By Nicky Smith
July 15, 2025
After more than 45 years in the technology industry, I’ve witnessed firsthand the incredible evolution of digital communication—from the early days of mainframes to the smartphones that now dominate our daily lives. I’ve seen technology transform industries, connect people across the globe, and create unprecedented opportunities for innovation and learning. But I’ve also watched with growing concern as social media and constant connectivity have fundamentally altered how our children learn, interact, and develop.
So when I read about North Carolina’s new law requiring public schools to restrict cellphone use and provide social media education, my first thought was: it’s about time. But my second thought was: this is just the beginning of what needs to be a much more comprehensive approach to protecting our youth’s cognitive development and social skills.
Having been in the tech industry since before the internet was widely accessible, I’ve had a front-row seat to the unintended consequences of our digital revolution. When we developed these technologies, we focused on connectivity, engagement, and user retention. We didn’t fully anticipate how addictive algorithms and constant notifications would reshape developing brains.
The data is now overwhelming: social media use among children has been proven to negatively impact their attention spans, their ability to focus on educational content, and perhaps most critically, their capacity for meaningful human-to-human interaction. These aren’t just minor inconveniences—these are fundamental skills required to be productive contributors to both the workplace and society at large.
In my decades of hiring and managing teams, I’ve noticed a troubling trend among younger employees: difficulty with sustained focus, challenges in face-to-face communication, and an over-reliance on digital validation. These aren’t character flaws—they’re predictable outcomes of growing up in an environment where every thought is immediately shareable and every moment of boredom can be instantly filled with digital stimulation.
North Carolina’s new legislation, House Bill 959, takes a crucial first step by requiring schools to develop policies that “prohibit students from using, displaying, or having a wireless communication device turned on during instructional time.” This isn’t about being anti-technology—it’s about creating space for the kind of deep thinking and genuine human connection that technology has inadvertently eroded.
As Tamika Walker Kelly from the North Carolina Association of Educators noted, cellphones cause “disruptions that are unrelated to the learning of our students, but more so peer-to-peer relationships in the classroom that spill over because of something that happened on social media.” This perfectly captures the problem: our children are physically present in classrooms but mentally scattered across digital platforms, processing social dynamics and conflicts that have nothing to do with their education.
The law’s requirement for social media education is equally important. Students need to understand the psychological mechanisms behind these platforms—how they’re designed to capture attention, how they can spread misinformation, and how they can impact mental health. This isn’t fear-mongering; it’s digital literacy in its truest form.
Some critics worry about safety concerns, arguing that students need phones for emergencies. These are valid concerns that deserve thoughtful solutions, like the cellphone cubbies and lockers mentioned in the legislation. But we can’t let fear prevent us from addressing a crisis that’s happening right now, in real time, in every classroom across the country.
What we’re really fighting for is our children’s ability to think deeply, to engage authentically with their peers, and to develop the social and emotional skills that no amount of technology can replace. We’re fighting for their capacity to sit with discomfort, to work through problems without immediately seeking digital distractions, and to build the kind of sustained focus that meaningful work requires.
In my years of experience, the most successful professionals aren’t those who can multitask across multiple screens—they’re those who can think critically, communicate clearly, and build genuine relationships with colleagues and clients. These skills are developed through practice, through the kind of sustained, focused interaction that constant connectivity actively undermines.
While North Carolina’s new law is a positive step, it’s just the beginning. We need similar legislation in every state, backed by comprehensive research and ongoing evaluation. We need schools to be bold in their implementation, parents to be supportive rather than undermining these efforts, and society to recognize that protecting our children’s cognitive development isn’t about rejecting technology—it’s about using it wisely.
As someone who has devoted his career to advancing technology, I’m not advocating for a return to the Stone Age. Technology will continue to play a vital role in education and society. However, we must establish boundaries that enable our children to develop the fundamental human skills that technology should enhance, rather than replace.
The seven-hour mental break from phones and social media that Governor Stein mentioned isn’t just about reducing distractions—it’s about giving our children the space to remember what it feels like to be fully present, to engage deeply with ideas, and to connect authentically with the people around them.
Our children deserve better than to be raised by algorithms designed to capture their attention for profit. They deserve the chance to develop their own thoughts, voices, and capacity for meaningful human connection. North Carolina’s new law is a step in that direction, but it’s up to all of us—educators, parents, policymakers, and yes, even technology industry veterans like myself—to ensure we don’t stop here.
The future of our children’s education, their mental health, and their ability to contribute meaningfully to society depends on our willingness to prioritize their human development over our digital convenience. That’s a fight worth having, and it’s one we must win.
Additional Reading Resources:
Carolina Public Press – One way or another, NC legislators plan to ban student cellphones
Publication from the Education Commission of the States
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Nicky Smith brings 47 years of technology industry experience to his perspective on digital innovation and its impact on society. As a business owner and community leader, he advocates for responsible technology use while working to bridge political divides.
Please consider donating to Nicky’s campaign today. Even a $20 contribution can help us drive real change and keep our city moving forward.
