1

Personal Technology Use on Student Social-Emotional Development in
High School Curricula

Bo Qiao (Richard) Li
School of Education, Thompson Rivers University
Kamloops, BC

Author Note
A capstone project submitted to Thompson Rivers University in partial fulfilment of the
requirements of the degree of Master of Education.
Presented August 1st, 2024.

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Abstract
The rapid advancement of technology use in North America has significantly impacted the
development of young people. Educators are only beginning to understand the effects of digital
technologies on young people’s holistic well-being. My interest in this topic stems from firsthand
experience as a high school teacher. Comparing my teaching experiences now to those of the
COVID-19 pandemic, I have noticed a significant delay in student’s social-emotional
development. Today’s students exhibit higher anxiety, poorer stress management skills, and are
less comfortable with social interactions with peers. Despite the marked impact that hand-held
technology and social media has on students, there is a lack of emphasis on Social Emotional
Learning (SEL) in high school curricula. The current digital climate could have long-lasting
effects on students worldwide, influencing their worldviews, well-being, and holistic resiliency
into adulthood. In this paper, I argue that technology has detrimental social emotional effects on
students and provide teaching suggestions to directly mitigate these effects. This paper will focus
specifically on the effects of students’ daily use of personal cellphones and social media on their
SEL, which argues based off corroborative literature review, that a negative correlation between
social media use and social-emotional development exists. The findings of this paper have broad
implications for educators, policymakers, researchers, parents, and students themselves. A
deeper understanding of the digital climate will help integrate SEL more effectively into the high
school experience. The anticipated outcome is that this paper will offer actionable insights to
mitigate the negative impacts of digital technology on social-emotional development and
promote a more balanced approach to technology use among students.
Keywords: Cellphone, Technology, Social Media, Social-Emotional Learning, Development,
Emotional-Intelligence, Digital Citizenship.

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Table of Contents
Chapter One: Introduction ...........................................................................................................5
The Current Digital Climate of the Modern World .............................................................5
Developing my Interest in SEL Development and Digital Technology ..............................6
Significance of This Topic ...................................................................................................7
Presenting the Argument......................................................................................................8
Summary of Introduction .....................................................................................................9
Chapter Two: Literature Review ...............................................................................................10
Digital Technology's Effect on SEL ..................................................................................11
Poor emotional intelligence and problematic cell phone use ................................12
Cyberbullying and Cybervictimization ..................................................................13
Technology’s potential to foster and regulate SEL................................................15
Gaps in Current Research ..................................................................................................17
Summary of Literature Review ..........................................................................................18
Chapter Three: Applications ......................................................................................................20
Integrating Emotional Intelligence (EI) into Classroom Practices ....................................20
Daily Reflections and Emotional Journals ............................................................21
Peer Support Groups .............................................................................................22

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Addressing Cyberbullying and Promoting Digital Citizenship .........................................23
Implementing Digital Citizenship Curriculum ......................................................23
Anonymous Reporting Systems ..............................................................................24
Engaging Parents and Guardians .........................................................................25
Leveraging Technology for Positive SEL Outcomes ........................................................26
Educational Apps ...................................................................................................26
Digital Storytelling.................................................................................................27
Moderated Online Platforms .................................................................................28
Summary of Applications Chapter.....................................................................................28
Chapter Four: Conclusions .........................................................................................................31
Summary ...........................................................................................................................31
Implications .......................................................................................................................33
Apendix A .....................................................................................................................................37
References .....................................................................................................................................38

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Chapter One: Introduction
In this chapter I introduce the topic of my capstone project. It begins with an overview of
the current digital climate with elementary and secondary school students in North America. I
then discuss the significance of understanding the impact of digital technologies on student’s
social emotional development from both my own lived experiences, as well as from results
gathered from literature review. Finally, I discuss the impact of this paper in terms of how it will
affect stake holders and present the argument of this capstone project.
The Current Digital Climate of the Modern World
The COVID-19 pandemic has brought unprecedented challenges to the education system,
particularly in the high school setting. Students have had to adapt to remote learning and
increased use of technology during formative years of their lives. At the same time, the
widespread access and use of technology among young people has had an unprecedented impact
on the way they interact and develop social and emotional skills, both amongst their peers, as
well as with adults. Results of a national survey on Student and Teacher Views of SocialEmotional Learning show that “of the 1,022 students surveyed, 44 percent reported that their
level of social anxiety had increased since the pandemic. Forty-three percent reported a higher
level of loneliness, and 37 percent said they felt less comfortable with physical contact like hugs
from others their age.” (Kurtz et al., 2021, p. 2) This research aims to investigate the relationship
between the use of personal technology such as smartphones in the educational setting, and its
effect on students' social and emotional well-being. This literature will explore the challenges
and opportunities presented by technology in fostering Social Emotional Learning (SEL) in high
school students, as well as effective strategies for incorporating SEL into the high school setting
in the context of technology amongst the wake of the pandemic.

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Today’s students have access to a tremendous amount of information and technology in
the palm of their hands. “The rapid growth in development, accessibility and use of mobile
phones and the internet” (Livingstone & Smith, 2014, p. 1) has evolved the newest generation of
our society through a fundamentally different landscape into a new breed of “digital natives”
(Prensky, 2001, Kivunja, 2014). Online communication, social networking and instant access to
information are already seen as typical to adolescents and are becoming integral “characteristic
of ever younger children” (Livingstone & Smith, 2014, p. 1). Though this integral aspect of the
lives of our new generation has brought forth numerous advantages and pleasures, they also
bring forth unprecedented, largely unmitigated risks to our youth, including cyberbullying,
unregulated pornography, and contact with strangers. (Livingstone & Smith). Studies have
shown that due to this ubiquitous environment and the sheer volume of their interaction with it,
our youths today “think and process information fundamentally differently from their
predecessors” (Prensky, 2001, p. 1). With a shift to our everyday environment so monumental,
there is an alarming lack of research on the effects of smartphones on the developmental changes
to our secondary school student’s SEL.
Developing my Interest in SEL Development and Digital Technology
As a high school teacher, I have noticed firsthand this lack of SEL understanding in the
fast-changing environment, as well as a lack of support within my classrooms. Despite the
increased importance of SEL during the COVID-19 pandemic and the changing ways that
technology is affecting the development of social and emotional skills in young people, there is a
lack of emphasis on SEL in high school curricula. Through my firsthand experiences as a
teacher, I have come to recognize that there is a need to understand the barriers and facilitators to
the implementation of SEL in high schools and provide recommendations for how to integrate

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SEL more effectively into the high school experience during and post pandemic, while
considering the impact of technology.
From my lived experiences, I have come to realize that the effect of digital technology on
SEL development is an important one to address in our modern classrooms. Despite the
increased importance of SEL during the COVID-19 pandemic and the changing ways that
technology is affecting the development of social and emotional skills in young people, there is a
lack of emphasis on SEL in high school curricula. The goal is to understand the barriers and
facilitators to the implementation of SEL in high schools and provide recommendations for how
to integrate SEL more effectively into my student’s high school experience during and post
pandemic, while considering the impact of technology.
Significance of This Topic
From Statistics Canada, roughly 1 in 4 young people aged 12-24 years are affected by
mental health and substance use (MHSU) disorders (Kidger et al., 2021). Given that only 25% of
children and teens affected with a diagnosable condition can access Child and Adolescent Mental
Health Service (Grimm et al., 2022), SEL development amongst teens will be pivotal to their
success and wellbeing. Understanding the barrier towards SEL development in high schools and
the relationship between technology use and interpersonal development is crucial to effectively
support the social and emotional well-being of high school students.
While SEL has been incorporated into the modern epistemological approach to
educational practices, the relatively new prevalence of the emergence of personal cellphone
devices amongst high school students is not well researched. Especially with the immense
popularity of social media apps such as Instagram, TikTok and SentIt that focus on short bursts
of instant gratification is very poorly researched in educational ontology. This creates a

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deficiency in our current understanding of this research topic. Despite the recognized importance
of SEL, there is limited research on the specific ways that technology and the pandemic have
affected the implementation and emphasis of SEL in high school curricula. While the effects of
the isolation teens experienced due to the pandemic is still developing, research on this topic has
just begun to surface. Because of this, more research is needed to address the deficiencies in our
existing knowledge of barriers towards SEL development.
The results of this research will benefit a wide range of stakeholders. The findings of this
examination will benefit educators, policy makers, and researchers in the field of education. It
will also benefit students and parents by providing recommendations for how to integrate SEL
effectively into the high school experience in the context of emergent technology.
Presenting the Argument
I argue that the use of personal technology and social media among high school students
has a detrimental effect on their social-emotional development. This claim is supported by
several key reasons: evidence which shows that students are experiencing higher level of anxiety
and have diminished stress management skills, which are correlated with extensive social media
use (Hill, 2022; Livingstone, 2014; Prensky, 2001); Empirical studies which have shown a
significant relationship between heavy social media use and increased anxiety and depression
among teenagers (Amendola et al., 2019; Lee et at., 2014; Livingstone, 2014; Seo et al., 2016);
Furthermore, my firsthand observations as a high school teacher that reveals students struggle
more with social and emotional issues compared to pre-COVID times. This claim underscores
the urgency of integrating social emotional learning (SEL) into highschool education to address
the negative effects of pervasive digital technology on students’ well-being.

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Summary of Introduction
In summary, the impact of digital technology on the social-emotional development of
high school students is a critical issue in today's educational landscape. The COVID-19
pandemic has intensified the reliance on technology, significantly affecting students' social
interactions and emotional well-being. National surveys and empirical studies indicate a
troubling increase in social anxiety, loneliness, and discomfort with physical contact among
students, with correlation to the detrimental effects of extensive social media use. As a high
school teacher, I have observed firsthand the lack of support and understanding in addressing
these issues within the classroom. Despite the recognized importance of SEL, there is a
significant gap in integrating SEL effectively into high school curricula, particularly in the
context of increased technology use. This research aims to fill this gap by exploring the barriers
and facilitators to SEL implementation and providing actionable recommendations to support
students' well-being. The findings will be valuable to educators, policymakers, researchers,
students, and parents, emphasizing the need for a holistic approach to education that incorporates
SEL to mitigate the adverse effects of digital technology. Chapter Two presents a comprehensive
literature review to better understand the existing research on technology's impact on student
SEL development.

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Chapter Two: Literature Review
The integration of digital technology into the daily lives of adolescents has revolutionized
the educational landscape, posing both opportunities and challenges for social-emotional
learning (SEL). This chapter provides a comprehensive literature review to understand the
multifaceted impact of digital technology, particularly smartphones and social media, on the
social and emotional well-being of high school students. This literature review is organized into
three sub sections, each addressing critical aspects of this complex issue.
Firstly, the chapter examines the concept of emotional intelligence (EI) and its relevance
in the context of adolescent development. Emotional intelligence, encompassing skills such as
emotional awareness, self-regulation, and empathy, is foundational to effective SEL (Amendola
et al., 2019, Lee et al., 2014, Seo et al., 2016). The review explores how digital technology
influences these skills, with a particular focus on the correlation between poor EI and
problematic cellphone use. Next, the chapter investigates the phenomenon of cyberbullying and
cybervictimization, which are pervasive issues in the digital age. The review synthesizes research
findings on how these online behaviors impact students' emotional health, contributing to
increased levels of anxiety, depression, and social isolation (Méndez et al., 2019). It also
considers the role of digital platforms in both perpetuating and mitigating these harmful
interactions (Beltrán-Catalán et al., 2018).
Following this, the chapter explores the potential positive impacts of digital technology
on SEL. Despite the risks, there is growing evidence that personalized technology, such as
educational apps and online SEL programs, can foster emotional awareness and social skills. The
review evaluates studies that demonstrate how structured digital interventions can promote

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resilience, empathy, and other SEL competencies, offering promising avenues for enhancing
students' well-being.
Additionally, the literature review addresses gender differences in technology use and its
effects on SEL. Research consistently shows that females are more likely to experience
problematic cellphone use, and this section explores the implications of these findings.
Understanding these gender-specific trends is crucial for developing targeted interventions that
support all students.
Finally, the chapter synthesizes the overarching themes and identifies gaps in the current
research. Despite the extensive examination of digital technology's effects on SEL, there remains
a significant need for more nuanced, longitudinal studies that can capture the evolving nature of
this relationship. The review concludes by outlining the critical areas for future research and the
practical implications for educators, policymakers, and other stakeholders.
Digital Technology’s Effect on SEL
Social and emotional skills are an ever more crucial aspect of student learning as they
prepare for the workforce of the future. In order for students to be successful members of society,
they must develop skills transcending traditional academic learning, such as “responsible
decision-making, complex communication, and positive peer collaboration” (Hill, 2022, para.
10) which are developed through SEL. Access to technology has undoubtedly transformed the
way SEL is developed amongst classrooms and beyond, but the exact mechanism of the
influences that cellphones have on SEL development in teens remains nebulous in educational
literature to date. A preliminary review of existing literature on this topic revealed predominantly
statistical and quantitative analysis that positively correlates low emotional intelligence (EI) and
problematic phone use. Gender differences, with more females showing frequent problematic use

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of cell phone also appear as a common finding in these articles (Carbonell et. al., 2012, Lee et.
al., 2014,). Overall, the synthesis of findings highlights a complex, dual-edged influence of
digital technology on SEL. As we transition to the next section, it is crucial to explore the
specific issue of poor emotional intelligence and its correlation with problematic cellphone use.
Understanding this relationship will provide deeper insights into how pervasive technology
affects students' ability to manage their emotions, interact socially, and develop essential life
skills. This focus will lay the groundwork for examining the broader implications of technology
on students' social and emotional well-being.
Poor Emotional Intelligence and Problematic cell phone use
While considering the relationship between social emotional development and cell phone
use, many research articles in this space suggest a positive correlation between poor emotional
intelligence (EI) and problematic cell phone use. In general, the findings demonstrate that
individuals with poor EI tend to use mobile phones in a more problematic manner, leading to
reduced academic achievement and social and emotional problems. The study conducted by
Amendola et al. (2019) found that emotional dysregulation is associated with the problematic use
of new technologies such as mobile phones. Similarly, the study by Lee et al. (2014) found a
positive correlation between smartphone usage and technostress with psychological traits
including locus of control, social interaction anxiety, materialism, and the need for touch. The
study conducted by Seo et al. (2016) in South Korea revealed that mobile phone dependency
leads to attention and depression problems that negatively impact academic achievement,
especially in mathematics. Moreover, there is a strong relationship between mobile phone
dependency and social relationships, with female students showing a stronger connection
between mobile phone dependency and social relationships with friends.

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On the other hand, studies suggest that individuals with better EI tend to use mobile
phones responsibly. Méndez et al. (2020) found that non-problematic mobile phone users had
better social-emotional learning (SEL) skills and less involvement in cyberbullying. They also
found that the problematic use group had poor SEL skills and high involvement in cyberbullying.
Mulawarman et al. (2019) demonstrated a negative and significant correlation between emotional
intelligence and social media use, as well as a negative and significant correlation between
academic achievement and social media use. The authors noted that the higher the students'
emotional intelligence and academic achievement, the lower their social media use.
Taken together, these studies suggest that there is a positive correlation between poor EI
and problematic cellphone use. The literature shows that adolescents with problematic mobile
phone use exhibit poor SEL skills, limited access to effective emotion regulation strategies, and
negative psychological traits, including locus of control, social interaction anxiety, materialism,
and the need for touch. Additionally, overdependence on smartphones leads to user stress,
depression, and compulsive usage, negatively impacting academic achievement and social
relationships with friends and teachers. These findings also highlight a correlation between
mobile phone use and cyberbullying, with adolescents who have problematic mobile phone use
showing higher involvement in cyberbullying situations. This will be explored in detail in the
next sub section.
Cyberbullying and Cybervictimization
While there exists a large body of research on the correlation between cyberbullying and
emotional intelligence, the influence of technology on cyberbullying is less clear. BeltránCatalán et al. (2018) found that most victims of cyberbullying are also face-to-face victims,
suggesting that cyberbullying may be an extension of bullying that occurs in schools. Méndez et

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al. (2019) found that certain dimensions of emotional intelligence, such as adaptability, stress
management, and interpersonal skills, predicted an increased risk of experiencing school
violence. On the other hand, Tao et al. (2022) found that digital technology use was positively
correlated with cyberbullying experiences among primary school-aged children in Hong Kong,
particularly among children with low levels of digital literacy and highly restrictive parents.
While the studies suggest different findings regarding the influence of technology on
cyberbullying, they highlight the need for a holistic approach to addressing bullying and
cyberbullying behaviors. Beltrán-Catalán et al. (2018) suggest that a holistic approach is
necessary to tackle these behaviors. Méndez et al. (2019) recommend preventive actions to
improve school life and alleviate difficulties in managing stress, adaptability, and interpersonal
relationships. Tao et al. (2022) suggested the importance of digital citizenship education and
parental intervention to address cyberbullying among primary school-aged children. This shows
that the influence of technology on cyberbullying is a complex issue that requires a
comprehensive approach to prevention and intervention. While emotional intelligence plays a
role in predicting the likelihood of experiencing school violence, digital literacy and parental
mediation also play important moderating roles. It is crucial to address both the emotional and
technological aspects of cyberbullying to effectively prevent and address these harmful
behaviors.
Furthermore, the interplay between emotional intelligence and technology use
underscores the importance of fostering digital resilience among students. Digital resilience
involves equipping students with the skills to navigate online environments safely and
responsibly, as well as the emotional capacity to cope with online challenges (Sun et al., 2022).
This concept integrates the development of emotional intelligence with digital literacy,

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promoting a dual-focus approach that enhances students' ability to manage both online and
offline interactions. By implementing comprehensive educational programs that emphasize
digital resilience, schools can create a more supportive environment that mitigates the risks of
cyberbullying and empowers students to use technology in a positive and productive manner.
Transitioning to the next section, it is essential to explore how technology can be harnessed to
foster and regulate social-emotional learning (SEL), thereby offering a balanced perspective on
the potential benefits of digital tools in supporting students' overall development.
Technology’s Potential to Foster and Regulate SEL
With the rising interest in preventing and addressing harmful behaviors that arise from
technology use, there is also a growing interest in the potential of technology use to foster and
regulate SEL. While some researchers have expressed concern about the impact of virtual
environments on children's SEL, others have found that technology, when mediated by humans,
can have a positive impact on the development of empathy and emotional regulation. For
instance, Walker and Venker Weidenbenner (2019) argued that children can develop empathy
through virtual play and various uses of technology, but only if a human mediates the
understanding and applicability of the game process and game results. The authors also suggest
that virtual environments are scaffolds that support the development of SEL and empathy, but
that they require careful balance.
Hill (2022) discussed the potential of educational technology to foster SEL, but identifies
five barriers to its adoption, including limited awareness of SEL and its benefits, insufficient
prioritization of social and emotional skills, and low levels of funding and resources for SEL.
However, the author remains optimistic that with the right approaches, stakeholders can increase
the adoption of SEL programs and related technologies.

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Finally, Hoffner and Lee (2015) explored the use of mobile phones to regulate negative
emotions, finding that mobile phones can yield psychological benefits, depending on how they
are used. The authors suggest that using the phone for social support is most likely to lead to
effective remediation of negative emotions, adding to our knowledge of the emotional uses of
mobile phones. Their study highlights that the way mobile phones are utilized—whether for
social interaction, entertainment, or seeking support—significantly influences their impact on
users' emotional well-being. This insight underscores the importance of intentional and mindful
use of technology to maximize its benefits for emotional regulation.
Expanding on this, other studies have demonstrated that virtual environments and
educational technology can play a crucial role in developing empathy and emotional regulation
skills among students. For instance, virtual reality (VR) experiences designed to simulate reallife social situations can help students practice and enhance their empathy by allowing them to
experience different perspectives. A systematic literature search was conducted by MaplesKeller et al (2017) for the Harvard Review of Psychiatry which articulates empirical evidence
for, and benefits of VR-based treatment for anxiety or other social developments. Educational
apps that incorporate SEL principles can also offer interactive and engaging ways for students to
learn about and practice emotional regulation and social skills (Medina, N. J., 2023). However,
as Medina, N. J. (2023) highlights, the effectiveness of these technologies is heavily dependent
on their design and implementation. Programs that include human guidance, such as teacher or
counselor involvement, tend to be more successful in fostering positive SEL outcomes (Medina,
N. J.).
Taken together, these articles suggest that technology has positive potential to foster and
regulate SEL, but its impact depends on how it is mediated and used. Virtual environments,

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educational technology, and mobile phones can all support the development of empathy and
emotional regulation, but only when used in the right ways and with human guidance. Therefore,
it is important to develop further research to continue exploring how technology can be
integrated into SEL programs in a positive way, while also exploring, examining, and addressing
the many barriers to its adoption. Transitioning to the next section, it becomes evident that while
existing studies provide valuable insights into the benefits of technology for SEL, significant
gaps remain in the research. Further investigation is required to understand the barriers to
effective integration of technology in SEL programs and to identify strategies to overcome these
challenges. The next section will delve into these research gaps, providing a roadmap for future
studies aimed at optimizing the use of technology in fostering SEL.
Gaps in Current Research
The current literature on the effects of cellphone uses on the social emotional
development of high school students, while abundant, is lacking in several aspects. Firstly, while
studies have shown a positive correlation between problematic cellphone use and low emotional
intelligence, there is a lack of understanding of how or why this correlation exists. Although
correlation is well established, it is unclear if poor EI leads to problematic cellphone use, or if the
causation is reversed.
Secondly, there is a lack of research on the positive influence of technology on social
emotional development, especially on the many barriers to positive technology adaptation on
SEL. Finally, there is limited research on the overarching effect of cellphone use on social
emotional learning, with much of the existing research focusing on quantitative, statistical
research on measurable metrics such as depression, academic achievements, cyberbullying and
cybervictimization. A qualitative, holistic examination of the influence of personal technology

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use on social emotional development of adolescents in high school settings, of which this
research paper is proposing, can address the gaps highlighted above. Qualitative examination
allows for deeper exploration of individual experiences and perspectives. A deeper, more
humanized perspective could better shed light on the specific mechanisms through which
cellphone use influences social emotional development and exploring the positive influence of
technology on social emotional learning. There is a need for more comprehensive studies that
explore the long-term effects of technology on SEL, the specific mechanisms through which
different types of technology influence emotional and social skills, and the contextual factors that
affect these outcomes. Additionally, further investigation is required to understand the barriers to
effective integration of technology in SEL programs and to identify strategies to overcome these
challenges.
Summary of Literature Review
The Literature Review provides an examination of some of the current research on the
impact of digital technology on social-emotional learning (SEL) among high school students.
The chapter begins by exploring the concept of emotional intelligence (EI) and its significance in
adolescent development, emphasizing how technology, particularly mobile phones and social
media, can influence these skills. Research shows a positive correlation between low EI and
problematic cellphone use, highlighting the risks associated with excessive screen time and
social media consumption, including increased anxiety, depression, and social isolation. The
review then delves into the specific issues of cyberbullying and cybervictimization, noting that
these behaviors significantly impair students' emotional health. The importance of digital
citizenship education and parental intervention is emphasized as key strategies to combat
cyberbullying. Finally, the chapter explores the potential positive impacts of technology on SEL,

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such as the use of educational apps, virtual environments, and structured digital interventions to
enhance emotional awareness, resilience, and empathy. The concept of digital resilience is
introduced, highlighting the need to equip students with the skills to navigate online
environments safely and responsibly. Gender differences in technology use and its effects on
SEL are also discussed, underscoring the importance of targeted interventions.
Finally, the chapter identifies significant gaps in the current research, calling for more
comprehensive studies on the long-term effects of technology on SEL and the specific
mechanisms at play. The need for a holistic approach that addresses both emotional and
technological aspects of how “digital natives learn and thrive in the digital age” (Tran et al.,
2020, p. 1) and SEL integration is underscored. This sets the stage for the next chapter, which
will explore practical applications and strategies for integrating technology effectively into SEL
programs. By addressing these gaps, Chapter Three: Application aims to provide actionable
insights for educators and policymakers to enhance students' social-emotional development in
the digital age.

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Chapter Three: Applications
In the modern educational landscape of North American high schools, students in grades
8 to 12 are increasingly immersed in digital technology, primarily through social media, which
significantly impacts their social-emotional learning (SEL). As outlined in the previous chapter,
the prevalence of digital technology presents both opportunities and challenges for fostering
emotional intelligence, managing cyberbullying, and promoting positive social interactions. This
chapter aims to translate these research findings into actionable strategies for educators to be
implemented into North American highschool classrooms. This chapter will start by providing
practical classroom suggestions for developing students' emotional intelligence through
reflective practices, peer support groups, and interactive learning activities. Next, this chapter
will address the need for digital citizenship education and the importance of parental and
community involvement in combating cyberbullying. The goal for this chapter is to provide
teachers with tools and strategies of which they can implement into their classrooms straight
away to foster a holistic approach to SEL. The strategies and interventions proposed in this
chapter directly address the argument by providing actionable solutions for educators to mitigate
the negative effects of technology use identified in this paper. This will ensure that North
American students are not only academically prepared but also emotionally resilient and socially
competent as 21st century digital citizens.
Integrating Emotional Intelligence (EI) into Classroom Practices
In today's digital age, emotional intelligence (EI) is a crucial skill for students, as it
directly impacts their academic performance, social interactions, and overall well-being. The
literature review has highlighted the significant influence of digital technology, particularly
mobile phones and social media, on adolescents' emotional development. Research shows a

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positive correlation between low EI and problematic cellphone use, which is associated with
increased anxiety, depression, and social isolation. To address the central argument of
diminished EI linked to excessive social media use, educators can implement the following
strategies to counteract the detrimental effects of digital technology and incorporate SEL into
classroom practices effectively.
Daily Reflections and Emotional Journals
One effective method to foster EI in students is through regular journaling or reflective
writing exercises. As noted in the literature review, mobile phones can be used to regulate
negative emotions when utilized for social support. Implementing daily reflections allows
students to recognize and manage their emotions, promoting emotional awareness and regulation
(Gill et al., 2015). Apps like Calm and Headspace can facilitate this process by providing guided
journaling prompts and mindfulness exercises. For instance, teachers can assign a daily reflection
prompt that encourages students to write about their feelings, challenges, and positive
experiences. This practice can help students develop self-awareness and emotional literacy, both
key components of EI (Gill et al.).
To ensure consistency, digital platforms such as Google Classroom or Microsoft Teams
can be utilized for maintaining and tracking emotional reflections over time. These platforms
allow students to keep a digital journal, where they can reflect on their emotional states and
identify patterns or triggers. These journals can be private or shared with the teacher, allowing
for personalized feedback and support. Teachers can review these entries to provide personalized
feedback and support, fostering a more empathetic and supportive classroom environment.
Online discussion forums provide an additional avenue for promoting empathy and emotional
literacy. Teachers can create moderated forums on the same digital platforms where students

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discuss emotional topics, share their experiences, and provide support to one another. These
forums foster a sense of community and encourage students to practice empathy and active
listening. By facilitating these discussions, teachers can address the detrimental effect of digital
technology argued in this paper and guide students in developing constructive and respectful
communication skills.
Peer Support Groups
Another strategy to enhance EI is establishing peer support groups within the classroom.
The literature review emphasizes the importance of empathy and interpersonal skills in
adolescent development (Amendola et al., 2019, Lee et al., 2014, Seo et al., 2016). To that end, I
have seen from first-hand experience the power of building a supportive community within a
classroom through established peer support groups. Peer support groups create a safe space for
students to discuss their emotional experiences and practice empathy. Weekly routines where
students share their experiences through guided discussions are instrumental to promoting SEL.
For example, teachers can organize weekly or bi-weekly sessions where students share their
experiences and provide support to one another. These sessions can be guided by specific themes
each week, such as managing stress, dealing with peer pressure, or coping with academic
challenges. By engaging in these discussions, students develop empathy and learn to provide
constructive feedback and support, enhancing their interpersonal skills. Platforms like ClassDojo
can facilitate these groups by allowing students to connect and communicate in a structured and
moderated environment.
From my experience, this required some scaffolding from teachers in terms of
demonstrating good therapeutic techniques. Skills such as how to actively listen, refraining from
judgement, prompting elaboration during discussions, and summarizing or paraphrasing are all

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skills that should be taught, demonstrated, and practiced for new peer support groups. However,
once the routine is set in place and we have a strong sense of classroom support, these weekly or
bi-weekly sessions evolve into a natural, healthy part of student interactions within the
classroom. This application directly addresses the argument I make in this paper by providing a
strategy to mitigate the social isolation and increased anxiety observed among students due to
heavy social media use, as argued in this paper. From my experience, having strong collaborative
peer groups within a classroom community also promotes classroom discussions and
collaboration during academic learning situations as well. Students are more willing to
participate in classroom discussions, problem solve amongst peers, and have a general stronger
buy-in during lessons within the classroom learning environment.
Addressing Cyberbullying and Promoting Digital Citizenship
Cyberbullying is a persistent issue in the digital age, significantly impacting students'
social-emotional well-being. The literature review from the previous chapter highlighted the
detrimental effects of cyberbullying, including increased anxiety, depression, and social isolation
among high school students. It also emphasized the need for digital citizenship education and
parental intervention to combat these behaviors. This section will outline practical strategies for
addressing cyberbullying and promoting digital citizenship in high school classrooms, directly
addressing the social and emotional issues caused by pervasive digital technology as argued by
this paper.
Implementing Digital Citizenship Curriculum
A comprehensive digital citizenship curriculum is essential to equip students with the
knowledge and skills to navigate the online world safely and responsibly. Many north American
high schools already have an annual digital citizenship seminar in place for students. To

24
supplement the resources already provided within schools, online resources from Common Sense
Education provide a robust framework for teaching digital citizenship. This curriculum covers
key topics such as online safety, digital footprints, cyberbullying prevention, and responsible
social media use. Teachers can integrate these digital citizenship lessons into their regular
curriculum by dedicating specific periods, or sections of a class to these topics. For example, I
personally found it to be a great fit as discussion topics amongst my weekly peer support group
sessions, where my students could focus on different aspects of digital citizenship, such as
understanding privacy settings, recognizing, and reporting cyberbullying, and developing
respectful online communication skills. By incorporating these practices into the classroom
routine, students can continuously develop their digital literacy and ethical online behavior as
they develop their EI, which directly addresses the argument I am making.
Anonymous Reporting Systems
Creating an anonymous reporting system is another crucial step in addressing
cyberbullying. Platforms like Safe2Tell offer students a confidential way to report bullying
incidents without fear of retaliation. These systems empower students to speak up and seek help,
which can lead to timely interventions and support.
Schools can promote the use of anonymous reporting systems by integrating them into
their digital platforms and regularly reminding students about their availability. Teachers can
also create a supportive environment by discussing the importance of reporting bullying and
ensuring students know that their concerns will be taken seriously and addressed promptly. At
the beginning of the semester each year, I always introduce the website Safe2Tell to my students,
and have them access it on their phones together as a class. By giving them an opportunity to
access the website and use it together as a classroom community, I am normalizing students

25
advocating for their own digital safety, raising awareness of healthy digital citizenship, and
deterring any initial signs of cyberbullying through action.
Engaging Parents and Guardians
Parental involvement is critical in addressing cyberbullying and promoting digital
citizenship. Schools can engage parents by providing resources and workshops that educate them
about the risks of cyberbullying and the importance of digital citizenship. Websites like
ConnectSafely and NetSmartz offer valuable information and tools for parents to guide their
children in navigating the digital world safely. Regular communication between schools and
parents can also enhance the effectiveness of cyberbullying prevention efforts. The school should
work together with teachers to send newsletters, hold parent-teacher meetings, and organize
workshops to keep parents informed and involved. I would recommend sending a start of
semester email to parents, informing them about the weekly peer support group practices, digital
literacy information, cyberbullying prevention resources and directing their attention to online
safety education programs. By fostering a collaborative relationship with parents, schools can
create a unified front against cyberbullying and support students' overall well-being.
Leveraging technology to monitor and prevent cyberbullying is another effective
strategy. Software solutions like Gaggle and Bark can monitor students' online activities and flag
potential bullying behavior. These tools use advanced algorithms to detect harmful language,
threats, and other concerning activities, allowing school administrators to intervene early and
provide the necessary support. Teachers and administrators can collaborate to implement these
monitoring tools while ensuring students' privacy rights are respected. Finally, I would
emphasize training and professional development events to train teachers within our school to
use these tools effectively and respond to flagged incidents. Since technology is rapidly

26
advancing, it is essential to maintain a mentality of active continuous learning in order to
promote and maintain a safe online environment for our students.
Leveraging Technology for Positive SEL Outcomes
The literature review highlighted both the risks and potential benefits of digital
technology on SEL, where technology can have both negative effects as well as the potential to
enhance SEL amongst students when used appropriately. This section will focus on leveraging
the positive impacts of technology to foster empathy, resilience, and emotional regulation in high
school students. Research indicates that technology, when used appropriately, can significantly
enhance students' empathy and resilience. Hoffner and Lee (2015) found that mobile phones
could provide psychological benefits when used for social support. This highlights the potential
of technology to foster emotional connections and provide a platform for students to express and
manage their emotions effectively. Moreover, structured digital interventions, such as
educational apps and virtual environments, have been shown to support the development of
emotional awareness and resilience (Tran, T. et al., 2020). To translate these findings into
actionable classroom practices, educators can utilize the technological tools and strategies listed
below to enhance SEL to mitigate detrimental effects of technology use as claimed by this paper.
Educational Apps
Incorporating SEL-focused educational apps into the classroom can provide interactive
exercises and assessments to strengthen students' emotional awareness and regulation skills.
Apps like Second Step and PBS LearningMedia offer comprehensive SEL programs that include
activities, games, and reflection exercises tailored to different grade levels. I have found success
in developing SEL content for my classroom using both Apps.

27
•

Second Step: This app provides a range of SEL activities that focus on skills such as
empathy, problem-solving, and emotional management. Teachers can integrate these
activities into their daily lesson plans, using the app to facilitate discussions, role-plays,
and group exercises that reinforce SEL concepts. In my classroom in 2023, I followed
their “Agency & Opportunity” pathway activities with my grade 9 and 10 classes and
received positive results from student and admin feedback. Introducing short brain breaks
within my science classroom, I was able to routinely incorporate SEL activities that build
on social emotional skills as a break for students in between heavy academic tasks. This
is a great way to promote a collaborative and positive classroom community, while
mitigating student burnout from course content heavy classes.

•

PBS LearningMedia: This platform offers a wealth of resources, including videos,
interactive lessons, and articles that promote SEL. Teachers can curate content related to
topics such as empathy, diversity, and emotional well-being, and use it to complement
their existing curriculum. This is another great brain break to introduce to students in the
middle of a content heavy lesson. It allows for students to change their focus away from
intellectual thinking towards social-emotional thinking, giving them a welcomed break
while still utilizing classroom time to facilitate holistic growth. A well-structured brain
break might involve a quick 5-10 min video on PBS, followed by some random group
discussions on their opinion of the video. By changing the topic away from the lesson of
the day, students receive a refreshment on their mental focus. By forming random groups,
students are encouraged to walk around and have some movement to break up their
lesson as well.

28
Digital Storytelling
Digital storytelling is an effective way to encourage students to explore themes of
empathy, diversity, and emotional expression. Platforms like Storyboard That enable students to
create digital stories that reflect their personal experiences and emotions.
•

Storyboard That: Teachers can assign projects where students create storyboards that
depict various SEL themes. For example, students could illustrate scenarios that
demonstrate acts of kindness, conflict resolution, or emotional resilience. This activity
not only enhances creative expression but also helps students develop a deeper
understanding of their own and others' emotions.
Moderated Online Platforms
Establishing guidelines and using moderation features within Learning Management

Systems (LMS) ensures respectful and constructive digital interactions. Platforms like Google
Classroom and Microsoft Teams offer tools for moderating student interactions. Teachers should
set clear guidelines for online behavior and use moderation features to monitor discussions,
ensuring that all interactions are respectful and supportive. Regularly reviewing and addressing
any issues that arise helps maintain a positive online environment. I have included a sample
classroom agreement used to set clear guidelines and expectations for online behavior in
Appendix 1. Teachers can hand out the classroom agreement at the beginning of the semester
after setting their students up with the LMS of their choice and collect the signed documents
back from students after having an open discussion about the importance of respectful digital
interactions. A classroom agreement is beneficial in many ways, backed by existing research. It
acts as a “gentle ‘call in’ to practice collectively envisioning the classroom with our students”
(Fernández, 2024, p. 17). From my experience as a teacher, a classroom agreement can be a great

29
opportunity to foster student-to-student and student-to-teacher connections, and as Fernández
(2024) puts it, a declaration of “our commitment to care for each other.” (Fernández, J. S., p. 23)
Summary of Applications Chapter
This chapter outlines concrete, practical strategies to directly address and mitigate the
negative impacts of technology on students’ social-emotional well-being argued in this paper.
The focus is on enhancing social-emotional learning (SEL) through the effective use of digital
technology while addressing key challenges identified in this paper. Teachers are encouraged to
foster emotional intelligence (EI) through daily reflections and emotional journals, allowing
students to express and regulate their emotions. Peer support groups facilitated through
classroom discussions, online forums, and moderated discussion boards within LMS can
promote empathy and provide a safe space for students to share experiences.
To combat cyberbullying, schools should implement digital citizenship curricula that
educate students about responsible online behavior. Resources from Common Sense Media offer
comprehensive lesson plans that can be integrated into existing curricula, along with anonymous
reporting systems which can provide students with a confidential way to report incidents of
cyberbullying. Most importantly, admins should provide support to teachers by engaging parents
and guardians through regular communication and workshops to help extend digital citizenship
education beyond the classroom.
This chapter also highlights the positive role of technology in enhancing SEL when used
appropriately. Educational apps like Second Step and platforms like PBS LearningMedia offer
interactive exercises and assessments that strengthen emotional awareness and regulation skills.
Digital storytelling, using tools like Storyboard That, allows students to explore themes of
empathy, diversity, and emotional expression creatively, and is not bound by subject or grade.

30
Leveraging technology to foster SEL outcomes requires a thoughtful approach that
incorporates research findings and practical implementation strategies. By incorporating
reflective journals, peer support groups, educational apps, digital storytelling, curated online
content, and moderated platforms, educators can create an environment that supports students'
emotional and social development. These strategies not only enhance empathy and resilience but
also prepare students to navigate the complexities of the digital age with emotional intelligence
and responsibility. The next chapter, Conclusion, will discuss the strength of the argument
presented and link the paper’s findings to a wider context, emphasizing the broader implications
of integrating technology and SEL in educational settings.

31
Chapter Four: Conclusions
In this paper, I argue that the pervasive use of personal technology and social media
among North American high school students (Grade 8-12) has a detrimental effect on their
social-emotional development. This argument is supported by evidence showing a correlation
between extensive social media use and higher levels of anxiety and diminished stress
management skills experienced by students. Empirical studies have demonstrated a significant
relationship between heavy social media use and increased anxiety and depression among
teenagers. Additionally, my personal observations as a highschool teacher reveal that social and
emotional issues are more difficult to manage amongst teens compared to pre-COVID times.
This argument underscores the urgency of integrating social-emotional learning (SEL) into high
school education to address the negative effects of pervasive digital technology on students’
well-being.
The introduction chapter establishes the foundation of the central argument by exploring
the current digital climate among elementary and secondary school students in North America. It
emphasizes the significance of understanding the impact of digital technologies on students'
social-emotional development. The chapter highlights the increasing reliance on technology,
particularly during the COVID-19 pandemic, and its implications on student well-being. The
argument is presented that personal technology and social media negatively affect students'
social-emotional development, before diving into a comprehensive examination of current
research in relation to the argument in Chapter Two: Literature Review.
The Literature Review Chapter delves into existing research on the impact of digital
technology on social-emotional learning (SEL) among high school students. It examines the
concept of emotional intelligence (EI) and its relevance to adolescent development, highlighting

32
the risks associated with excessive screen time and social media consumption. The review
addresses issues such as cyberbullying and cybervictimization, emphasizing the importance of
digital citizenship education and parental intervention. The chapter also explores the potential
positive impacts of technology on SEL, such as educational apps and virtual environments, while
identifying gaps in current research that call for further investigation into the long-term effects of
technology on SEL.
Chapter Three: Applications translates the findings from the literature review into
actionable insights and strategies for high school teachers. It provides practical methods for
integrating emotional intelligence (EI) into classroom practices, such as daily reflections,
emotional journals, and peer support groups. The chapter also addresses cyberbullying by
promoting digital citizenship and implementing anonymous reporting systems. Engaging parents
and guardians is also highlighted as a key strategy to extend digital citizenship education beyond
the classroom. Additionally, the chapter explores using technology for positive SEL outcomes
through educational apps, digital storytelling, and curated online content. Through providing
concrete and actionable strategies, the applications chapter builds on the findings from the
literature review and offers practical solutions for educators to mitigate the negative effects of
technology on students' social-emotional well-being, as outlined by the argument.
This paper successfully examines the impact of personal technology and social media on
high school students' social-emotional development and offers actionable strategies for
integrating social-emotional learning (SEL) into education. It effectively argues that extensive
use of technology and social media negatively affects students' well-being, which is supported by
empirical studies and firsthand observations. The literature review explores both the negative
impacts and potential positive uses of technology for enhancing SEL, identifying gaps in the

33
current research, and builds upon this result through practical applications. The applications
chapter directly addresses the argument in this paper by providing specific tools for educators,
such as educational apps and digital storytelling platforms, in the hopes of mitigating the
detrimental effects of digital technology argued in this paper. The paper considers a holistic
approach to education through emotional intelligence, digital citizenship, and parental
involvement. Its relevance and timeliness, especially in the context of increased technology use
after the COVID-19 pandemic, ensure the findings are applicable to current educational
challenges. Overall, the paper contributes to educational practice by equipping educators with
evidence-based strategies to enhance students' social-emotional development in the digital age.
Implications
This paper makes several contributions to the ongoing scholarly conversation about the
impact of digital technology on social-emotional learning (SEL) among high school students. By
synthesizing existing research and providing new insights, this paper enhances an understanding
of how personal technology and social media shape adolescent development in various ways.
This paper contributes to the existing pedagogical conversation by expanding SEL frameworks
to include digital technology, addressing research gaps, emphasizing digital citizenship,
advocating holistic approaches, and illustrating the practical application of theoretical insights.
By advocating through research and application the integration of digital technology into current
SEL frameworks, this paper contributes to the current scholarly conversation about Smartphones,
social media use and youth mental health by offering a nuanced understanding of how these tools
influence emotional intelligence (EI). These contributions are vital for advancing an
understanding of SEL in the context of pervasive digital technology. It also informs future

34
research and educational practices within the context of North American high school classrooms
that reflect the realities of modern students' lives.
Additionally, by identifying and addressing gaps in existing research, particularly
regarding the long-term effects of technology on SEL, this paper contributes to current academic
conversations through a more nuanced understanding of the effects between technology use and
emotional well-being. It highlights the importance of continued exploration into both the positive
and negative impacts of digital technology on adolescents, providing a foundation for future
studies. The inclusion of digital citizenship as a critical component of SEL underscores the
necessity of equipping students with the skills to navigate online environments responsibly. This
paper emphasizes that SEL must evolve to include digital literacy and online behavior
management to address the rapid changes of the modern digital landscape.
The implications of this paper, however, can extend far beyond the confines of North
America. As digital technology and social media permeate every facet of modern life,
understanding their impact on SEL becomes crucial across various contexts, including educators,
policymakers, parents, and mental health professionals globally. This paper gives practical
suggestions for integrating technology into SEL programs, which can benefit educational
systems worldwide, particularly in regions experiencing rapid digitalization.
One of the primary practical implications of this research is the necessity for educational
policymakers to recognize the importance of SEL in our modern pedagogy. By incorporating
SEL frameworks that account for digital technology, schools can better prepare students for the
emotional and social challenges of the digital age. This shift in focus could lead to more resilient,
empathetic, and emotionally intelligent students who are equipped to navigate the complexities
of modern digital society. Educational policymakers in different countries can all adopt these

35
insights to inform their education systems, which will ensure that students across the world can
benefit from a holistic approach to learning that includes digital SEL.
Parents or guardians also play a crucial role in the practical applications of these findings.
By understanding the impact of digital technology on their children’s emotional well-being and
practical applications that address these impacts, parents can more effectively guide and support
their use of technology. This paper underscores the need for parental involvement in digital
citizenship education, promoting healthier digital habits and fostering environments where
children can thrive both online and offline. Encouraging parents to engage with and understand
SEL practices can create a supportive home environment that complements the efforts made in
schools.
Moreover, modern health professionals can leverage the insights from this paper to
develop interventions and support systems tailored to the digital experiences of adolescents.
Understanding the relationship between technology use and emotional health can directly
contribute to the creation of targeted therapeutic approaches which address the unique challenges
faced by today’s youth. By incorporating digital literacy and SEL into their practices, mental
health professionals can offer more effective support to adolescents struggling with anxiety,
depression, and other emotional issues exacerbated by technology use.
Through this paper, the changes in the world that I would like to see lie in fostering a
generation of digitally literate, emotionally capable individuals who can contribute positively to
their communities. My hope is that by integrating findings from current research, practical
applications, and theoretical frameworks, we can highlight the need for educational reforms to
prioritize SEL in the digital age. This should be done not despite technology, but “through
technology”. By leveraging the positive usage of technology on promoting SEL, this paper calls

36
for global educators and policymakers to collaboratively address the emotional and social needs
of “digital natives” through embracing the digital age. As digital natives continue to navigate an
increasingly complex online environment, the integration of digital technology based SEL into
educational practices becomes increasingly crucial for their overall development and well-being.
By working together—parents, educators, policymakers, mental health professionals, and the
global community—we can safeguard and advocate for the holistic growth of our future
generation's emotional health. This begins at home, continues in the classroom, and ultimately
transcends any traditional academic learning environments.

37
Appendix A

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