Holmdel panel: experts and students urge limits on passive screen use and more outdoor time

Michelle Princepato, a Holmdel parent and organizer with the Balance Project, opened a community panel on balancing life and technology that brought together local educators, pediatric occupational therapists, a crisis-unit clinician and Holmdel High School students to discuss screen time, mental health and school practices.

Panelists emphasized that "not all screen time is equal." Shantel Simonelli, principal of William R. Satz Middle School, said screen use includes educational, communication and entertainment functions and that the key question is whether technology "is enhancing a student's growth or a child's growth and well-being, or is it interfering with their sleep, their focus, their relationships." She urged guidance and healthy boundaries for middle-school students who are still developing self-regulation.

Emily McHugh, a licensed pediatric occupational therapist who runs outdoor play programs, described boredom as "a gateway to creativity" and urged parents to "lower the bar" for nature time — short, routine activities like an after-dinner walk or collecting leaves — so children practice unstructured play and build cognitive flexibility. Katie McEvoy, an occupational therapist who works in Holmdel schools, summarized research linking very early and heavy handheld-device use (particularly in children under 2–3 years) with higher risk of fine-motor delays, and she noted that passive viewing raises risk by reducing opportunities for hands-on play.

Samantha Safiotti, a licensed clinical social worker who leads a crisis team at Bayshore Medical Center, described signs that screen or social-media use may be harmful: interference with daily functioning, neglecting responsibilities, mood swings tied to device use and using screens to cope. "We do see that a lot, in the hospital," she said, noting clinicians encounter youth whose social-media experiences and bullying are factors in suicidal thoughts or self-harming behaviors.

Students on the panel described social pressures online — constant availability, FOMO and apps that encourage daily 'streaks' — and the practical costs of being unplugged (one student said missing group invites arranged on Snapchat). Panelists and students recommended strategies such as goal-setting, fostering non-screen hobbies, consistent parental limits (several mentioned a no-phones-at-dinner rule) and curricular supports: Shantel noted Holmdel introduced a new elective, "Digital Citizenship and Technology in Society," for incoming 7th graders to teach responsibility, awareness and critical thinking around digital use.

Panelists cautioned about long-term risks if current habits continue: increased anxiety, reduced frustration tolerance, and broader social and developmental gaps. They closed with practical advice — tag short outdoor time to existing routines, encourage hobbies away from screens, and teach children to tolerate small discomforts — and invited audience questions.