activities erstwhile the telephone is available without limit.

The impact of smartphones on the intellectual and social improvement of students

The introduction of smartphones in 2010–2015 changed the nature of childhood, leading to a alleged phone-based childhood.

The expanding and expanding usage of mobile devices has many scientifically proven negative consequences for intellectual and psychosocial development.

Mental wellness crisis and cognitive disorders

Since around 2010, there has been a systematic decline in intellectual well-being among younger generations, coincident with the spread of smartphones. The number of cases of depression, anxiety, loneliness, self-harm and suicide attempts reported increases, and the usage of smartphones, in peculiar social media, is considered to be 1 of the main catalysts of this crisis.

Early usage of smartphones negatively affects mental development, including by limiting the time spent on developing social skills in the offline world. The most delicate area affected by early access to smartphones is ‘social self’ – a measurement covering self-esteem, the ability to build bonds and cooperation. Studies based on Korean data from 2023 indicate a relation between the time spent in front of the screen and the greater probability of intellectual wellness problems, with emphasis on the negative impact multitasking [1].

Focus is 1 of the most affected aspects. Smartphones and notifications are deliberately distracting. In the last 20 years The ability to focus attention on any device decreased to 47 seconds [2].

Also, the specified presence of the telephone on the desk reduces the ability to solve problems and remember information.

Studies have shown that media multitasking (the simultaneous usage of multiple media, specified as watching tv and utilizing smartphones) is peculiarly common among teenagers and leads to a sense of better time use, although it is an illusion [3].

Social patterns and peer relationships

With the spread of smartphones, the time spent by youths with their peers has nearly halved, which has had a negative impact on social skills. Direct interactions have been replaced by virtual contacts, leading to weaker interpersonal skills, isolation and deepening the sense of loneliness. Loneliness is now a problem that affects more and more young people, and its wellness consequences can be as serious as regular smoking.

One tangible manifestation of problems in relationships is phubbing – ignoring the caller to look at the telephone screen. Phubbing, frequently due to net dependence and self-control problems, importantly and negatively affects perceived quality of communication and satisfaction with relations. A individual who is ignored in this way experiences a weakening of the relation and a decrease in self-esteem [4].

Digital dependence mechanisms and ways to combat them

Smartphone dependence and problematic usage of the net become a global epidemic. The mechanisms that drive these behaviors are built into the same technologies.

Digital addiction mechanisms

The smartphone, as a small, multifunctional and constantly available device, promotes utmost use, going far beyond what is harmless.

1. Award and Neurotransmitter System: The reward strategy in the brain is constantly stimulated. Notifications, sleighs, and fresh messages trigger dopamine reproaches. Applications and platforms are designed with features specified as infinite scrolling {C:$00FFFF} infinite scrolling) and strengthening with a variable proportion, akin to the mechanisms utilized in gambling to maximize online time.
2. Compulsive usage and Problematic usage of the net (PUI): Constantly bombardment with stimulus causes young people's brains to request and usage a smartphone. PUI is diagnosed utilizing scales specified as E-SAPS18, which measures 5 areas: expanding request for usage (tolerance), affirmative anticipation (expectedly pleasant sensations), concentration of activity around cyberspace, withdrawal symptoms and somatic symptoms.
3. Problem Scale: In Poland, the NASK survey of 2024 showed that 35% of girls reached a advanced level of problematic usage of the smartphone, while among the boys it was 27%. People who attend advanced schools are besides more vulnerable. Problematic usage of smartphones is associated with harmful physical effects (such as posture deformations, sight problems, sleep disturbances) and intellectual (fear, depression, stress).

Countermeasures – The function of Digital Hygiene

The main form of combating digital dependence is implementation digital hygiene [5].

Digital hygiene is simply a collection of principles and habits that defend physical, mental, social and sexual health.

Practical principles of digital hygiene include:

• Putting your telephone out of sight during learning, meals or activities requiring focus. investigation shows that multiscroening is peculiarly harmful in science. The 2024 article confirms that mobile multitasking has a negative impact on the immediate callback in young adults [6].
• Avoiding screen equipment after 10:00 p.m., as well as putting the phones outside the bedroom while sleeping. Excessive pre-screen time has a negative effect on sleep quality, and in young people in bed it frequently serves as a strategy of sleep procrastinating, or putting sleep to remainder [7].
• Taking care of physical activity all day and developing interests in offline mode.

It is recommended that prophylaxis should be especially for girlsbecause they represent the highest hazard group for the negative impact of smartphones and social media.

Social media threats to intellectual health, peer relationships and kid safety

Social media (SM) are identified as the main origin of the youth intellectual crisis. They supply continuous stimulation and make a toxic environment for intellectual health, especially in girls.

Impact on intellectual wellness and self-esteem

The emergence in the problematic usage of social media among youth reported by the WHO increased from 7% in 2018 to 11% in 2022. [8]. Intensive usage of MS is associated with poorer intellectual health, increased hazard of depression and sleep disorders. Abuse of social media affects self-esteem, especially in girls who feel force to meet unrealistic standards of beauty promoted on the web.

The survey Boniel-Nissim and Others of 2024, based on HBSC data, indicated that

Problematic usage of social media is linked to poorer intellectual health, greater hazard of depression, sleep disturbances and lower outcomes in discipline [9].

Comparative relations and digital security

Smartphones make it easy cyber-violence, hatred speech and hatred speech, which are serious problems in schools. Young people, experiencing relationships transferred to the network, become more susceptible to strong social influences and fear of losing them (FOMO – Fear of Missing Out). advanced levels of FOMO (17% of Poles in 2022) frequently lead to risky behaviour, e.g. the usage of smartphones erstwhile crossing the street [10].

Social media besides poses safety risks for children, specified as dangerous networking And patostreaming. wellness analysis of the consequences of over-use of technology besides includes vulnerability to sexual content. The 2024 literature review confirms the link between pornography and sexual dysfunctions.

In the context of digital multitasking, young people frequently neglect their responsibilities (both home and school) due to the usage of social media, as confirmed by data from the 2024 survey of Teenagers.

Effectiveness of regulations limiting the usage of mobile devices in schools

Worldwide, more and more countries are introducing regulations limiting access to smartphones in schools, recognising that technology in education must be safe and care for the welfare of students.

International experience (2024-2025)

Evaluation studies in countries that have introduced restrictions confirm their affirmative impact:

• Norway: Based on the large freedom of schools in shaping principles, Sarah Abrahamsson's study from the Norwegian Institute of Public wellness of 2024 showed that the introduction of the ban on smartphones importantly improved intellectual wellness and educational outcomes. Number of intellectual consultations fell by about 60%. In addition, a crucial decline in peer violence – about 46% among girls and 43% among boys. These benefits were peculiarly evident in girls from lower socio-economic position [11].
• Netherlands: Monitoring restrictions policy from 2025 showed that the percent of schools that considered non-educational usage of the telephone as a problem fell from 62% to 29%. Schools reported affirmative results in concentration (75%) and Social climate (59%) [12].
• Finland: In 2025, Finland introduced restrictions on the usage of mobile phones during the school day [13].
• OECD: The PISA survey of 2022 (PISA study in Focus 2024) showed that students spending 1-5 hours a day on digital devices for educational purposes had better results in mathematics, but The longer the time was, the worse the results were [14].

The UNESCO study of 2024 underlines that technology in education will never be suitable if it is not safe and does not care for the welfare of young people.

Regulations in Poland and requests for intervention

In Poland, the debate on regulation is active and the chaos around technology in schools remains large. Although current government allows for the introduction of digital hygiene rules, systemic interventions are needed.

The Jagiellonian Club study of 2024 suggests that the most apparent direction of intervention is to introduce a central ban on the usage of smartphones and another related devices (such as smartwatches) in schools, covering not only lessons but besides breaks.

Another proposal assumes that the anticipation of weakening specified a prohibition in school statutes would be allowed only for pupils who They'll score the item. Health education, getting to know the basic risks. In the context of the fight against addiction, the proposal is besides being considered introducing a ban on the usage of social media by persons up to the age of 16, as an alternate or complementary action to ban smartphones in schools.

The function of technology education in preparing young people for the conscious usage of technology

Technology education should focus on building a conscious, healthy relation with technology, involving both students and adults.

It is proposed to supplement the software base with the latest data on the impact of smartphones on intellectual wellness and academic outcomes, but besides to learn critical reasoning as 1 of the key competences in media education. The key nonsubjective is to teach young people the ability to decision consciously in the digital world.

The challenge is not only to educate students, but besides adults (parents and teachers) who gotta build a coherent and logical communicative about technology.

Teachers request support in the field of digital competence and in tackling fresh challenges, specified as keeping students' attention or caring for their intellectual well-being.

The analysis of the latest reports and investigation from the years 2024 to 2025 confirms that smartphones and associated social media represent a crucial hazard of civilization, having a direct impact on the intellectual health, social improvement and cognitive abilities of young people.

Low awareness of self-regulation and compulsive usage of devices, driven by prize-based mechanisms, lead to neglect of direct relations and deterioration of academic outcomes.

The effectiveness of regulations introduced in schools (e.g. Norway, Finland and the Netherlands) proves that limited access to smartphones, especially during breaks, reduces peer force and improves intellectual welfare.

Future preventive actions in Poland should combine central regulations (rules for the usage of smartphones in schools, possibly limiting access to social media to 16 years of age) with intensive, coherent technological education for students and adults, based on digital hygiene principles.

Footnotes:

[1] Jin Y., Chen Y., Song Y., Lou H., Li R., Lou X., Wang X. A and Others, Screen time and smartphone multitasking: the Emerging hazard mill for intellectual wellness in children and adolescents, diary of Public Health, 1–11, 2023.

[2] G. Mark, "Attention Span: A Groundbreaking Way to reconstruct Balance, Happiness, and Productivity – A Must-Read Guide to Dealing with Distractions and Regating Focus in the Modern planet Hardcover, Toronto 2023.

[3] A. Maryza, Multiscreening, in: K. Free -Zmorzyński, K. Doctorowicz, R. Filas, P. Płaneta (ed.), Lexicon of media terms. T. 2, Wydawnictwo Adam Marszałek, Toruń 2024, p. 99; A. Borkowska, little means more. About multiscreening and multitasking, National Educational Network NASK, Warsaw 2024, p. 6.

[4] The president Body image and belief in your own capabilities a phubbing, in: PsychiatraPlus, 2024, (accessed: 27.11.2025).

[5] M. Woynarowska, M. Bigaj, Education for digital hygiene, [in:] wellness education. Theoretical bases, methodology, practice. fresh edition, edited by B. Woynarowska, technological Publishing home PWN, Warsaw 2025.

[6] R. Rathore, A. Bansal, P. Bansal, The negative impact of social media on self-esteem and body image – A communicative review, "IP global diary of Comprehensive and Advanced Pharmacy" 2022, 7 (4), 12.

[7] A. Hansen, Log your brain out. How to take care of your brain in the age of fresh techno logic, cross. E. Fabisiak, Social Publishing Institute Mark, Issue II, Kraków 2021, p. 105.

[8] R. Pijpers, L. Dondorp, Schoolbeleid voor smartphones, Kennisnet, Zoetermeer 2024 (access date: 26.11.2025).

[9] M. Boniel-Nissim, C. Marino, T. Galeotti, L. Blinka, K. Ozoliņa and others, A focus on adolescent social media usage and gaming in Europe, central Asia and Canada: wellness Behaviour in School-aged Children global study from the 2021/2022 Survey, 2024, https://iris.who.int/handle/10665/378982 (access date: 27.11.2025).

[10] A. Jupowicz-Ginalska, M. Kisilowska-Szurmińska, K. Ivanicka, T. Baran, A. Wysocki, M. Dudziak-Kisio, K. Wróblewski, A. Borkowska, M. Witkowska, FOMO 2022. Poles and fear of disconnection. study from the 4th edition of research, Faculty of Journalism, Information and Bibliology of the University of Warsaw, Warsaw 2022

[11] S. Abrahamsson, Smartphone Bans, Student Outcomes and intellectual Health, 2024 (date of access: 25.11.2025).

[12] Monitoringsonderzoek Landelijke afspraak mobiele telefoons enandere devices, Kohnstamm Institut, 2025 (date of access: 25.11.2025).

[13] M. Bryant, Finland restores usage of mobile phones during school day, 2025, (date of access: 26.06.2025).

[14] Managing screen time: How to defend and equip students against distraction, ‘PISA in Focus’ 2024, No 124, OECD Publishing, Paris 2024 (access date: 27.11.2025).
How’s Life for Children in the Digital Age?, OECD Publishing, Paris 2025 (access date: 27.11.2025).

Bibliography

1. Abrahamsson, S. (2024).Smartphone Bans, Student Outcomes and intellectual Health. Norwegian Institute of Public Health. Accessed: https://openaccess.nhh.no/nhh-xmlui/bitstream/handle/11250/3119200/DP%2001.pdf?sequence=1&isAllowed=y.
2. Boniel-Nassim, M., Marino, C., Galeotti, T., Blinka, L., Ozoliņa, K. and others (2024).A focus on adolescent social media usage and gaming in Europe, central Asia and Canada: wellness Behaviour in School-aged Children global study from the 2021/2022 survey. Accessed: https://iris.who.int/handle/10665/378982.
3. Borkowska A., (2024), little means more. About multiscreening and multitasking, National Educational Network NASK, Warsaw.
4. Bryant, M. (2025).Finland restores usage of mobile phones during school day. The Guardian. Accessed: https://www.theguardian.com/education/2025/apr/30/finland-restricts-use-of-mobile-phones-during-school-day.
5. Cowling, M., Sim, K.N., Orlando, J. and Others (2025).Untangling Digital Safety, literate, and Wellbeing in School activities for 10 to 13 Year Old Students. Education and Information Technologies, 30, p. pages 941–958, DOI: 10.1007/s10639-024-13183-z.
6. Chen, Q., Yan, Z., Moeyaert, M., Bangert-Drowns, R., (2024).Mobile multitasking in learning: A meta-analysis of effects of mobile telephone distribution on young adults’ immediate recall. Computers in Human Behavior, 162 (2),108432, DOI: 10.1016/j.chb.2024.108432.
7. Hansen A.,(2021), Log your brain out. How to take care of your brain in the age of fresh techno logic, cross. E. Fabisiak, Social Publishing Institute Marka, Wyd. II, Kraków.
8. Häggström-Nordin, E., Hedström, Å. (2024).Pornography and sexual dysfunction: Is there any relationship? Current Sexual wellness Reports, 16(1). DOI: 10.1007/s11930-023-00380-z.
9. Hodalska, M., Buxas, L. (2025).Changed: smartphone in Polish everyday life: browsing your telephone in the light of empirical researchToC Publishing House, Kraków. Accessed: https://media.uj.edu.pl/empiria.
10. Institute of Digital Citizenship,(2025), Digital hygiene in school and kindergarten. A guide on how wisely to introduce it, Warsaw.
11. Jin Y., Chen Y., Song Y., Lou H., Li R., Lou X., Wang X. A and Others (2023), Screen time and smartphone multitasking: the emerging hazard factors for intellectual wellness in children and adolescents, diary of Public Health, 1–11.
12. Jupowicz-Ginalska A., Kisilowska-Szurmińska M., Ivanicka K., Baran T., Wysocki A., Dudziak-Kizio M., Wróblewski K., Borkowska A., Witkowska M.,(2022), FOMO 2022. Poles and fear of disconnection. study from the 4th edition of research, Faculty of Journalism, Information and Bibliology of the University of Warsaw, Warsaw, https://www.uw.edu. en/fomo-2022-polacy-a-lek-pre-treatment/.
13. Mark G.,(2023), "Attention Span: A Groundbreaking Way to reconstruct Balance, Happiness, and Productivity – A Must-Read Guide to Dealing with Distractions and Regating Focus in the Modern planet Hardcover, Toronto.
14. Marowza A.,(2024), Multiscreening, in: K. Free -Zmorzyński, K. Doctorowicz, R. Filas, P. Płaneta (ed.), Lexicon of media terms. T. 2, Adam Marshal Publishing House, Toruń.
15. Monitoringsonderzoek Landelijke afspraak mobiele telefoons enandere devices. (2025). Kohnstamm Institut. Accessed: https://open.overheid.nl/documenten/54c01e11-5a20-4779-9243-f4ed5fda1c9f/file.
16. OECD. (2025).How’s Life for Children in the Digital Age? OECD Publishing, Paris. DOI: 10.1787/0854b-900-en.
17. Pijpers, R., Dondorp, L. (2024).Schoolbeleid voor smartphonesKennisnet, Zoetermeer. Accessed: https://www.kennisnet.nl/app/uploads/Schoolbeleid-voor-smartphones.pdf.
18. PISA in Focus. (2024).Managing screen time: How to defend and equip students against distraction. OECD Publishing, Paris, No 124. DOI: 10.1787/7c225af4-en.
19. Rathore R., Bansal A., Bansal P.,(2022), The negative impact of social media on self-esteem and body image – A communicative review, "IP global diary of Comprehensive and Advanced Pharmacy", 7 (4), 12.
20. Ryu, S. H., Kwon, H. J., Wang, Z. L., Kim, S. J., Cho, H. J. and Others (2024).Adolescents smartphone screen time and its association with categories symptoms experience from the Korea youth hazard behaviour web-based survey 2020–2020. technological Reports, 14(1), 26277. DOI: 10.1038/s41598-024-52591-w.
21. UNESCO Youth study 2024: Technology in education: A tool on our terms! (2024). UNESCO. DOI: 10.54676/ELSQ4648.
22. Vagka, E., Gnardellis, C., Lagiou, A., Notara, V. (2024).Smartphone usage and Social Media engagement in Young Adults: Association with Nomophobia, Depression Anxiety Stress Scales (DASS) and Self-Esteem. global diary of Environmental investigation and Public Health, 21(7), 920. DOI: 10.3390/ijerph21070920.
23. Woynarowska M., Bigaj M., (2025), Education for digital hygiene, [in:] wellness education. Theoretical bases, methodology, practice. fresh edition, ed. B. Woynarowska, technological Publishing home PWN, Warsaw.
24. Zielińska L., (2024), Body image and belief in your own capabilities a phobbing, in: Psychiatra Plus, https://psychiaplus.pl/hubbing-image-ciala-i-faith-in-own-possibilities/, accessed: 27.11.2025.