SHAC Agendas and Minutes (2024-25)

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2023-2024 Fairfax County Youth Survey
School Health Advisory Committee
October 16, 2024

About the Fairfax County Youth Survey

• Partnership between Fairfax County Government and FCPS
• Annual
• Voluntary
• Anonymous
• Examines youth behaviors, experiences, risk, and protective factors
• Questions are based on the:
  • Monitoring the Future Survey (NIH)
  • Youth Risk Behavior Surveillance System Survey (CDC)

More About the Fairfax County Youth Survey

• Administered to students in grades 6, 8, 10, and 12
• 6th Grade Survey: 91 Questions
• 8th/10th/12th Grade Survey: 175 Questions
• Translated in 7 languages
  • Spanish
  • Vietnamese
  • Chinese
  • Korean
  • Arabic
  • Farsi
  • Urdu

Why We Administer the Youth Survey

The survey provides data to county, school, and community-based organizations to:

• Assess youth strengths and needs
• Develop programs and services
• Monitor trends
• Measure community indicators of health
• Guide countywide planning of prevention efforts.

To Learn More

• Visit the Fairfax County Youth Survey Website
  www.fairfaxcounty.gov/youthsurvey
• Learn More About Three to Succeed
  http://bit.ly/3toSucceed 

Sleep

• 32% - Students reporting 8 or more hours of sleep. Highest since 2016.
• 52% - Students reporting 6-7 hours of sleep.
• 6% - Students reporting 4 hours or less of sleep.

Screen Time

• 8% - 8/10/12 graders reporting no use of technology for non-school related purposes.
• 14% -  6th graders reporting no use of technology for non-school related purposes.
• 45% - 8/10/12 graders reporting 3 or more hours of technology for non-school related purposes.
• 35% - 6th graders reporting 3 or more hours of technology for non-school related purposes.

Nutrition

• 6% - Reported eating no vegetables during the past 7 days.
• 7% - Reported eating no fruits during the past 7 days.
• 18% - Reported going hungry in the past month. Not by choice.
• 9% - Reported going hungry for 24 hours or more to lose weight.

Physical Activity 

• 38% - 8/10/12 Physically active for at least 1 hour, 5 or more days in the past week.
• 43% - 6^th Physically active for at least 1 hour, 5 or more days in the past week. Lowest since 2016.
• 15% - 8/10/12 Physically active 0 days in the past week.
• 10% - 6^th Physically active 0 days in the past week.

Exposure to Potentially Traumatic Experiences

• 28% have moved 3 or more times
• 37% have had race or culture insulted
• 11% have been sexually harassed
• 18% have gone hungry for at least 24 hours (not by choice)
• 5% experience physical abuse at home
• 3% have witnessed domestic violence at home
• 3% have been forced to engage in sex

Mental Health 

• 25% Experienced Feelings of Sadness and Hopelessness. Lowest since 2016.
• 9% Considered Suicide. Lowest since 2016.
• 3% Attempted Suicide. Lowest since 2016.
• 21% Experienced High Levels of Stress.
• 29% of 6th graders experienced feelings of sadness and hopelessness.

Substance Use 

• 97% - Reported no use of any substances.
• 98% - Reported no alcohol use.
• 98% - Reported no other substance use.
• Most students reported no use of any substances. This year’s rates were the lowest since 2010.

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Wellness Survey Overview

Each school in FCPS is responsible for reporting annual progress toward the implementation of our Local Wellness Policy and Regulation, 2100 Student and Staff Health and Wellness.
The intent of reporting, as required by the Healthy, Hunger-Free Kids Act (HHFKA) of 2010, is to strengthen our local wellness policy so that it becomes a useful tool in evaluating, establishing and maintaining healthy school environments, and provide transparency to the public on key areas that affect the nutrition environment in each school.

FCPS wellness policy sets forth visionary, yet measurable and achievable goals that encourage continual progress and the advancement of a long-term, sustainable culture of improved health and wellness throughout FCPS.

Wellness Reporting

• FCPS Policy 2100 requires that wellness reporting be completed annually by identified school wellness team representatives (approved by the school-based administrator prior to submission)
• Contains 22 questions created in collaboration with the FCPS School Health Advisory Committee (SHAC). See handout.
• Allows FCPS to assess the efficacy of its implementation of Policy and Regulation 2100
• As approved by the Office of Research and Strategic Improvement, the survey is distributed in Spring of each school year (March - April).

Snapshot of Division

• The Wellness Survey does guide policies, programs, and procedures in schools.
• The Wellness Survey does not look at student specific behavior and attitudes.
  (Youth Survey provides student specific behavior and attitudes)
• [bar graph of the 2023-24 school wellness report executive summary: comparison of survey section wellness averages by school type] 

Key Areas of the Wellness Survey

• Physical Education
• Physical Activity
• Health Education
• Health Services
• Healthy and Safe School Environment
• School Counseling, Psychology, and Social Work Services
• Health Promotion for Staff Members
• Family and Community Involvement
• Food and Nutrition General
• Nutrition Education, Promotion, and Food Marketing
• Nutritional Guidelines

Definition of Scale Rating

Wellness Survey Responses are scored using a scale of 1-5 and are defined as:

• 1 = No Activity. Not being planned or implemented at this time. No students, families, or staff currently benefit from this practice or activity.
• 2 = Exploring. Just beginning to explore/discuss this practice, strategy, or activity. There is a definite interest and some planning has begun. Few students, families, and staff are currently involved or benefit.
• 3 = Transitioning. This practice, strategy, or activity is in the earliest implementation stages; progress is being made and plans are moving forward. The practice, strategy, or activity may be implemented in some classrooms but not frequently or consistently. Some students, families, and staff currently benefit or participate.
• 4 = Emerging. Concerted efforts are being made to fully implement this practice, strategy, or activity. Many students, families, and staff currently benefit or participate.
• 5 = Embedded. Implementation of this practice, strategy, or activity is schoolwide and consistent. Most or all students, families, and staff currently benefit or participate.

Areas of Strength

Rated above 4.5 for all levels (Embedded)

• FCPS as a Whole
• Physical Activity, Health Services, Healthy and Safe School Environment, Food & Nutrition (General), Nutrition Education, Promotion, and Food Marketing, and Nutrition Guidelines
• Elementary
• Physical Education, Physical Activity, Health Services, Healthy and Safe School Environment, School Counseling, Psychology, and Social Work Services, Food and Nutrition General, Nutrition Education, Promotion, and Food Marketing, Nutritional Guidelines
• Middle/High/Secondary
• Physical Education, Health Education, Health Services, School Counseling, Psychology, and Social Work Services, Food and Nutrition General, Nutrition Education, Promotion, and Food Marketing, Nutritional Guidelines
• Other Centers
• No areas of embedded activity

Identified Areas of Needing Improvement

• Elementary
• Family and Community Involvement - Include a non-staff, family, or community member in the wellness committee
• Food and Nutrition General - Ask for student feedback on food choices
• FCPS as a Whole
• Family and Community Involvement - Include a non-staff, family, or community member in the wellness committee
• Food and Nutrition General - Ask for student feedback on food choices
• Middle/High/Secondary
• Family and Community Involvement - Include a non-staff, family, or community member in the wellness committee
• Food and Nutrition General - Ask for student feedback on food choices
• Other Centers
• Family and Community Involvement - Include a non-staff, family, or community member in the wellness committee
• Food and Nutrition General - Ask for student feedback on food choices

Triennial Assessment

• In addition to the Wellness Survey and in accordance with the Final Rule of the Federal Healthy, Hunger-Free Kids Act of 2010 and the Virginia Administrative Code, FCPS conducts a Triennial Assessment.
• The Triennial Assessment indicates updates on the progress and implementation of FCPS’ Wellness Policy and wellness initiatives and provides required documentation of actions, steps, and information as outlined in the Final Rule. FCPS makes this information available to the public on our Wellness Reporting webpage.
• FCPS completed the current Triennial Assessment in June 2024 to include the timeframe from July 2021 - June 2024. There are 206 schools and centers included in this Triennial Assessment. These include 141 elementary, 23 middle, 23 high, 3 secondary, 4 early childhood, and 12 other FCPS centers.

Resources

• FCPS Wellness Reporting
• Triennial Wellness Report 2021-24
• FCPS Wellness Newsletter

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Mental Wellness: State of well-being in which individuals realize their own abilities and have the resilience to cope with normal stresses of life.

Social Emotional Learning (SEL): SEL refers to foundational skills that all adults and students need to be successful (CASEL, 2020).

Mental Health: Mental health needs refer to significant changes in emotions, thinking, or behavior that lead to distress and/or problems functioning in social, family, or school/work settings (APA).

Required Staff Training

• Mental Health and Trauma Awareness Training
• Annual Wellness Updates
• Social and Emotional Learning Training
• Risk Prevention and Risk Assessment
  • Administrators and school based mental health professionals

FCPS School-Based Mental Health Teams

All students and families in Fairfax County Public Schools have access to school-based mental health professionals who are available to help. You can contact these team members by calling your child’s school.

School Counseling Services

School Psychology Services

School Social Work Services

Substance Abuse Prevention Program

MTSS: A Continuum of Behavior/Wellness Supports

Tier 1-All Students

• Health Instruction (K-10)
• Schoolwide/classwide SEL lessons
• Morning Meeting (ES)/Responsive Advisory (MS and HS)
• School Counseling Lessons
• Handle With Care

Tier 2-Some Students

• Group counseling/Intervention
• Mentoring
• Reteaching

Tier 3-Few Students

• Individual counseling
• Case management
• FBA/BIPs
• Return to Learn

FCPS Signs of Suicide Program

To teach students, caregivers, and staff:

• that depression is treatable, so they are encouraged to seek help
• how to identify depression and potential suicide risk
• to ACT (Acknowledge, Care and Tell a trusted adult)
• who they can turn to at school for help, if they need it (students) OR that they are someone youth can turn to if they need help (staff and families)

Prevention Partnership with Our Minds Matter 

• A student-led movement working toward a day when no teen dies by suicide.
• The goals of OMM include:
  • Encouraging self-care and healthy habits
  • Promoting social connectedness
  • Increasing prosocial skills
  • Increasing help-seeking behavior

New-Substance Abuse Prevention Initiatives 

FCPS is partnering  with the Rescue Agency and Our Minds Matter, using opioid settlement funding, to develop a prevention campaign that reduces stigma related to substance use, encourages help seeking behaviors in youth, and encourages family communication as a prevention strategy to mitigate risk.  

Risk Prevention

• The goal of risk prevention is to maintain the health, safety, and well-being of the school community
• The purpose of risk prevention is to connect the identified at-risk student with the appropriate interventions/supports

Community Partnerships

• Healthy Minds Fairfax and Short Term Behavioral Health
• Hazel
• Fairfax-Falls Church Community Services Board (CSB)
• Insurance/Self Pay Referrals

Hazel Health: 

No-Cost Mental Health Teletherapy

Through Hazel, high school students in FCPS can access behavioral health services at home (i.e., off school premises), at no cost to families.

Resources

• FCPS Suicide Prevention
• Pre-recorded Family Resource Center (FRC) videos
  • Suicide Prevention: A School and Family Partnership
  • Signs of Suicide (SOS) Parent Video
• Fairfax-Falls Church Community Services Board
• Handle With Care Virginia
• SEL in FCPS

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Title: SHAC Presentation
Presenter: Keena McAvoy
Date: December 11, 2024

• SLIDE 1: SHAC, December 11, 2024
• SLIDE 2: Reclaiming Childhood: Youth Mental Health Summit
  • Governor Youngkin - Executive Order 43
    “empowering and supporting parents to protect their children from addictive social media and the establishment of the Reclaiming Childhood Task Force”
  • it includes directive for public agencies, including the Superintendent of Public Instruction to “disseminate information to parents, medical professionals, and educators regarding the effects of cell phone usage on academic and mental health development and chronic health conditions - such as depression and anxiety – that affect adolescents and other school aged children; as well as tools to promote healthy social media and phone usage for youth.”
• SLIDE 3: Executive Order 43 (cont’d)
  • “From public schools to public health, every aspect of government that plays a role in the life of a child must support parents, including on this issue. While we acknowledge that technology is an integral part of society and has many positive impacts, including on children, parents deserve information and support in mitigating negative impacts on their children”
• SLIDE 4: GRAPHS: The rates of mental health issues in teens, particularly accelerated during the smartphone/social media era
  • Graph 1: Percent of U.S. high school students who felt sad or hopeless or had suicidal thoughts in the last year, 1999-2021.  
        This graph shows a clear upward trend in the percentage of high school students experiencing sadness, hopelessness, and suicidal thoughts from 1999 to 2021. 
        The percentage of students reporting these feelings roughly doubled from 2011 to 2021.
  • Graph 2: Emergency room admissions for self-harm and completed suicides, 12- to 14-year-old girls, 2001-2020. 
        This graph illustrates a significant increase in emergency room admissions for self-harm and completed suicides among 12- to 14-year-old girls between 2001 and 2020. 
        The rate of self-harm increased dramatically, while the rate of completed suicides also showed an upward trend.
  • Key Takeaways: 
        The data strongly suggests a correlation between the rise of smartphones and social media and the increasing prevalence of mental health issues in teens. 
        This trend is particularly concerning for young girls, who are experiencing a disproportionate increase in self-harm and suicide attempts.
  • Possible Contributing Factors:
    • Cyberbullying: The online environment can be a breeding ground for bullying and harassment, which can have a devastating impact on a teen's mental health.
    • Social Comparison: Constant exposure to curated and often unrealistic portrayals of others on social media can lead to feelings of inadequacy and low self-esteem.   
    • Sleep Disruption: The blue light emitted from electronic devices can interfere with sleep patterns, which can exacerbate mental health problems.
    • Addiction: Social media platforms are designed to be addictive, and excessive use can lead to feelings of isolation, anxiety, and depression.
  • Next Steps: 
        It is crucial to raise awareness about the potential negative impact of excessive social media use on mental health. 
        Schools and parents should work together to educate teens about healthy social media habits and the importance of online safety. 
        Mental health resources and support systems should be readily available to teens who are struggling. 
        If you would like, I can analyze specific aspects of the data or provide additional information on the topic of mental health in teens. 
• SLIDE 5: GRAPH: Percent U.S. Anxiety Prevalence (https://helm.sh/docs/topics/charts/)
  • The chart presents data on anxiety prevalence across different age groups.
  • This line chart shows the percentage of the U.S. population experiencing anxiety across four different age groups from 2008 to 2020.
    • 18-25 Age Group: Starts at around 8% in 2008, rises sharply to peak at 18.2% in 2020.
    • 26-34 Age Group: Starts at around 6% in 2008, fluctuates slightly, then increases to 11.81% in 2020.
    • 35-49 Age Group: Starts at around 5% in 2008, fluctuates with a slight upward trend, reaching 7.8% in 2020.
    • 50+ Age Group: Starts at around 4% in 2008, fluctuates with a slight downward trend, reaching 3.72% in 2020.
    • Overall, the chart shows an increase in anxiety prevalence across all age groups from 2008 to 2020, with the 18-25 age group experiencing the most significant rise.
• SLIDE 6: GRAPH: Major Depression Among Teens
  • Description: The graph titled "Major Depression Among Teens" shows the percentage of U.S. teens (ages 12-17) who reported experiencing at least one major depressive episode in the past year, based on self-reported data from a symptom checklist. The data is presented in a table format, with columns representing different age groups (18-25, 26-34, 35-49, 50+) and rows representing the years from 2008 to 2020.
  • Key Observations:
    • Increase in Depression Rates: The overall trend shows a steady increase in the percentage of teens reporting major depressive episodes across all age groups from 2008 to 2020.
    • Sharpest Rise in 2020: The most significant jump in reported depression occurred in 2020, particularly for the 18-25 age group.
    • Age Group Variation: While the increase is evident across all age groups, the 18-25 age group consistently shows the highest percentage of teens reporting major depressive episodes.
  • Possible Interpretations:
    • The data suggests a concerning rise in mental health challenges among adolescents in recent years.
    • The COVID-19 pandemic may have played a role in the sharp increase observed in 2020.
    • Further research is needed to understand the factors contributing to this trend and develop effective interventions.
  • Note: It is important to remember that this data is based on self-reported information and may not fully capture the true prevalence of major depressive episodes among teens.
• SLIDE 7: GRAPH: Mental Illness Among College Students
  • Increase in Mental Health Diagnoses Since 2010
  • Anxiety: 134% increase
  • Depression: 106% increase
  • ADHD: 72% increase
  • Bipolar Disorder: 57% increase
  • Anorexia: 100% increase
  • Substance Abuse or Addiction: 33% increase
  • Schizophrenia: 67% increase
• SLIDE 8: GRAPH: Self-Harm Rates of U.S. Children Ages 10-14
  • The graph shows the number of emergency department visits for nonfatal self-harm per 100,000 children in the United States between the years 2002 and 2020. Source: Centers for Disease Control and Prevention
  • Trend: The overall trend for both girls and boys is an increase in self-harm rates over the 18-year period.
  • Data for Girls: The red line represents the data for girls. There is a significant spike in the rate of self-harm starting around 2019, with the highest rate observed in 2020.
  • Data for Boys: The blue line represents the data for boys. The rate of self-harm for boys remains relatively low and stable throughout the period, with a slight increase starting around 2016.
• SLIDE 9: GRAPH: Suicide Rates for Younger Adolescents
  • Description: The graph titled "Suicide Rates for U.S. Adolescents, Ages 10-14 (1982-2020)" shows a concerning trend of increasing suicide rates among this age group in the United States.
  • Key Observations:
    • Consistent Rise: The suicide rates for both boys and girls have steadily increased over the period from 1982 to 2020.
    • Boys' Rates Higher: Throughout the entire period, the suicide rate for boys has consistently been higher than that for girls.
    • Sharp Increase in Recent Years: The most significant increase in suicide rates has occurred in the last decade, particularly from 2010 onwards.
  • Possible Interpretations:
    • The data highlights a serious public health issue regarding adolescent mental health in the U.S.
    • The reasons for this increase are likely complex and may involve various factors such as stress, social pressures, access to mental health resources, and social media influences.
    • Urgent action is needed to address the factors contributing to this alarming trend and implement effective suicide prevention strategies.
  • Note: It is important to remember that suicide is a complex issue, and the data presented in this graph should be interpreted with caution. It is crucial to engage in responsible reporting and avoid sensationalizing the issue.
• SLIDE 10: GRAPH: Emergency Room Visits for Self-Harm
  • Description: A line graph showing suicide rates per 100,000 population for U.S. adolescents aged 10-14 from 2004 to 2020. The graph displays two lines: one for boys and one for girls. Both lines show an upward trend, with a steeper increase for girls since 2010. Key points on the graph:
  • Boys: The line for boys shows a gradual increase from 2004 to 2020, with a more pronounced rise after 2010. The text "48% increase since 2010" is displayed near the end of the boys' line.
  • Girls: The line for girls shows a more dramatic increase, especially after 2010. The text "188% increase since 2010" is displayed near the end of the girls' line.
  • Shaded Area: A shaded area highlights the period from 2010 to 2020, emphasizing the significant increase in suicide
• SLIDE 11: GRAPH: Alienation in School, Worldwide
  • “Alienation in School, Worldwide" shows the average alienation scores of 15-year-old students in different regions from 2000 to 2018.
  • Key Observations:
    • Overall Trend: There is a general increase in alienation scores across all regions except Asia between 2012 and 2015.
    • Regional Variations:
      • English-speaking Countries: Show the highest alienation scores, with a significant increase from 2012 to 2015.
      • Latin America: Also exhibits a notable rise in alienation scores, though not as steep as English-speaking countries.
      • Europe: Experiences a moderate increase in alienation.
      • Asia: Is the only region where alienation scores remain stable throughout the period.
      • Note: The data for 2006 and 2009 is not available for all regions.
• SLIDE 12: GRAPH: Teens who get less than 7 hours of Sleep
  • The graph shows the percentage of girls and boys in a population over the years 1991 to 2019.
  • Key Observations:
    • Girls: The percentage of girls has consistently increased over the years. It started at 30% in 1991 and reached 52% in 2019.
    • Boys: The percentage of boys has also increased, but at a slower rate. It began at 25% in 1991 and reached 41% in 2019.
    • Overall Trend: The overall trend suggests a gradual increase in the percentage of both girls and boys in the population over the given time period.
• SLIDE 13: TABLE: Age Group and Recommended Amount of Sleep
  • Infants 4 months to 12 months: 12 to 16 hours per 24 hours, including naps
  • 1 to 2 years: 11 to 14 hours per 24 hours, including naps
  • 3 to 5 years: 10 to 13 hours per 24 hours, including naps
  • 6 to 12 years: 9 to 12 hours per 24 hours
  • 13 to 18 years: 8 to 10 hours per 24 hours
  • Adults: 7 or more hours a night
• SLIDE 14: Mental Health
  • 29% of 6th grades experienced feelings of sadness and hopelessness
  • 25% experienced feels of sadness and hopelessness; Lowest since 2016
  • 9% considered suicide; Lowest since 2016
  • 3% attempted suicide; Lowest since 2016
  • 21% experienced high levels of stress
• SLIDE 15: Sleep
  • 32% of students reporting 8 or more hours of sleep; Highest since 2016
  • 52% of students reporting 6-7 hours of sleep.
  • 6% of students reporting 4 hours or less of sleep.
• SLIDE 16: Screen Time
  • 8% - 8/10/12 graders reporting no use of technology for non-school related purposes.
  • 14% - 6th graders reporting no use of technology for non-school related purposes.
  • 25% - 8/10/12 graders reporting 3 or more hours of technology for non-school related purposes.
  • 35% - 6 grades reporting 3 or more hours of technology for non-school related purposes.
• SLIDE 17: Lack of sleep in adolescents has been associated with lack of productivity, depression, lack of energy, and poor school performance.
  _{Source: Fuller C, Lehman E, Hicks S, Novick MB. Bedtime Use of Technology and Associated Sleep Problems in Children. Glob Pediatr Health. 2017 Oct 27; 4:2333794X17736972. doi:10.1177/2333794X17736972. PMID: 29119131; PMCID: PMC5669315.}
• SLIDE 18: “...Individuals who use digital media excessively and compulsively have been compromising their ability to build solid psychophysiological foundations, which are essential for the development of resilient people in the future.”
• SLIDE 19: “Schools may not be responsible for the dumpster fire that phones and social media have ignited, but they're also one of the few institutions–besides the highly decentralized Institution of the ’family’–with the power to protect and enrich young people’s social lives and healthy development.” -Julia Freeland Fisher, Director of Education Research, Christensen Institute
• SLIDE 20: SLEEP HEALTH in FCPS
  • https://www.fcps.edu/services/community-resources/healthcare-resources/mentalhealth-and-well-being/sleep-health
• SLIDE 21: TECHNOLOGY GUIDANCE in FCPS
  • https://www.fcps.edu/services/technology
• SLIDE 22: FCPS Cell Phone Policy
• SLIDE 23: https://www.fcps.edu/cell-phone-policy
• SLIDE 24: Why Phone Free?
  • Students brains are especially susceptible for persuasive design and strategies that maximize engagement.
  • Engaging with a phone is easier than engaging in an awkward or challenging conversation with a peer or staff member
  • Silicon valley executives famously send their kids to low tech/no phone schools
  • When schools know better, they do better. Kids aren’t allowed to smoke at school anymore because it’s a known health harm
  • No matter where a smartphone is, it impacts everyone’s attention, memory and concentration
  • Cafeterias and hallways are loud again when schools are phone free.
     

Presentation Flyer

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Reading from Top left-hand corner to bottom right hand corner

Importance of Cell Phone-Free Education in Virginia

• Figure 1: 72 percent High School Teachers report cellphones are a major distraction I the classroom. The Mere Presence of a Cell Phone May be Distracting.
• Figure 2: Students wrote down 62 percent more information during class when not using their phones. The Impact of Mobile Phone Usage on Student Learning.
• Figure 3: 3 plus hours per day on social media doubles the risk of poor mental health including experiencing symptoms of depression and anxiety. Advisory on Social Media and Youth Mental Health.
• Figure 4: There was a steep reduction of bullying 46 percent in girls, 43 percent in boys after smartphone bans. Smartphone Bans Student Symptoms and Mental Health.
• Figure 5: Teens use their phone daily, picking up their phones 51 times per day on average. Pick up amounts range from 2 to 498 times per day. Constant Companion A Week in the Life of a Young Person’s Smartphone Use.
• Figure 6: Teens self-report that they spend an average of 7 hours per day on their phones. American Psychological Association.
• Figure 7: An average of 4.8 hours a day. Children spend on social media, and recent studies indicate that spending more than three hours a day on social media doubles the risk of poor mental health for adolescents. American Psychological Association.
• Figure 8: The rate of suicide has increased 167 percent for girls, 91 percent for boys since 2010. Anxious Generation Figure 1.5
• Figure 9: Studies indicate that students who use their phones during class learn less and achieve lower grades. (F) American Psychological Association.
• Figure 10: Depression is also on the rise 145 percent for girls, 161 percent for boys since 2010. Anxious Generation Figure 1.1
• Figure 11: Academic Achievement has suffered in the last decade as measured by the precipitous drop in the National Assessment for Education Progress (NAEP) scores beginning in 2012. National Assessments for Education Progress (NAEP)
• Figure 12: Substantial phone and social media use can have a cumulative, lasting, and detrimental impact on adolescents’ ability to focus and engage in their studies. American Psychological Association.
• Figure 13: Each additional hour of total screen time increases the odds of suicidal behaviors. Science Direct.