The White Hatter News Blog

Maybe you’ve seen a viral image, a sea of glowing screens held high at a concert, a stadium full of fans with their phones pointed toward the action , captioned with some version of, “People aren’t living in the moment anymore; they’re watching life through a screen.” While it’s easy to jump on this bandwagon, let’s pause and ask, “Is that really what’s happening?” As parents and caregivers, it’s important to critically examine popular narratives before adopting them as truth, especially when they concern the habits of our youth and teens. The idea that young people (or adults, for that matter) are missing out on life because they pull out their phones to record a moment oversimplifies a far more nuanced behaviour. Yes, people use their phones at events such as concerts, sporting events, graduations, you name it. But the notion that they’re glued to their screens for the entire experience simply doesn’t hold up – unless it’s a parent filming their child at an event. In our own anecdotal experience attending large events, it’s far more common to see phones briefly raised during key moments, a song they love, a game-winning goal, a fireworks finale. Then, they’re put away. This isn’t people “checking out of life.” This is people curating and preserving moments that matter to them. Before cellphones, we used camcorders, polaroids, and disposable cameras.  The difference today, cellphones are just more accessible especially when it comes to youth and teens. The desire to document and share meaningful experiences is nothing new, only the method has changed. Criticizing today’s youth for recording a video is like criticizing someone in the ’80s for taking a picture at Disneyland of family members on rides using a polaroid camera. Technology evolves, but the human need to remember and share does not. For many, capturing a moment enhances their experience, not detracts from it. Some research has shown that taking photos can actually help cement memories. Researchers found (1): Another study (2) found: “results show that having a limited number of pictures to capture may lead to pictures with increased memory value” Why do these studies matter, it counters the narrative that taking photos or video with cellphones diminishes our experience. In fact, it shows that the act of taking a photo can often direct attention and improve memory encoding , especially when done intentionally. To be fair, and to provide some balance, there is also research to show that photo-taking can also impair memory. (3) However, this seems to be more of an issue when pictures are not take with intention. For teens growing up in a highly social digital world, sharing these moments is also a form of connection and identity expression. As we like to say, it more about  how youth and teens are using their camera when it comes to memory, meaning, and connection. In most cases at these events, they’re not just snapping a video for vanity, sure that sometimes happens. Instead, they’re saying, “This moment moved me , it means something to me, and I want to remember it. I want to share it with people who matter to me.” Instead of shaming teens (or anyone) for pulling out their phones to take a picture or video, we should be asking: These questions lead to meaningful conversations about digital balance, memory-making, and presence, far more effective than finger-wagging over a 10-second video clip that they take at a concert, sporting event, or other public gathering. Of course, we want our kids to be present. But presence doesn’t have to mean no tech, it can mean mindful and intentional tech use. Help your child think about when and why they reach for their phone. Encourage them to experience the moment first, and capture it second. Teach them that it’s okay to put the phone down, and it’s also okay to pick it up. Being present and preserving memories aren’t mutually exclusive, they coexist, just like they always have. Once again, most teens are not missing the moment , they’re capturing it. Digital Food For Thought The White Hatter Facts Not Fear, Facts Not Emotions, Enlighten Not Frighten, Know Tech Not No Tech References 1/ https://pubmed.ncbi.nlm.nih.gov/28650721/ 2/https://dl.acm.org/doi/10.1145/3090086  3/ https://www.sciencedirect.com/science/article/abs/pii/S2211368120301017 

Last year, we published an article titled, “Social Media, Gendered Misconduct, and the Objectification of Girls in Schools” in response to the growing number of teen girls telling us they were seeing an increase in misogynistic behaviour from some male peers. (1) However, just yesterday, a middle school female teacher reached out to us with a concerning update, she and several of her female colleagues are now also experiencing this kind of behaviour, directed at them by male students. Her question was simple but important, “What should I do as a female educator when confronted with this kind of unwanted behaviour?” We are not licensed educators, we are professional digital literacy and internet safety advocates, but we do have a knowledge base specific to this issue that we believe allows us to offer guidance. It’s been our experience that what this teacher described is not an isolated case. Since the rise of controversial figures like Andrew Tate (2) and others who promote the message of misogyny online, many educators, particularly women, have reported a troubling uptick in gendered disrespect and misogynistic harassment from primarily male students. These reports are no longer limited to high school settings; increasingly, they are coming from middle and even elementary schools educators as well. This is not just a Canadian challenge, educators in other countries such as the USA,UK, and Australia are experiencing the same this (3)(4)(5). This is not an issue that can be ignored or brushed off as “just boys being boys.” That phrase is not only outdated, it is harmful. It normalizes sexist attitudes and behaviour, sends the wrong message to students, and undermines the safety and professionalism of school staff. Schools must stand united in setting clear expectations about respectful behaviour and creating environments that are inclusive, safe, and supportive for everyone, including our educators. When a female teacher experiences inappropriate or sexist behaviour from a student, it must be addressed promptly, but with professionalism, care, and safety in mind. The first and most important step is to recognize the behaviour for what it is. Whether it’s disrespectful comments, inappropriate jokes, sexualized remarks, or attempts to undermine authority based on gender, these are all forms of gender-based violence. They are not simply rude, they are boundary violations and, in some cases, workplace safety and harassment issues as designated by most provincial Work Safe governing bodies. Female educators should never feel they have to tolerate such conduct in silence. If you find yourself confronted with student based misogynistic behaviour, it’s important not to ignore it. Set a clear personal and professional boundary in the moment. Calmly but firmly name the behaviour and let the student know that it is inappropriate, unacceptable, and will be followed up on. For example, a simple response might be, “That comment is disrespectful. We do not speak to anyone that way in this classroom.” It is best practice, in our opinion, to follow up with the student in a more private setting to address the behaviour in depth. However, do not do this alone. Ensure you have a colleague, preferably a male colleague if available, as a witness to the conversation. This is not about your ability to manage your classroom or assert your authority; it’s about ensuring transparency, safety, and support in what is a professional workplace interaction. Schools are not just places of learning, they are also workplaces governed by the same workplace safety regulations as any other professional environment. As a teacher, you are entitled to feel safe and respected at work not just from other colleagues, but also from students. Just as we work to protect students from harm, we must also protect teachers from targeted, inappropriate, or harassing behaviour from both students and colleagues. If you experience inappropriate comments, gestures, or interactions, remember that it is not your fault, and there is no excuse or justification for such behaviour. Document what occurred, include the date, time, what was said or done, and your response. Contemporaneous notes of any incident is extremely important.  Then report it. Start with your school principal. If needed, inform your union representative , and make a note of the date, time, and who you notified. These structures exist to protect educators and ensure accountability is upheld. Consequences for student misconduct should be communicated clearly and handled appropriately, but they should not happen in silence. While individual student privacy must be respected, schools need to make it publicly known, through assemblies, newsletters, staff meetings, and classroom discussions, that they have zero tolerance for sexist or harassing behaviour, whether directed at students or staff. Publicly reinforcing expectations is essential to creating a healthy school climate where everyone knows the boundaries and what happens when they are crossed. However, schools must go beyond just measured consequences to actions. While measured disciplinary actions, such as restorative practices, may be warranted, it is not enough. Prevention and education are critical. Misogynistic behaviour doesn’t occur in a vacuum, it is learned, whether online, at home, from peers, or a combination of all three. The most effective way to address this issue is through education. Teaching healthy relationships, consent, empathy, and gender respect should not be limited to a single health class unit. These values must be integrated across subjects and woven throughout the school year. Schools play a key role in shaping the social values of young people and are on the frontline when it comes to challenging the toxic ideologies many students may be absorbing online. Avoiding or dismissing the reality of this behaviour in schools, and failing to talk about it in a pedagogical way, only gives it space to grow and worsen. Every adult in the school, whether in the classroom, the hallways, or on the playground, must model appropriate, respectful behaviour. Students are always watching. They learn not just from what educators teach, but from how they interact, how they respond to conflict, and how they support one another. When educators model solidarity and professionalism, students often learn to...

Caveat – We’d like to thank Chris McKenna for introducing us to the concept of “Wicked Problems.” Although we may differ in our approaches to digital literacy and internet safety, we both deeply care about our kids and hold more similarities than differences. After diving deep into the idea of Wicked Problems, we quickly realized how many of its principles apply to youth and teen digital literacy and internet safety. That inspired us to write this article, so here’s our take. Enjoy! If you’re a parent or caregiver trying to keep your child or teen safer online, you’ve probably found yourself overwhelmed by the ever-changing world of technology, the internet, social media, apps, privacy settings, and online risks. Just when you think you’ve got a handle on things, a new trend, platform, tech product, or threat pops up. It can feel like playing whack-a-mole, and at times it is. In the evolving landscape of digital technology, keeping youth and teens safer online has become a significant concern for parents, educators, presenters, policymakers, and society at large. However, many efforts to address online safety and digital literacy fall short not because of a lack of concern or commitment, but because we are facing what is known in systems thinking as a “wicked problem.” The term “wicked problem” was introduced by design theorists Horst Rittel and Melvin Webber in 1973. A wicked problem isn’t necessarily evil, although some would like you to think it is, it’s wicked in the sense that it is complex, interconnected, and notoriously difficult to define, let alone solve. Wicked problems do not have a single, clear solution. They involve incomplete or contradictory information, ever-changing variables, and they resist simple cause-and-effect thinking. What Makes a Problem “Wicked”? In today’s onlife world (a term that recognizes the seamless integration of online and offline life of youth and teens), our kids are constantly navigating shifting digital landscapes. What worked for your youth or teen last year, may no longer apply today. The risks aren’t just about strangers and explicit content, they also involve mental health, social pressure, misinformation, habituation design, data exploitation, and privacy challenges. Today, with AI-generated deepfake content becoming more realistic and accessible, the urgency to educate and empower youth, rather than simply restrict them, becomes even more apparent. When we apply the wicked problem framework to youth and teen digital literacy and online safety, we begin to see how simplistic solutions such as banning devices, delaying access, or enforcing surveillance-heavy controls miss the mark. They fail to account for the dynamic, diverse, and deeply personal nature of how youth use technology. Here’s what we believe to  be some of the characteristics of a wicked problem specific to digital literacy and internet safety when it comes to youth and teens. No Clear Definition What does it mean to be “safer” online? For some, it means protection from strangers and explicit content. For others, it includes mental health protection, data privacy, digital reputation management, or freedom from habituating algorithmic patterns, or all the above. The goals vary widely depending on cultural values, faith, age groups, and technology use, making the problem nearly impossible to define in one sentence. To understand how the concept of “wicked problems” applies to youth and teen online safety and digital literacy, it’s crucial to recognize that these challenges are complex, ever-changing, and deeply interconnected with social, psychological, emotional, and technological dynamics. A wicked problem in this context is not just difficult, it is nearly impossible to solve in a definitive, one-size-fits-all way which “some” are promoting, such as banning technology or preventing access to the internet until a certain age. Online safety and digital literacy among young people cannot be neatly defined because the issues involved such as cyberbullying, sextortion, misinformation, screen use, and algorithmic influence, are constantly evolving. As new platforms emerge and digital behaviours shift, so too does the nature of the risks and how we need to respond. The problem itself doesn’t have a fixed shape, it’s fluid and entangled with broader societal issues like mental health, education, parenting norms, and the lack of tech industry ethics. This is why we reject “one-size-fits-all” approaches. Digital safety must be framed within the unique context of each youth’s life. For one teen, gaming may offer critical social connection. For another, it may become a source of toxic stress. The same tool can provide value or harm depending on how it’s used, emphasizing why the concept of screen value, not screen time, is a more useful measure for parents and educators. No Finish Line Rule Even if you implement all the latest parental controls, moderation tools, and educational programs, the nature of the internet, and youth behaviour, will change tomorrow. New apps emerge. New threats develop. New behaviours trend. There is no finish line to cross, no moment where we can say “problem solved.” There’s also no clear endpoint to this work. We can’t declare the problem “solved” because any attempt to address one part of the issue such as, age gating, improving privacy settings, or teaching youth about critical thinking, immediately alters the landscape. Solutions often create new questions. For instance, restricting screen use might reduce exposure to harmful content but could also unintentionally limit access to beneficial online communities or learning opportunities. This underscores the need for adaptive digital parenting. The job is never done, but that doesn’t mean we’re failing. We’re simply navigating a moving target. It’s not about arriving at “complete safety,” but about continually helping youth build resilience, critical thinking, and agency. Solutions Are Judged, Not Proven Blocking access to technology or certain apps may reduce exposure to risks, but  it may also infringe on a teen’s autonomy or harm their ability to socialize. Teaching digital literacy in schools is widely praised but hard to measure in terms of long-term effectiveness. There’s no universally accepted way to evaluate success, only stakeholder judgments of what’s “good enough.” Solutions in this space are not black and white. What works for...

Caveat – We wrote this article based on the following question we received from one of our social media followers: “Do you guys discuss elections and AI,  this is huge. this made it onto my tabs on my computer and tons of red flags went off and I didn’t proceed after calling them but it is so real, it is unbelievable” As Canada heads into the 2025 federal election, it’s becoming clear that the real battleground isn’t just on campaign trails or debate stages, it’s online. From AI-generated deepfakes to weaponized private chat groups, Canadians are navigating a disinformation minefield that threatens not only the integrity of the democratic processes, but also our collective ability to separate fact from fiction. (1)(2) According to a recent report by the Canadian Security Intelligence Service (CSIS), disinformation and misinformation is now considered one of the most significant threats facing Canada. (3) This concern is not new. In 2023, the Canadian Communications Security Establishment (CSE) also warned that Canada should expect unprecedented activity by foreign actors in our cyber and information space in the next federal election cycle, especially with the use of AI-generated content including deepfake videos and other sophisticated tools of deception. (4) These aren’t just hypothetical warnings. The current trade tensions between Canada and the United States, intensified by false narratives, ideological echo chambers, and manipulated media, have been stoked in part by bad-faith actors online. Add to that foreign state interference from known players like Russia, China, and Iran, and we begin to see how deeply entangled online misinformation and disinformation has become with real-world geopolitical consequences. Gone are the days when the evening news delivered by trusted anchors was the only way we learned about political platforms. Today, how we get information, who creates that information, and who shares it is distorting our sense of reality. Platforms like Meta (formerly Facebook) where there are approximately 26-30 million Canadian users (5), and X (formerly Twitter) where there are approximately 14 million Canadian users online, can wield immense influence over the Canadian electorate. However, just as powerful are private messaging apps like Telegram, WhatsApp, and WeChat, where closed groups often become echo chambers for politically polarizing content. This environment creates a fragmented and chaotic information ecosystem. Misinformation and disinformation doesn’t just mislead, it manipulates, reinforcing pre-existing biases and weakening our ability to solve problems collectively. The result? A democracy that becomes more reactive than reflective, more tribal than tolerant. We believe a significant moment in this shift came when Meta refused to comply with Canada’s Online News Act, which required tech companies to compensate Canadian news organizations. In response, Meta removed Canadian journalism from platforms like Facebook, Instagram, and Threads, effectively cutting off millions of Canadians from reliable, fact-checked news sources. This vacuum has since been filled with questionable content, memes disguised as news, and AI-generated “hot takes” with little accountability. Meanwhile, calls for “freedom of speech” in online spaces are increasingly clashing with efforts to moderate harmful content. This tension between free expression and regulation is challenging the foundations of public discourse, often deepening ideological divides and complicating efforts to find common ground. A Teaching Moment for Youth and Teens While this reality is troubling, it also presents a valuable teaching opportunity for parents, caregivers, educators, and mentors. Today’s youth are growing up in a world where algorithms, influencers, and memes often compete with educators and journalists as sources of information.Helping young people understand how misinformation and disinformation works, and how it can shape politics, perception, and public opinion is essential. This election can serve as a real-time classroom for digital literacy. Educators, parents, and caregivers can ask: We should empower youth to think critically about how information is crafted, shared, and received online. (7) Understanding AI’s role in generating deceptive content, identifying deepfake videos, and recognizing confirmation bias in echo chambers are now essential 21st-century skills. For educators, our friends at Media Smarts Canada have created a great lesson plan on this specific topic (8) Canada’s 2025 federal election is not just about political parties, it’s about protecting the health of our democracy in today’s onlife world. If we want the next generation to inherit a political system that values truth, accountability, and civic engagement, we must start by teaching them how to recognize what’s real , and what’s not,  in today’s onlife world. The fight against misinformation isn’t just about preventing interference, it’s about preserving our democracy. Digital Food For Thought The White Hatter Facts Not Fear, Facts Not Emotions, Enlighten Not Frighten, Know Tech Not No Tech References: 1/ https://www.ctvnews.ca/toronto/politics/article/ads-on-x-targeting-canadian-politicians-amidst-increasing-disinformation-online/ 2/ https://www.cbc.ca/news/canada/more-fake-cbc-ads-investigation-1.7494923  3/ https://www.canada.ca/en/security-intelligence-service/corporate/publications/csis-public-report-2023/mission-focused.html 4/ https://www.cyber.gc.ca/sites/default/files/cyber-threats-canada-democratic-process-2023-update-v1-e.pdf  5/ https://madeinca.ca/social-media-statistics-canada/  6/ https://madeinca.ca/twitter-statistics-canada/  7/ https://thewhitehatter.ca/f-a-c-t-s-your-guide-to-smarter-fact-checking-online/  8/ https://mediasmarts.ca/lessonplan/watching-elections-lesson 

Caveat – This article was sparked by a recent online video interview in which a digital literacy and internet safety advocate held up a cellphone with both hands, looked directly at it, and declared, “It’s a drug”. There’s a growing call from some presenters, parent advocacy groups, and influencers to ban cellphones for kids until the age of 16, based on the argument that phones are like “addictive drugs.” While the sentiment may come from a place of concern, the narrative is wildly disconnected from real science where there is a significant difference between “addiction” and problematic behaviour. Worse, it contributes to what is known as a juvenoic moral panic, the tendency of adults to fear and demonize the tools, behaviours, or culture of youth, especially when they don’t understand them. We hear the comparison a lot: “Phones are the new cigarettes,” (1) or “Social media is digital heroin or crack cocaine” given its effects on dopamine and the brain. (2) While these analogies sound punchy in headlines or social media posts, they are scientifically misleading. Yes, phones can trigger a dopamine responses, just like exercise, food, or a good conversation can ,  but equating that with the pharmacological impact of heroin or nicotine is not only inaccurate, it’s irresponsible. Many supporters of the “delay is the way” movement exaggerate the role of dopamine and often misrepresent how it actually affects the brain when it comes to the use of technology by youth.(3)  A 2022 report from the American Psychological Association stresses that calling technology “addictive” in the same way as substances (drugs and alcohol) conflates different types of brain responses and risks oversimplifying the issue. (4) Not every dopamine behaviour is an addiction. If that were the case, we’d also need to ban hugs, sports, and pizza. By labeling phones as drugs, we create fear rather than understanding, and fear has never been a solid foundation for good parenting decisions. However, it’s effective when you want to push a political agenda. (5) “Juvenoia” is a term coined by media scholar Dr. David Finkelhor to describe the exaggerated fear that new trends or technologies are harming young people.(6)(7) We’ve seen it before, with comic books, rock music, video games, and now smartphones.  History tells us that every generation of parents and caregiver tends to panic about the habits of the next. Today’s smartphone bans are yesterday’s Walkman bans. The difference? Smartphones can be tools for communication, learning, creativity, and even safety. To deny youth and teen access to age and developmentally appropriate technology and the internet, is to deny them the opportunity to learn how to use these tools responsibly when combined with parental guidance. (8) Banning phones doesn’t teach digital literacy, it avoids it! The “delay is the way” crowd loves to say that banning phones until 16 helps “protect childhood.” But in reality, it just delays digital literacy, making kids more vulnerable once they do get online, because they’ve had no experience navigating it under the guidance of trusted adults. (9) It’s how we incrementally “pave the way” that is most important when it comes to youth and teens and their use of technology. (10) The onlife world is not going away. Our kids will need these tools to thrive academically, socially, and professionally, something that China has fully adopted.  (11) Teaching healthy phone use early with boundaries, conversations, and guidance is far more effective than blanket bans. The push to ban phones often stems from a place of adult discomfort. Phones challenge traditional parenting models. They require ongoing dialogue, monitoring, and adaptation. That’s hard, and some parents are looking for the easy way out: just take the tech away. However, good parenting isn’t about control, it’s about connection. Banning age and developmentally appropriate phones removes the opportunity to have ongoing conversations about onlife boundaries, values, safety, and self-regulation. By completely removing phones, we avoid teaching the very skills our children need: critical thinking, emotional regulation, and digital resilience Rather than fall for fear-based messaging and moral panic, let’s embrace reality: Calling phones an “addictive drug” may sound like a bold, protective move, but it’s rooted in fear, and outdated thinking. What our kids need is not isolation from technology, but mentorship through it. Fear doesn’t teach. Dialogue does. Let’s stop moralizing the phone and start humanizing the experience. Instead of reacting with panic, let’s parent with purpose. Lets ditch the ban, and embrace the plan when it comes our kids and the use of technology (13). Rather than “delay is the way” let’s “pave the way” to digital literacy.(14) Related Article: Digital Food For Thought The White Hatter Facts Not Fear, Facts Not Emotions, Enlighten Not Frighten, Know Tech Not No Tech References: 1/ https://thewhitehatter.ca/blog/smartphones-are-the-new-cigarettes-really/ 2/ https://thewhitehatter.ca/blog/when-quotes-in-the-media-feed-parental-moral-panic-the-dangers-of-false-comparisons-in-youth-technology-use/  3/ https://thewhitehatter.ca/dopamine-facts-vs-fear/  4/ https://pmc.ncbi.nlm.nih.gov/articles/PMC10504808/?utm_source=chatgpt.com  5/ https://thewhitehatter.ca/blog/why-human-emotion-can-override-evidence-understanding-parental-fears-and-social-contagion-when-it-comes-to-youth-and-their-use-of-technology/  6/ https://thewhitehatter.ca/blog/the-echoes-of-moral-panic-what-is-old-is-new-again/  7/ https://thewhitehatter.ca/blog/ding-juvenoia-moral-panic-its-impact-on-onlife-parenting/  8/ https://thewhitehatter.ca/blog/embarking-on-the-onlife-journey-together-7-key-parenting-ingredients-to-strength-enhance-online-safety/  9/ https://thewhitehatter.ca/blog/the-onlife-shift-how-social-media-has-transformed-connection-and-why-digital-literacy-rather-than-banning-is-more-crucial-than-ever-for-our-kids/  10/ https://thewhitehatter.ca/blog/why-restricting-technology-until-16-will-not-keep-youth-and-teens-safer-from-delay-is-the-way-to-pave-the-way/  11/ https://www.globaltimes.cn/page/202412/1324230.shtml  12/ https://thewhitehatter.ca/blog/the-analogy-of-riding-a-bike-when-it-comes-to-tech-integration-benchmarks-and-our-kiddos/  13/ https://thewhitehatter.ca/blog/ditch-the-ban-embrace-the-plan-intentional-tech-use-for-schools/  14/ https://thewhitehatter.ca/blog/why-restricting-technology-until-16-will-not-keep-youth-and-teens-safer-from-delay-is-the-way-to-pave-the-way/ 

Attention Parents and Caregivers, This morning, a new feature quietly appeared on Instagram called “Share Location With.” It’s very similar to Snapchat’s Snap Map, and it allows users to share their real-time location using the GPS on their phone. This new update can pinpoint a user’s location with remarkable accuracy, and that has significant implications when it comes to your child’s safety online. When activated, this feature allows Instagram users to choose who can see their live location using one of four options: While some older teens and adults might use this feature responsibly, we urge caution, particularly for younger teens. Our strong recommendation: Set the feature to “Invisible Mode.” This disables location sharing entirely and ensures your teen’s whereabouts aren’t being broadcast to others. How to Access and Adjust the “Share Location With” Feature It might seem like a harmless or even fun feature, but sharing real-time location data can lead to serious privacy and safety risks,  especially if it’s visible to the wrong people. Unfortunately, many young users might opt into location sharing without fully understanding who can see their data or how that information could be misused. As always, it’s not about fear, it’s about awareness and proactive parenting. We recommend checking your child’s settings together and using this as a conversation starter about privacy, boundaries, and digital safety. Digital Food For Thought The White Hatter Team Facts Not Fear, Facts Not Emotions, Enlighten Not Frighten, Know Tech Not No Tech