When we think about mobile phones for tweens and young teens, they often come with the assumption that they are merely a distraction—pulling kids away from family time, social interactions, and academic responsibilities. I held this belief too, especially since my son, Ethan, has ADHD.
Not too long ago, if you’d asked me whether I’d give my 13-year-old son a mobile phone, my answer would have been a firm no. My reasoning went beyond the typical concerns parents express—about how kids this age don’t need phones, social media, or unlimited Internet access. I worried about the potential negative effects on a developing mind, fearing too much stimulation would be detrimental.
For me, the main issue was the distraction a phone could cause for Ethan. Diagnosed with ADHD in grade school, he had already shown signs of struggling to focus, and I feared that introducing a phone would only exacerbate his difficulties. By evening, when homework was due, his ADHD medication had worn off, making it even harder for him to concentrate.
However, my perspective shifted for a couple of reasons. First, after separating from my partner, we both wanted a straightforward way to communicate with Ethan. There were moments when the bus would arrive late, and he often had to borrow a friend’s phone to let us know he needed a ride. Sometimes, he’d be left without a means to reach us, making me feel helpless as I waited at the bus stop with no updates.
We decided to get him a cell phone—an older model from his dad that was still functional. To ensure responsible usage, we set some parameters: we could check his phone anytime, and he had limited access to certain features. Surprisingly, these precautions hardly became an issue. My greatest worry was that he’d be glued to his phone, ignoring family time and resisting requests to put it down.
Much to my astonishment, not only did that scenario not play out (though he does occasionally grumble when I ask him to put it away), but something incredible happened: the phone became a tool for academic engagement. Ethan began communicating with his classmates about assignments. They would share tips on tackling homework problems and remind each other about due dates. This group dynamic inspired Ethan to pay attention to his studies in a way I never anticipated.
As I watched him interact with his friends, I realized that he was not only getting reminders about his homework but also gaining motivation from seeing his peers’ determination to succeed. It was a visual representation of commitment that ignited a spark in him.
The phone ultimately transformed his approach to education. He went from struggling to keep up with assignments to seeing a marked improvement in his grades. I never thought that allowing him to have a cell phone would lead to such a positive change. It has genuinely made a world of difference.
Of course, I recognize the challenges that technology brings, including potential dangers on the Internet. But I’m grateful I made the choice to provide Ethan with a mobile phone, as it has significantly contributed to his academic success. This decision has turned his academic journey around, making him go from a B-C student to an A student.
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In summary, giving Ethan a mobile phone not only improved his communication but also enhanced his academic performance, turning a potential distraction into a valuable educational tool.