Digital Wellbeing

25 Mar

Posted at 17:15h in AI, Children, Digital Wellbeing, Education, Technology, Wellbeing

Earlier this month, Allison Caplovitz and Stefanie Cousins attended SXSW EDU in Austin, TX, where they explored the intersection of technology, early childhood education, human connection and wellbeing. The event offered a wealth of insights into how we can thoughtfully integrate AI and digital tools into the lives of young children while preserving the values that help them thrive.

Monica Sutton, a beloved educator and creator of the Ms. Monica YouTube channel, delivered a powerful message urging developers, policymakers, and families to rethink how technology is designed for young children. She emphasized the importance of bringing developmental specialists and child psychologists into the room during the creation process. Sutton also encouraged policymakers to slow down and carefully consider the long-term implications of digital tools, while reminding families to trust their instincts and wisdom when guiding their children. Her framework for evaluating technology for young learners is simple yet profound: Does it honor how young children learn? Does it support their growth and wellbeing? Does it help them thrive? And does it protect their curiosity and connection?

The role of AI in early childhood was another key theme at SXSW EDU. Interviewed by Michael Levine, Dr. Dana Suskind, a cochlear implant surgeon and co-director of the TMW Center for Early Learning & Public Health, highlighted the importance of nurturing connection, curiosity, and lifelong learning in an AI-driven world. She shared a striking observation about how quiet waiting rooms have become, as both parents and children are now glued to their devices. To help families and educators navigate the influx of AI tools, she introduced the DETECT framework, which encourages thoughtful evaluation of AI tools by asking questions like: Who is this designed for? Is there evidence it works? Do children have trouble with it? Does it promote ethical use? Does it protect children’s confidentiality? And does it teach in a way that is aligned with the values of the home or classroom?

The growing digital divide was another critical topic of discussion. While access to technology has expanded, the divide has shifted to who has access to opportunities for developing creativity and human-centered skills. Higher-income families are better positioned to prioritize these skills, while lower-income students often face more rigid, tech-mediated learning environments. This disparity raises concerns about equity and the long-term impact on children’s competence, agency, and resilience. Dr. Suskind also introduced another guiding acronym, HOPE, which underscores the irreplaceable value of human connection, the importance of owning AI’s imperfections, and the need to protect the foundational early years while using AI as a tool for enhancement, not replacement.

Several speakers likened the introduction of AI to the early days of social media, emphasizing the need to “get it right” this time. The stakes are high: relying too heavily on AI and removing opportunities for children to struggle and overcome obstacles could undermine their ability to build resilience and agency—qualities essential for wellbeing. Adeel Kahn, Founder and CEO of Magic School AI, shared an interesting lesson from his company’s journey. Initially, they anthropomorphized their AI bot for both teachers and students but quickly learned this approach wasn’t effective, underscoring the importance of thoughtful design in educational technology.

The conversations at SXSW EDU underscored a shared commitment to ensuring that technology serves as a tool for connection, creativity, growth, and wellbeing—not a replacement for the human touch. As Ms. Monica so eloquently put it, we must ask ourselves: Does this help children thrive? By keeping this question at the forefront, we can navigate the digital age with intention and care, ensuring a brighter future for the next generation.

By Stefanie Cousins, Vice President, Marketing & Communications, Fluent Research

08 Mar

Posted at 13:28h in Digital Wellbeing, Girls Leadership, Media, Trust & Safety, Wellbeing

By Nellie Gregorian

Last night, I peeked into my teenage daughter’s room. She was lying on her bed, phone in hand, earbuds in, completely absorbed in her digital world. Every few seconds, she’d laugh softly, shake her head, or roll her eyes.

A small, everyday moment. But it made me pause.

I realized that this moment encapsulates how millions of girls her age are experiencing the world today — part in-person, part online, part algorithmically curated. As a mother, I see her navigating friendships, social norms, and identity in ways I never did at her age.

For many years in my career, I had the privilege of collaborating with Girl Scouts of the USA, helping to advance research and programs designed to build girls’ leadership, confidence, and sense of possibility.

That work taught me something powerful:

Girls are remarkably capable when the environments around them are designed to support their growth.

Today, however, many of those environments are digital.

Girls today are navigating adolescence in ways previous generations never did. Their friendships, identities, and self-image are increasingly shaped in platforms designed to maximize engagement, visibility, and comparison.

  • Algorithms recommend content.
  • Filters reshape faces.
  • Metrics quantify popularity.

None of these systems were intentionally built to harm girls. But many were also not designed with girls’ developmental realities in mind.

So I can’t help but ask:

Are the digital worlds we are building helping the next generation of girls thrive or quietly shaping who they believe they need to become?

Research consistently shows that girls experience online spaces differently than boys:

  • Higher levels of appearance-based pressure
  • Increased social comparison
  • Greater exposure to harassment

Yet when we talk about gender equality in technology, we usually focus on who builds it — and that matters.

But we should also ask:

Who is technology being designed for?

Design choices are never neutral. They shape behavior, norms, and expectations.

When platforms consider age, developmental stage, and wellbeing, they create healthier experiences.

When they also consider gendered experiences, they can better anticipate pressures girls face online.

Designing the digital world with girls in mind doesn’t mean creating separate spaces. It means asking better questions:

  • How do social metrics influence identity formation?
  • How do recommendation systems amplify beauty standards?
  • How can safety systems better respond to harassment targeting girls?
  • What does healthy digital participation look like for adolescents?

These questions sit at the intersection of research, policy, and product design — and they are increasingly urgent.

If we want technology to truly empower the next generation of women, we cannot wait until adulthood to support them.

We need to think about girls — their development, wellbeing, and leadership — from the very beginning of the design process.

Because the digital environments girls grow up in today will help shape the leaders, creators, and innovators of tomorrow.

So here’s the question I think we should be asking this International Women’s Day:

If we were designing the digital world with girls’ wellbeing and leadership in mind from the start… what would we build differently?

Nellie Gregorian is the founder and president of Fluent Research.