By Dorothy MacGinty, Head of Kilgraston independent school for girls

THE Royal College of Paediatrics and Child Health (RCPCH) advised parents last week not to worry about children’s screen use as it is not toxic to health.

My concern for young people is that, although screen time may not be toxic to health, I suggest it is toxic to social and personal development.

Repeatedly, through the media, we hear, and I certainly hear it from parents at school, that young people are becoming overly attached, and at times even addicted, to electronic devices, whether games or accessing social media.

The soft skills that are developed through human interaction and play are crucially important for young people to gain in preparation for adult life and indeed navigating the maze of adolescent years.

Over the last decade or so employers have been complaining that young people leaving school, and even university, no longer have the soft skills to be successful in the workplace. There is a danger that children are no longer learning the vital skills of communication, teamwork, creative problem solving and leadership essential in the workplace and in society in general.

How much of this is down to too much screen time and the decline in social interaction? Parents are frustrated and often turn to their child’s school for guidance and support in limiting screen time and surely, as educators, we must ensure, more than ever before, that these skills are taught and developed. Schools emphasise public speaking skills, but public “listening” and empathy with others, are essential in the modern world too.

At Kilgraston School we became concerned about the amount of time pupils were spending on mobile phones and tablets and, although continuing to socialise with each other, it was often over the brow of the tablet.

As a school which embraces modern technology and the wealth of information and knowledge available through the internet – every classroom has a smart board, every child and teacher an iPad– we began to feel out of balance. We recognise that the development of technological skills is also vitally important for young people’s success in the future and as a school we have introduced National 5 and Higher Grade Computing Science in the last two years.

However, we also know that pupils leaving school without a comfortable self-confidence, a willingness to listen and learn and a strong work ethic will hamper their possibilities of a successful future.

Banning mobile phones and restricting the use of iPads to subjects where they are used regularly, was never going to be a popular decision in the eyes of teenagers. But, one term on, we can see the benefits. Lessons are more interactive, concentration is better and pupils are more engaged in assemblies and particularly co-curricular activities.

It is vital that schools push activities which deliberately develop these soft skills: debating society, speech making competition, poet’s society, stem club, organising and running events, team building days, sport, drama, music, prefect and buddy system, numerous committees, including pupil members, which all develop critical thinking and self-confidence.

Academic success and leaving school with a passport to the future is only part of the story. If a prospective parent suggests to me that they want their child to achieve only the top grades, and have no involvement in co-curricular or community activities, I suggest we are not the school for them.

If schools are to properly educate young people to become the successful and effective members of society they are capable of becoming, a healthy balance of screen time and activity, which nurtures soft skills, is essential.