Holton Seniors Share Lessons on Intentional Phone Use with Younger Students

How much time do we really spend on our phones and what impact does that have on our lives? That question guided a recent presentation for Holton’s 6th and 7th graders by science teacher Lucy Piacenza and adapted from projects completed by seniors in the Advanced Psychology class. Through research, discussion, and personal reflection, students explored how cell phones shape attention, relationships, and well-being.

Senior Ariyana S. spoke with the students about her experience participating in the class’s “cell phone cleanse” project, encouraging younger students to think intentionally about their own technology use and the role phones play in their everyday lives.

The presentation introduced students to the psychology behind phone habits, including “dopamine-driven reward loops,” in which notifications and unpredictable rewards encourage people to keep checking their devices. As part of their Advanced Psychology projects, seniors studied these effects and conducted personal experiments to better understand their own screen habits.

During the session, the students worked through real-life scenarios in small groups, discussing topics such as inclusion, distraction, and social connection. One scenario explored how students without phones can sometimes feel left out of group chats and how classmates can communicate more inclusively. Another focused on the challenge of completing homework while notifications, videos, and games compete for attention. Students also discussed why some young people choose not to have phones yet and the benefits of having fewer distractions and more free time.

Seniors shared the practical strategies they used during their projects and the impact those changes had on their daily lives. Some turned their phones to grayscale, silenced notifications, reorganized home screens, or set app time limits to reduce distractions. Many reported lower screen time, improved focus, less anxiety, better sleep, and more meaningful time spent with family and friends.

Senior Zoe T. reduced her daily screen time by changing her phone settings and removing distracting apps from her home screen. Caroline W. found that silencing social media notifications helped her feel less anxious and more present in her relationships. Ella H. documented how grayscale mode helped her feel more productive and less attached to her phone. 

The main throughline emphasized that intentional phone use is not about eliminating technology altogether, but about building healthier habits and being mindful of how technology affects attention, relationships, and overall well-being. By hearing directly from older students who navigated many of the same challenges, Holton’s 6th and 7th graders gained practical strategies for building healthier relationships with technology — both on and off screen.