-
HOSMay2024_header
Thriving Together
Thriving Together
A St. Edmund's Academy Initiative to Digital Wellness for School and Home
Dear St. Edmund’s Academy Families,
At St. Edmund’s Academy, childhood is not something to be rushed. It is the center of everything we do. In 2023, we introduced Thriving Together—a shared commitment between families and educators to preserve focus, foster genuine connection, and support the healthy development of children growing up in a digital age. Thriving Together includes a revised school Technology Agreement and a set of voluntary family guidelines. Together, these provide clear expectations and practical support for digital wellness at school and at home. They are rooted in the understanding that today’s children are growing up in a world designed to distract them. Technology companies compete for their attention every minute. What’s at risk is more than concentration. It is the slow, irreplaceable work of becoming resilient, relational, and ready for life. Thriving Together was created not as a rulebook, but as a Core Values-based framework. It reflects who we are as a school and what we believe children need to thrive, among friends who support them, and teachers who see their promise.
At St. Edmund’s Academy, childhood is not something to be rushed. It is the center of everything we do. In 2023, we introduced Thriving Together—a shared commitment between families and educators to preserve focus, foster genuine connection, and support the healthy development of children growing up in a digital age. Thriving Together includes a revised school Technology Agreement and a set of voluntary family guidelines. Together, these provide clear expectations and practical support for digital wellness at school and at home. They are rooted in the understanding that today’s children are growing up in a world designed to distract them. Technology companies compete for their attention every minute. What’s at risk is more than concentration. It is the slow, irreplaceable work of becoming resilient, relational, and ready for life. Thriving Together was created not as a rulebook, but as a Core Values-based framework. It reflects who we are as a school and what we believe children need to thrive, among friends who support them, and teachers who see their promise.
Thriving Together took shape through that shared concern. It was never just a rule or a policy change. It remains a living expression of our Core Values: respect for the needs and feelings of others, honesty in relationships, responsibility for one’s conduct, high standards in every endeavor, service to others, and appreciation for difference. This framework emerged through thoughtful collaboration among teachers and families, guided by developmental research and grounded in the lived experiences of our students. We designed it not to control behavior but to support flourishing. By limiting the presence of devices, we created space for conversation, focus, and real connection. We rejected the false urgency of constant alerts and chose instead the deliberate pace of childhood. Thriving Together stands as a testament to what becomes possible when a community takes action together, when families and educators shape an environment where children can grow in strength, character, and confidence.
At the heart of this framework live four shared commitments. They are not rules imposed from above, but choices we’ve made together to honor the developmental needs of children and protect the kind of community we want to be.
No social networking apps before age 16
Social networking apps ask children to perform before they fully know who they are. Delaying it protects their emotional well-being and gives empathy and self-understanding time to take root.
More life beyond screens
Books, music, friendships, nature, games, and play—these are not quaint relics of a simpler time. They are the joyful, enduring pieces of a full childhood. They teach children how to be in the world, not just how to scroll through it.
No phones at school
School is a place for attention, interaction, and presence. By storing phones and smartwatches during the day, we give students space to focus, learn, and connect face to face. They are freer to be children—not always plugged in, not always on.
School is a place for attention, interaction, and presence. By storing phones and smartwatches during the day, we give students space to focus, learn, and connect face to face. They are freer to be children—not always plugged in, not always on.
No smartphones before age 14
Childhood is too brief to rush. Waiting to introduce smartphones allows children to grow in confidence and curiosity before facing the pressures of digital life. It gives friendships room to deepen and imagination room to breathe.
Childhood is too brief to rush. Waiting to introduce smartphones allows children to grow in confidence and curiosity before facing the pressures of digital life. It gives friendships room to deepen and imagination room to breathe.
No social networking apps before age 16
Social networking apps ask children to perform before they fully know who they are. Delaying it protects their emotional well-being and gives empathy and self-understanding time to take root.
More life beyond screens
Books, music, friendships, nature, games, and play—these are not quaint relics of a simpler time. They are the joyful, enduring pieces of a full childhood. They teach children how to be in the world, not just how to scroll through it.
Commitments of Thriving Together:
List of 4 items.
-
No phones at school
School is a place for attention, interaction, and presence. By storing phones and smartwatches during the day, we give students space to focus, learn, and connect face to face. They are freer to be children—not always plugged in, not always on. -
No smartphones before age 14
Childhood is too brief to rush. Waiting to introduce smartphones allows children to grow in confidence and curiosity before facing the pressures of digital life. It gives friendships room to deepen and imagination room to breathe. -
No social networking apps before age 16
Social networking apps ask children to perform before they fully know who they are. Delaying it protects their emotional well-being and gives empathy and self-understanding time to take root. -
More life beyond screens
Books, music, friendships, nature, games, and play—these are not quaint relics of a simpler time. They are the joyful, enduring pieces of a full childhood. They teach children how to be in the world, not just how to scroll through it.
Ready to join our community in this effort?
At Edmund’s Academy, we recognize the importance of collective action grounded in our Core Values of respect, honesty, responsibility, high standards, service, and appreciation of diversity. Ready to join our community in this effort?
SIGN THE THRIVING TOGETHER PLEDGE
SIGN THE THRIVING TOGETHER PLEDGE
One year later, these commitments remain our compass. They have not only endured. They have worked. The benefits have been visible in our classrooms, noticeable at home, and affirmed in the words of children, parents, and teachers alike.
Teachers were the first to notice. Without the hum of hidden devices and the siren call of screen time, classrooms felt more grounded. Students looked up more often. They laughed more. They lingered in conversations. Eighty-two percent of faculty reported noticeable improvements in student behavior, focus, and engagement. One teacher observed, “There have been fewer instances of students trying to check phones during the day, which reduces disciplinary interactions and makes space for learning and positive student-teacher and student-student relationships.” Another admitted, “I loved that we did this. It was more impactful than I expected it to be. As much as students were upset when we announced it, they complied quickly and hardly seemed bothered after the first week.” As it turns out, kids adapt quickly when the world around them holds their attention. And when phones are tucked away, attention has room to stretch.
Parents responded with resounding clarity. Every single respondent in our family survey strongly supported the Thriving Together framework and celebrated the sense of purpose it brought to daily life at school. One parent wrote, “Can’t be happier that we’re part of a school community that does this.” Another wisely reminded us that presence is a practice not just for children, but for adults too. We agreed. If our aim is to help children grow up with focus, empathy, and integrity, then the grown-ups need to model what that looks like. This work belongs to all of us. And in a world that so often rushes to react, there is something radical about a community that chooses to pause, reflect, and lead with values.
Students, in true middle school fashion, brought insight, honesty, and a touch of drama. Some expressed real pride in not owning a smartphone, describing how it helped them concentrate and feel more present. Others admitted they missed tracking their step goals. One student confessed, “I just like to have my phone on me at all times. I don’t like when I don’t see my phone in sight.” Another added, “What if the school catches fire? Then my watch will burn in the flames.” The imagery was vivid. The feelings were real. One more student shared, “I think it is good to put the device away to keep focus, but I also think it is nice to get steps on watches and achieve a goal.” These voices remind us that devices are more than distractions. For many young people, they are symbols of independence, sources of comfort, and in some cases, imagined lifelines in uncertain moments. Rather than dismiss those emotions, we lean into them. This is a school where students are heard. This is a program shaped not only by adult wisdom, but by what children reveal when we listen.
The numbers speak for themselves. Among returning students in grades six through eight, 70 percent do not yet own a smartphone. Of that group, 90 percent say they plan to wait until at least eighth grade to get one. That kind of restraint isn’t typical in adolescence. It doesn’t come from luck or loopholes. It comes from trust between parents and teachers. It grows in a culture where childhood isn’t rushed, and growing up doesn’t come with a login. One student told us, “It feels kind of powerful to be the one who doesn’t have it.” Another put it more plainly: “I don’t mind waiting. I like real life better.” Their answers may be simple, but their resolve isn’t. They are learning to chart their own course in a world that often tells them to speed up. And that is something to celebrate.
As we look ahead to the coming school year, we will deepen our commitment and broaden our reach. In transitional grades, where habits are still forming, we will be more intentional about how and when students use their Chromebooks. In advisory and across classrooms, we will continue weaving digital citizenship into the fabric of our day. We will model what it means to lead with empathy and honesty. We will reinforce our Core Values not through slogans, but through choices, routines, and relationships. We will listen with care to our students and families. And throughout this year, we will design a comprehensive guide to the ethical, thoughtful, and age-appropriate use of artificial intelligence—an essential companion to the work of Thriving Together. Through these efforts, we remain grounded in our shared belief that childhood deserves more than acceleration. It deserves protection, presence, and promise. And sometimes, it deserves a little time offline to just be a kid.
In the spring of 2025, Independent School magazine featured Thriving Together as a national example of what’s possible when a school community leads with values. The spotlight was meaningful, not because we chased it, but because it reflected the thoughtful choices our families and faculty make every day. From day one, Thriving Together has been shaped by your voices—your hopes for your children, your willingness to try something bold, and your trust in the developmental purpose of this school. The national recognition affirmed that we are not just responding to best practices; in many ways, we are helping to define them. Together, we have built something rare and worthy: a school where well-being is not a side initiative, but a shared commitment that strengthens every classroom, every friendship, and every step toward the future.
We are grateful for your trust. We are moved by your courage. And we are inspired by the way you’ve helped build a school community where children grow with joy, confidence, and a deep sense of belonging. This work matters. Your partnership makes it possible.
Warmly,Chad Barnett, PhD
Head of School
St. Edmund’s Academy
St. Edmund's Academy
Guided by our Core Values and commitment to high standards, St. Edmund’s Academy provides a diverse, inclusive, and nurturing learning community where students are known, valued, and challenged to achieve their potential.
