- Very high levels of screen time are connected to poor mental well-being
- Very low levels are as well
- There’s a large middle ground with no direct connection to well-being 
Sexting is most likely to have negative consequences when the person sending the sext has been pressured into doing it.
Online news is one of the hardest things to verify. Sometimes early reports that turn out not to be true still circulate on the Internet, and people may spread false reports for commercial or malicious reasons, or even just for “fun.”
Many Internet providers provide tools and services to help you manage your child’s online experience. Check with your provider to see what they offer that will allow you to block different sites, monitor your kids’ online activities and set times when the Internet is not available.
Operating systems are the “toolbox” that your computer, phone or other digital device uses to run programs and apps.
Did you know that almost a quarter of adults have shared a false news story, and that we’re least likely to fact-check news and other things that come to us through people we know and trust on social networks (even though for many people these are their most common sources of news)?
Educate your kids about advertising and how marketers target young people
“Digital technology can have both positive and negative effects on child well-being, depending on the activity and how much time is spent.”
“Screen time” is important…but not as important as what kids do with their screens:
Being well-informed – and being careful to only share good information – are essential parts of being an active citizen in a democracy. It’s important to think before you share political information with family and friends – especially during an election.
Somewhat surprisingly, it’s not only struggling students who plagiarize: indeed, it may be students who are under pressure to achieve who are more likely to engage in the subtler (and harder to detect) forms of plagiarism1. Researchers have identified three situations where this is most likely: when students are under pressure (such as when work must be done with a tight deadline, or a work is particularly important for their grades); when students are not interested in the work; and when students feel that the assignment is unfair to the point where they have no hope of success without cheating2.
Racial stereotypes abound on television, and children’s programming is no exception. The turban-wearing bad guy, the brainy Asian, and the Black basketball whiz are just a few of the stereotypes reinforced in children’s cartoons, films and TV shows. Spotting these stereotypes is often difficult for children; to them, the tomahawk-wielding Indian or the Asian karate expert is a familiar, easily-understood and often funny character. So how do you help children understand these images for what they are – oversimplified, generalizations?