Moving to Learn

Guest post by Emily Cherkin — An Open Letter to Big Tech From an Outraged Parent

To the Zuckerbergs and Mosseris of the World

Let me articulate my rage.

I am a consultant, educator, activist, and most importantly, parent. As a consultant, I advocate a tech-intentional approach to screen use. As an educator, I teach parents how to address the screentime challenges. As an activist, I demand better protection of children’s data and privacy in schools. And as a parent, I am fighting for my kids’ future cognitive and emotional health when I set limits on screentime.

Even as a literal expert in this field, it feels like I am holding back a tsunami with sandbags.

You’re parents too.

That’s the part that enrages me.

You know what you are doing.

And because you’re making so much money doing it, you don’t change.

It’s not your kids who will suffer. We know that. We know you know better.

But it is children who will suffer. There is no question that today’s Big Tech is in many ways a repeat of yesterday’s Big Tobacco.

Your products make it impossible for parents to do what is already one of the hardest jobs– parenting– and I should know, I taught middle school for 12 years.

I know you’ve heard stories like these before, but here’s just a sampling of what I have heard in the past few weeks:

  • One dad told me a “random YouTuber has more influence” on his kid than he does.
  • One mom told me her 6-year-old hates going to the playground (the playground!) because he’d rather play on his iPad.
  • Another parent told me she stays up until 2 AM checking her daughter’s social media pages, because her child has already been hospitalized for an eating disorder and self-harming behaviors and she can’t bear to go through that fight again.
  • A teacher described how after remote learning, as she checked back in all the school-issued devices, the amount of porn she found downloaded on them was astonishing.
  • Another parent said her child’s school told her she “has” to buy him a phone…for school.
  • Another parent said that when her first-grader– a six-year-old– found a way to access porn on his school-issued iPad, the district blamed his parents.

Before you argue “this is a parenting problem” just like you tried to do in the Congressional hearings this past fall, let me highlight a few key points for those who might not be aware of what you’re doing:


Don’t even get me started on what you’ve done to the fabric of school communities in the name of “21st century skills.”

Don’t tell me that what children need today to be successful in the future are tech skills that will be obsolete in two years. Scrolling through TikTok is hardly a life skill.

Don’t tell me that “soft skills” are weak or executive functioning skills can be taught at any time because they aren’t and they cannot.

School used to be the one place kids were guaranteed to spend most of their day away from screens. Not anymore.

Exhausted teachers, who’ve been forced to pivot numerous times over the past two years, whose every move is now scrutinized or criticized, let kids scroll on their devices after they finish their classwork or reward their students with screen-based gaming. Many teachers themselves are on their phones during the class day, either because they too are sucked into your bottomless scroll, or because their colleagues use texting to communicate, or because it’s just…there. And schools resist establishing phone-free environments because they know they’ll get push back from parents concerned about safety and communication needs.

boy with ipad

You then put the onus of managing devices onto parents, without accepting or acknowledging how complicated these dynamics have become: screentime is not all created equal, and now, post-remote learning, schools have invested millions of dollars in your products that they cannot or will not walk away from.

Even tech industry insiders, who are also parents, have told me that they’ve tried to solve this problem with technology, spending “hundreds of dollars on apps and controls” that don’t work, are impossible to manage or require a full-time job to stay on top of, or kids find the workarounds for anyway, rendering the “solutions” useless. And even when they’re successful at that, you’ve made it so that your in-app content cannot be monitored by parental controls or filters.

We don’t need “parental controls.” We need products designed with children’s best interests at heart. And we need to stop encouraging and incentivizing schools and families to provide them for their children.

Add to this complexity child development: adolescence is normally a challenging time for parents and children, but you are there in the living room with us. You’re the third party to the conflicts, the stress, the fighting, the dopamine-induced meltdowns. But what you’ve created is so compelling, so persuasive, so alluring that adolescents withdraw even more, but not just to their rooms with the door closed: to the internet and all the dark corners it has to offer. Don’t tell me kids are mostly using digital tech for creative purposes. They’re not. Don’t tell me that social media provides social connections for children that outweigh the many, many harms documented by the paradoxical isolation they increase. Don’t tell me that app-based tools increase learning or curiosity more than a caring and inspiring teacher might. They don’t. Don’t tell me that parents “need to set limits.” We know this. And many of us are trying, but you keep putting irresistible products in front of our children, or peddling your wares to schools in the name of 21st century skills, or tell us our kids “need” them to be successful. Then you shame us when we fail. And we are failing.

Because this is not a fair fight. And you are responsible for starting it.

I’m not going to end this letter by telling you what needs to be done. I don’t need to tell you. You already know.

You just have to choose to do it.

Guest post by Emily Cherkin

Emily Cherkin, MA Ed, is The Screentime Consultant, an internationally recognized consultant who has worked with families and schools over the last fifteen years. A former classroom teacher and current parent, Emily helps families go from tech-overwhelmed to tech-intentional. She’s been featured on The Today Show (twice), Good Morning, America, and in The New York Times. She also fuels her passion into activism, fighting for better protection of children in the digital age. She can be found at

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Cris Rowen

Cris Rowan, BScOT, BScBi, SIPT

Cris Rowan is a biologist, pediatric occupational therapist and sensory specialist with expertise in the impact of technology on child development, behaviour and learning. Having worked in school settings for over 3 decades, Cris is committed to improving student health while also easing the job of learning for children. Cris is a well-known international speaker and author to teachers, parents and therapists globally on topics of sensory integration, learning, attention, fine motor skills and the impact of media content including video games, social media and pornography on children’s brain and body development. Cris has a BSc’s both in Occupational Therapy and in Biology, is a SIPT certified sensory specialist, and has Approved Provider Status for CEU provision with the American Occupational Therapy Association. Over the past 3 decades, Cris has provided over 350 keynotes and workshops, writes monthly articles for her blog Moving to Learn, publishes the monthly Child Development Series Newsletter, and is designer and creator of Reconnect Webinars which offer research evidenced information for teens, parents, teachers and clinicians to manage balanced between screens and healthy activities. Cris is member of the Screens in Schools committee with Fairplay for Kids, member of the Institute for Digital Media and Child Development and sits on the Board of Directors for the Global Alliance for Brain and Heart Health. Cris has two adult children, Matt and Katie who grew up without screens.

Cris can be reached at Reconnect Webinars offers a free, 5.5-hour CCAP accredited Screenbuster Program training webinar for teens which qualifies them to perform Tech Talks for their peers. The Screenbuster Program requires one counsellor, teacher or principal to complete the 3-day Balanced Technology Management certification CEU provided course in order to adequately supervise the teens.

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