Resilience in the digital world: Teaching kids critical thinking
By Esther Greenfield Jakar and Orit Aviran
Technology is everywhere in our children’s world, and the easy answer would be to block apps and set strict screen time limits. But real resilience doesn’t come from restrictions — it comes from helping students understand what they’re encountering online and how to navigate it thoughtfully. At Hebrew Day School, as part of our school-wide focus on resilience this year, we’re teaching students to engage intentionally with technology and think critically about their digital lives. We’re sharing our framework here — five practical steps you can use at home:
Learning to notice what you feel
When children learn to pause and identify their feelings, they develop the skill of discernment: What is this content trying to make me feel? What emotional response is it designed to trigger? Is this showing the full picture, or just one angle? By asking themselves, “Does this make me angry? Does it pull me to keep watching? Does something feel off?” students begin building the self-awareness they need to go online safely.
Spotting what’s real (and what’s not)
With AI-generated content fooling even adults, our kids need help figuring out what’s real. We teach students to ask: Who posted this? Where did it come from? Does this make sense? What does the creator want from me? In technology classes, students practice using AI as a learning tool, not a replacement for thinking. They ask AI the same question in different ways and compare answers, challenge it on topics they know well to spot errors, and find stories on different platforms to check for proof. These questions connect directly to our core value of Academic Excellence & Discovery — actively asking questions and developing the analytical tools and critical thinking to navigate this rapidly changing information landscape.
Building trust through data
Instead of surveillance, we suggest weekly check-ins where families review screen time data together. One parent shared how showing her daughter the numbers — without lecturing — transformed their dynamic: “The argument was over. There’s something real about seeing the facts right there.”
Building trust together, understanding that perception and reality don’t always match, and using data to have honest conversations is a key step in healthy use of technology.
When screens eclipse real life
Spending time online isn’t inherently bad, but when digital life eclipses real-world hobbies, relationships, and activities that fulfill us, we need to pay attention. Not with shame or rules alone, but by helping children understand their own patterns.
Notice what activities your child loves that don’t involve screens. Better yet, join in and model balance. That’s where sustainable habits form. We are happy to offer support through our “Parenting for Resilience” series, led by Dr. Beth Pearson, our school psychologist, and designed to support parental challenges in building age-appropriate independence.
The gift of intention
Teaching children to be safe online doesn’t require becoming tech experts. It means talking to them, teaching them to think for themselves, and showing them we’re there for them. When children learn to notice their feelings, question what they see, understand their digital footprint, and consider the impact of what they share, we’re giving them tools for life — both online and off.
Keep these conversations collaborative and non-judgmental. Let your children into your own dialogue about healthy tech use. Model good practices. And remember: resilience in the digital age isn’t about rigid rules — it’s about building flexible, critical thinkers who can exercise good judgment to navigate whatever comes next.
For more information about Hebrew Day School of Ann Arbor, visit hdsaa.org or contact [email protected].
