Holmdel panel urges balance: educators, therapists and students highlight risks of passive screen use

Holmdel community members and school staff gathered for a Balance Project panel to discuss how families and schools can balance technology use and real-life activities. Emily McHugh, a licensed pediatric occupational therapist and founder of Sticks and Stones, told the audience that "boredom is you can think of it as like a gateway to creativity," and urged parents to give children unstructured time outdoors to build problem-solving and cognitive flexibility.

Panelists emphasized distinguishing active, educational uses of screens from passive or compulsive behaviors. "Not all screen time is equal," said William R. Satz Middle School Principal Shan Shantel Seminelli, who added that educators watch for whether technology "is enhancing a student's growth or ... interfering with their sleep, their focus, their relationships." Therapists on the panel noted that problems arise when device use causes meltdowns after media ends, leads to bed‑time sneaking of devices, or replaces other activities that build motor and social skills.

Mental health clinicians described clinical observations linking harmful online experiences to serious outcomes. Samantha Saffioti, a licensed clinical social worker who leads crisis clinicians at Bayshore Medical Center, said clinicians "do see that a lot ... feelings of suicidal thoughts" among youth exposed to distressing online content and bullying, and cautioned that it is often the quality of online experiences rather than raw minutes that predicts harm.

Occupational therapist Katie McEvoy summarized research tying heavy early screen exposure to higher risk of fine motor delays, noting the greatest risk appears in very young children (roughly under ages two to three) and when handheld devices replace hands‑on play. Panelists described practical family strategies—tagging short periods of 'nature time' onto existing routines, limiting nighttime screens and fostering screen‑free hobbies—to reduce passive use while preserving the benefits of technology for learning and connection.

Students on the panel described mixed views: some want fewer restrictions because they rely on apps for school and social life, while others welcome structure to reduce distraction. "Students want less boundaries around screen use because technology is a huge part of our everyday lives," one student said, reflecting tension between autonomy and the desire for external limits to help with self‑regulation.

The panel also highlighted school responses: Holmdel has introduced a seventh‑grade elective called "Digital Citizenship and Technology in Society" to teach responsible use, critical thinking and online safety. Organizers said the community conversation will continue and that the session was recorded for distribution.