REFERENCES AND RESOURCES:
1. Sidoti, Michelle Faverio and Olivia. “ Teens, Social Media and Technology 2024.” Pew Research Center blog), December 12, 2024. https://www.pewresearch. org/internet/ 2024/12/12/teens-social-media-andtechnology- 2024/.
2. U.S. Surgeon General’ s Advisory on Social Media and Youth Mental Health ( 2023). https://www.hhs.gov/surgeongeneral/ reports- and-publications/ youth-mental- health/social-media/index.html
3. Riehm KE, Feder KA, Tormohlen KN, Crum RM, Young AS, Green KM, Pacek LR, La Flair LN, Mojtabai R.
Associations Between Time Spent Using Social Media and Internalizing and Externalizing Problems Among US Youth.” JAMA Psychiatry. 2019 Dec 1;76(12):1266-1273. doi: 10.1001/jamapsychiatry. 2019.2325. https:// pmc.ncbi.nlm.nih.gov/articles/PMC6739732/
4. Lissak, Gadi. “Adverse Physiological and Psychological Effects of Screen Time on Children and Adolescents:
Literature Review and Case Study.” Environmental Research 164 (July 2018): 149–57. https://doi.org/10.1016/j.envres. 2018.01.015.
5. Twenge, Jean. iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy-- and Completely Unprepared for Adulthood-- and What That Means for the Rest of Us. (2017).
6. Haidt, Jonathan. The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. ( 2024).
7. Muppalla, Sudheer Kumar, Sravya Vuppalapati, Apeksha Reddy Pulliahgaru, and Himabindu Sreenivasulu.
Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management.” Cureus 15, no. 6 (June 2023): e40608. https://doi.org/10.7759/cureus. 40608.
8. American Psychological Association, " Health Advisory on Social Media Use in Adolescence" ( 2023). https://www.apa.org/topics/ social-media-internet/health-advisory- adolescent- social-media-use
9. Wait Until 8th. “Wait Until 8th.” Accessed March 19, 2025. https://www.waituntil8th.org."Wait Until 8th" Campaign, www.waituntil8th. org.
10. Scofield, Sydnee. “ Wake County school board joins lawsuit against social media giants.” ABC 11 News, February 20, 2024. Accessed March 20, 2025. https://abc11.com/social-media-lawsuit- wake-county- schoolsboard-of-education/ 14450653/
11. Screen-Free Week. Accessed March 19, 2025. https://screenfree. org/about/
12.“ NC Senate Bill 55, Student Use of Wireless Communication Devices.” NC General Assembly. Accessed March 19, 2025. https://www.ncleg.gov/BillLookUp/ 2025/S55
13.“ Social Media and Children 2024 Legislation.” National Conference of State Legislatures. Accessed March 19, 2025. https://www.ncsl.org/technology- and-communication/ social-media-and-children- 2024-legislation.
Scan this QR code with your phone or go to
https:// drive. google. com/ file/ d/16BIFTyyRehshQKjldeMP19k5JZlzL05G/ view? usp= sharing to access live resource links
919 245 2405 > 300 West Tryon Street > Hillsborough, NC 27278 > orangecountync. gov
300 West Tryon Street | Hillsborough, NC | 919-245-2400 | OrangeCountyNC. Gov/ Health
FOR IMMEDIATE RELEASE
Media Contact
Libbie Hough
Communications Manager and Public Information Officer
Office: 919-245-2562; Cell: 919-619-7116
lhough@orangecountync. gov
Orange County Board of Health Champions Youth Mental Health with Resolution on Screen Time HILLSBOROUGH, NC ( April 29, 2025) — In recognition of growing concerns over the effects of excessive screen time and social media use on youth mental health, the Orange County Board of Health unanimously approved a resolution aimed at promoting healthier screen habits among children and adolescents.
Timed to coincide with Screen- Free Week ( May 5–11, 2025), a national celebration that encourages children, families, schools, and communities to enjoy life beyond screens, the resolution highlights the urgent need for local action. Research cited in the resolution, including findings from the U.S. Surgeon General and the American Psychological Association, underscores the association between excessive screen use and rising rates of anxiety, depression, and other mental health challenges among youth.
The Orange County Board of Health calls on families, schools, and community organizations to promote balanced technology use and encourages participation in Screen- Free Week activities. The resolution also urges policymakers to support education, advocacy, and community initiatives that help children develop healthier relationships with digital technology. To read the full resolution, visit the Board of Health’ s webpage.
Dr. Amy Fowler, pediatrician, member of the Orange County Board of Health, and Board of County Commissioners emphasized the importance of the resolution: “ Many kids I see are spending too much time on screens and it is taking time away from more productive activities like sleep, outdoor play, and engagement with friends and family. As we see screen time increase, we are also seeing its impacts on mental health.”
Orange County residents are invited to take part in Screen- Free Week events and activities. For more information about Screen- Free Week, visit screenfree. org.
The Orange County Health Department exists to enhance quality of life, promote the health, and preserve the environment for everyone in Orange County. For information about the Health Department visit OrangeCountyNC. Gov/ Health
ate: 3/7/2026 11:20:36 AM
From:" Craig ADurfey" [email protected]
To:
Vicente.Sarmiento@bos2. oc.gov" [email protected], " Craig A Durfey" [email protected], Nguyen, Janet" Janet.Nguyen@ocgov. com, "COB_Response" [email protected], "Public Comment" publiccomment@anaheim. net, " Public Records Request" [email protected], " Lisa Kim" [email protected]grove.ca.us, " Stephanie Klopfenstein" stephaniek@ggcity. org, " George Brietigam" [email protected], CM@cityofirvine. org" cm@cityofirvine. org, " CITYCOUNCIL" [email protected], " [email protected]" [email protected], "joedovinh@gmail. com" joedovinh@gmail. com, "Lizabeth Vasquez" [email protected], [email protected]" yeseniam@ggcity. org, " Ariana Arestegui" [email protected], " Pam Haddad" [email protected]
Subject:[ EXTERNAL] Fwd: 1. Washington Post Children Happiest Less Screen Time Attachment:
Washington Post Children Happiest Less Screen Time.msg;66d0782166347d6ddce660f8_ SUI Screening Handout.pdf;House Resolution No. 28-Relative to humane education.pdf;SCR-73 Blue Light Awareness Day. 1).pdf;Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ.pdf;Resolution Addressing Social Media Use Screen Time and Mental Health_Approved 2025.03.26_For Sharing (1).pdf;BOH Resolution Press Release_Screen Time_April 2025 (2).docx;Laguna Beach Unified School District, screen time .pdf;LGUBSD SCREEN TIME Approval of Resolution No. 25-20 Supporting Efforts to Optimize Compute rScreen Time and Reduce Excessive Computer Screen Time.pdf;
Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
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Date: Sat, Mar 7, 2026 at 10:58 AM
Subject: Fwd: 1. Washington Post Children Happiest Less Screen Time To: Craig A Durfey <cadurfey@gmail. com>, <media@ocdapa. org> Forwarded message ---------
From: Craig ADurfey <cadurfey@gmail. com>
Date: Sat, Mar 7, 2026 at 10:35 AM
Subject: Fwd: 1. Washington Post Children Happiest Less Screen Time To: Craig A Durfey <cadurfey@gmail. com>, <Jacqui.Nguyen@sen. ca.gov>, <Jennifer. Carey@sen. ca.gov> Forwarded message ---------
From: Craig ADurfey <cadurfey@gmail. com>
Date: Thu, Mar 5, 2026 at 8:24 PM
Subject: Fwd: 1. Washington Post Children Happiest Less Screen Time To: Craig A Durfey <cadurfey@gmail. com>, Haldor Larum <HLarum@cityofirvine. org> Forwarded message ---------
From: <[email protected]>
Date: Thu, Mar 5, 2026 at 8:19PM
Subject: 1. Washington Post Children Happiest Less Screen Time To: Craig ADurfey <[email protected]>, <[email protected]>, <senator.umberg@senate. ca.gov>, <rosie.rosales@sausd. us>, PIO Department < pio_department@ggusd. us>, Teri Rocco <[email protected]>, Bob Harden <bob.harden@ggusd. us>, Dina Nguyen dina.nguyen@ggusd. us>, Lan Nguyen <lan.nguyen@ggusd. us>, Walter Muneton <walter.muneton@ggusd. us>, SHEA.Committee@senate. ca.gov>, Lisa Kim <[email protected]>, Public Records Request < [email protected]>, [email protected]>, Gabriela Mafi <gmafi@ggusd. us>, < [email protected]>, Liz Vasquez <[email protected]>, Devon Atkinson datkinson@ocde. us>, Nick Dibs <[email protected]>, <[email protected]>, <[email protected]>, George Brietigam [email protected]>, <[email protected]>, <[email protected]>, <[email protected]>, hlarum@cityofirvine. org|cityofirvine.org>, <[email protected]>, <irvinecitycouncil@cityofirvine. org>, Jeffrey Layland < jlayland@ggusd. us>, City.Council@surfcity- hb.org>, <SEDN. committee@senate. ca.gov>, <Ddbarnes@ocsd. org>, <GGDPIO@ggcity. org>, publiccomment@anaheim. net>, < Superintendent@cde. ca.gov>, <ocbe@ocde. us> Cc: <senator. umberg@senate. ca.gov>, <Ddbarnes@ocsd. org> 202603- 03-05-2026
P.R. D. D.C.)(
CHILDRENPARENTS PARENTS FOR THE RIGHTS OF DEVELELOPMENTALLY OPMENTAL LY DISABLEDED CHIL DREN CRAIG A. DURFEYEY FOUNDER FOUNDER OF P.R.D.D.C.
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CARequesting Requesting support support for a summit at Valley High School 1801 South Greenville Greenville St. Santa Ana, CA 92704-4005, awareness awareness education education K-12 suicide suicide prevention prevention such as CA State introduce introduce a bill AB2003 Pupil health: health: suicide suicide prevention.( prevention.(2025-2026) artsValley Valley High celebrates renovated arts forcenter/ center/great opportunity for
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DurfeyCraig Craig Durfey
ate: 3/20/2026 11:06:00 AM
To:
CraigA Durfey'" [email protected], " [email protected]" [email protected], [email protected]" [email protected], " [email protected]" rosie.rosales@sausd. us, "' PIO Department'" pio_department@ggusd. us, "' Teri Rocco'" teri.rocco@ggusd. us, Bob Harden'" bob.harden@ggusd. us, "' Dina Nguyen'" dina.nguyen@ggusd. us, "' Lan Nguyen'" [email protected], "' Walter Muneton'" [email protected], " [email protected]" [email protected], "' Lisa Kim'" [email protected], "' Public Records Request'" [email protected], "[email protected]" [email protected], "' Gabriela Mafi'" gmafi@ggusd. us, " stephaniek@ggcity. org" stephaniek@ggcity. org, "' Liz Vasquez'" lizv@ggcity. org, " Devon Atkinson" [email protected], " Nick Dibs" [email protected], " [email protected]" [email protected], "[email protected]" [email protected], "' George Brietigam'" [email protected], [email protected]" [email protected], " [email protected]" [email protected], David. Ochoa@sen. ca.gov" David. Ochoa@sen. ca.gov, " hlarum@cityofirvine. org | cityofirvine. org" [email protected] | cityofirvine.org, "[email protected]" [email protected], [email protected]" [email protected], "Jeffrey Layland" [email protected], " [email protected]" [email protected], SEDN. committee@senate. ca.gov" SEDN. committee@senate. ca.gov, " Don Barnes" ddbarnes@ocsd. org, GGDPIO@GGCITY. ORG" GGDPIO@GGCITY. ORG, " Public Comment" publiccomment@anaheim. net, [email protected]" [email protected], " [email protected]" [email protected] Subject: Washington Post Children Happiest Less Screen Time Attachment:
Resolution No. 25-20 Supporting Efforts to Optimize Computer Screen Time and Reduce Excessive Computer Screen Time - Google Docs ( 1).pdf; LGUBSD SCREEN TIME Approval of Resolution No. 25-20 Supporting Efforts to Optimize Computer Screen Time and Reduce Excessive Computer Screen Time.pdf;Orange County, NC - Resolution Addressing Social Media Use Screen Time and Mental Health_Approved by OC Health Department, NC 2025. 03.26_For Sharing ( 1).pdf;BOH Resolution Press Release_ Screen Time_April 2025 2).docx; screen- time- guidelines- 1024x536. jpg;AB-638 Mental Health Services Act early intervention and prevention programs (1).pdf;SB-224 Pupil instruction mental health education. (1).pdf;Screens HaveTaken Over Classrooms. Even Students Have Had Enough. - WSJ.pdf;SCR-73 Blue LightAwareness Day. 1).pdf;Hope Squad One- Pager. pdf; Grant Support Document 2025 ( 1).pdf;Grant Support Document 2025. pdf; Hope Squad Pricing - 2025- 2026 School
Year.pdf;hoag_and_irvine_unified_speaker_series_1_gaming_social_media_and_mental_wellness_presentation 5).pdf;House Resolution No. 28-Relative to humane education.pdf;66d0782166347d6ddce660f8_SUI Screening Handout. pdf;
P.R.D.D.C.)
PARENTS FOR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDREN CRAIG A. DURFEY FOUNDER OFP.R.D.D.C.
P.O.BOX 2001 GARDEN GROVE, CA 92842
CELL 714-321-8238
CADURFEY@GMAIL. COM
SOCIALEMOTIONALPAWS. COM
FACEBOOK: CRAIG DURFEY
U.S. HOUSE OF CONGRESS H2404 - HONORING CRAIG DURFEY FOR HIS FIGHT AGAINST AUTISM ...
Ms. LORETTA SANCHEZ of California.
https://www.govinfo.gov/content/pkg/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf new website socialemotionalpaws. org
Haldor Larum | Sergeant
Irvine Police Department | Mental Health Unit | DRE Coordinator 949-724-7400 | 1 Civic Center Plaza, Irvine, CA 92606
hlarum@cityofirvine. org | cityofirvine.org
Washington Post Children Happiest Less Screen Time
The Washington Post's report on the relationship between screen time and happiness among children and adolescents highlights that less screen time is associated with higher happiness levels. The study, conducted by the University of Michigan, found that adolescents who spent less than 20 hours a week on screens were happier than those who used screens for 20 or more hours a week. The findings suggest that the more hours a day teens spend in front of screens, the less satisfied they are, and that the correlation between happiness and screen activities is uniformly negative. The report also indicates that the happiest teens are those who get a small amount of exposure to screen time, between one and five hours a week. washingtion post childern happist less screen time Search Children are generally happier and have better mental well-being with less than one hour of daily screen time , as excessive use (over 4 7 hours) is strongly linked to anxiety and depression. Prioritizing active, after-school, or face-to-face social activities instead of digital media significantly increases emotional well-being
https://www.google.com/search?q=childern+happist+less+screen time&rlz=1C1ONGR_enUS1178US1178& oq=childern+happist+less+screen time&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIHCAEQIRifBTIHCAIQIRifBTIHCAMQIRifBT IHCAQQIRifBTIHCAUQIRifBTIHCAYQIRifBTIHCAcQIRifBTIHCAgQIRifBTIHCAkQIRifBdIBCDU 3MzBqMGoxqAIAsAIA& sourceid=chrome&ie=UTF-8
Depression
Screen Time and Mental Health in Kids
High levels of screen time can be problematic for kids' mental health. https://www.psychologytoday. com/us/blog/inner-source/202411/screen-time-andmental-health-in-kids Teens who spend less time in front of screens are happier up to AB 2003, as introduced, Berman. Pupil health: suicide prevention.
Existing law requires the State Department of Education to identify an evidence-based online training program that a county office of education, school district, state special school, or charter school that serves pupils in grades 7 to 12, inclusive, can use to train school staff and pupils as part of their policy on pupil suicide prevention. Existing law requires the department, subject to an appropriation for these purposes, to provide a grant to a county office of education to acquire a training program identified by the department and disseminate that training program at no cost to specified educational entities, as specified. Bill Text - AB-2003 Pupil health: suicide prevention.
Show the Screenagers movies in your school or community The impact of this digital age has led to rapid increases in levels of mental health challenges among youth. Through our movies, resources and initiatives, we aim to play our part in restoring the balance.
Screenagers Movie | Screen In Your Community
The Screenagers Podcast
Screenagers Movie | Host a Screening
Screenagers Movie | Resources
Parents Handout SUI draft april 19
Dangers of social media for teens examined in new documentary A new Bloomberg documentary, " Can't Look Away," investigates the dark side of social media for teens and the growing fight to hold tech companies accountable. Bloomberg investigative reporter Olivia Carville, who is an executive producer of the film, talks about her reporting in the documentary.
Dangers of social media for teens examined in new documentary The drug-like effect of screen time on the teenage brain The drug-like effect of screen time on the teenage brain Why Book ScreenStrong ?
We do not compromise the truth or bend to culture.
We provide the gold standard for parents & schools.
When you choose ScreenStrong , you re embarking on a journey to bring back harmony to your family in today s digital world. We offer practical solutions and evidence-backed insights that empower listeners to tackle screen time challenges with confidence.
On our podcast and in media interviews, ScreenStrong isn t just about talk; we re about making a genuine impact. Our goal is clear: to help families break free from screen addiction and build stronger, healthier connections.
Book Workshop | ScreenStrong | ScreenStrong
Capistrano Valley High School hosts panel for parents concerned a Capistrano Valley High School hosts panel for parents concerned a Gaming, Social Media and Mental Wellness
Gaming, Social Media and Mental Wellness
Hoag Speaker Series Event: Gaming, Social Media and Mental Wellness Bing Videos
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Screen time | 60 Minutes Archive
The devastating effects of video game addiction on children | 60 The devastating effects of video game addiction on children | 60 Free The Anxious Generation
Free The Anxious Generation
Can't Look Away: The Case Against Social Media
Can't Look Away: The Case Against Social Media
Collin Kartchner TIPS Talk at the 2019 Uplift Families Parenting Collin Kartchner TIPS Talk at the 2019 Uplift Families Parenting IUSD and Hoag to Host Gaming, Social Media and Mental Wellness Presentation
IUSD and Hoag to Host Gaming, Social Media and Mental Wellness Presentation | IUSD.org
HOAG HOSPITAL MENTAL ILLNESS SOCIAL MEDIA ADDICTIONS
Explore the impact technology has on adolescent behavior and brain development during this educational discussion hosted by Hoag Hospital and Capistrano Unified. Read the FULL STORY on CUSD Insider:
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HOAG HOSPITAL MENTAL ILLNESS SOCIAL MEDIA ADDICTIONS
Dangers of social media for teens examined in new documentary Dangers of social media for teens examined in new documentary Rose, a senior at Northwood High mental health with Hope Squad Rose, a senior at Northwood High mental health with Hope Squad Valley High celebrates renovated arts center/great oportunity for Valley High celebrates renovated arts center/great oportunity for Internet addiction disorder affecting toddlers | 60 Minutes Australia.
Internet addiction disorder affecting toddlers | 60 Minutes Austr Kansas bill would limit students' screen time in class and create extra costs for school districts
Kansas bill would limit students' screen time in class and create extra costs for school districts | KCUR - Kansas City news and NPR
Laguna Beach Unified School District
Board of Education Resolution No. 25-20 Supporting Efforts to Optimize Computer Screen Time and Reduce Excessive Computer Screen Time WHEREAS , the Board of Education of Laguna Beach Unified School District is committed to supporting the health, well-being, and academic success of all students; and
WHEREAS , research indicates that excessive computer screen time may negatively impact student health, including sleep, vision, attention, and social-emotional well-being, while balanced and purposeful technology use can enhance learning and engagement; and
WHEREAS , the district recognizes that technology is an essential tool for 21st-century learning, but that such use must be developmentally appropriate, intentional, and aligned with instructional best practices; and
WHEREAS , teachers, staff, parents, and students have expressed interest in strategies that provide a healthy balance between digital learning and non-screen activities such as reading, writing, discussion, collaboration, hands-on projects, physical movement, and creative expression; and
WHEREAS , the district is committed to fostering an environment that develops responsible digital citizens and models healthy technology habits; NOW, THEREFORE, BE IT RESOLVED that the Board of Education of Laguna Beach Unified School District supports district efforts to:
1. Review and monitor classroom practices and curricular expectations to ensure that student screen time is optimized for learning and minimized where unnecessary.
2. Develop districtwide guidelines for age-appropriate, instructional use of technology that balance screen-based and non-screen-based learning activities.
3. Provide professional development for teachers and staff on effective strategies to balance technology integration with non-digital instructional practices.
4. Collect and analyze data on student screen time across grade levels and subjects to guide decision-making.
5. Collaborate with families to promote healthy screen use at home and at school.
BE IT FURTHER RESOLVED , that the Board directs the Superintendent to report annually on district progress toward optimizing student screen time, including successes, challenges, and next steps.
PASSED AND ADOPTED by the Governing Board on September 11, 2025, by the following vote:
AYES: Members:
NOES: Members:
ABSENT: Members:
STATE OF CALIFORNIA )
ss
COUNTY OF ORANGE )
Dee Perry
LBUSD Board President
ORANGECOUNTY
HEALTH DEPARTMENT
Improving health. Inspiring change.
ORANGE COUNTY BOARD OF HEALTH
RESOLUTION ADDRESSING SOCIAL MEDIA USE, SCREEN TIME, AND YOUTH MENTAL HEALTH WHEREAS, according to a recent survey one-third of all teens report being online and using social media platforms "almost constantly";1 and
WHEREAS, a 2023 U.S. Surgeon General' s Advisory warned that while social media may offer benefits, there is growing evidence of risks to youth mental health including anxiety, depression, and reduced quality of sleep;2 and WHEREAS, studies have found correlations between time spent on social media and mental health including one study that found risk of anxiety and depression doubled in youth that spent more than three hours daily on social media;3 and WHEREAS, adolescence represents a critical time in the brain development and studies have reported social media may result in addictive behavior, decreased attention span, and lower test scores;4,5,6 and WHEREAS, growing reports suggest social media can expose youth to cyberbullying, inappropriate content, and heavily edited comparisons that can lead to eating disorders, body dissatisfaction, and suicidal ideation; 6 and WHEREAS, evidence-based strategies toreduce the risks of social media include implementing device-free school policies, setting screen-time limits at home, avoiding screens before bedtime, and educating families about the psychological effects of social media;6 ,7,8 and
WHEREAS, time spent on social media and screens decreases time for exercise, sleep, in-person time with friends, and other activities that are thought to improve mental health and healthy social development ( for youth and adults).2,3 •4 ,5 ,6 NOW, THEREFORE, BE IT RESOLVED on this 26th day of March 2025, that we the Orange County Board of Health:
1. Recognize social media use among youth as a significant public health concern and mental health risk.
2. Recommend parents and caregivers establish screen-time limits for their children/teens, particularly restricting device use on school nights and before bedtime, to promote healthy sleep habits.
3. Urge parents to consider delaying getting their children smartphones and exploring pledges with other parents like the "Wait Until 8th" initiative.9
4. Encourage parents and young people to explore the resources listed below to further understand the impact of digital technology on youth development.
5. Support "Away for the Day" policies in Chapel Hill-Carrboro City Schools and Orange County Schools that restrict personal device use during school hours to support focus and well-being.
6. Suggest Orange County school districts or the county explore joining ongoing class action lawsuits against social media companies, withthe goals offunding additional mental health services for youth and/or requiring social media companies to improve their age verification and parental controls.10
7. Support the countywide adoption of "Screen-Free Week" during May 5-11, 2025, as observed by Chapel HillCarrboro City Schools and encourage parents and children of the county to participate.11
8. Support statewide legislation, such as Senate Bill 55, that would join NC with other states in requiring school districts to have policies around use of cellphones during the day and nationwide legislation that would require social media companies to have more effective age/parental consent verification.12, 13
9. Support educational efforts that inform families, schools, and policymakers about the risks of social media use and the importance of digital wellness.
Alison Stuebe, MD, MSc
Chair, Orange County Board of Health Orange County Health Director 919 245 2405 > 300 West Tryon Street > Hillsborough, NC 27278 > orangecountync. gov
REFERENCES AND RESOURCES:
1. Sidoti, Michelle Faverio and Olivia. “ Teens, Social Media and Technology 2024.” Pew Research Center blog), December 12, 2024. https://www.pewresearch. org/internet/ 2024/12/12/teens-social-media-andtechnology- 2024/.
2. U.S. Surgeon General’ s Advisory on Social Media and Youth Mental Health ( 2023). https://www.hhs.gov/surgeongeneral/ reports- and-publications/ youth-mental- health/social-media/index.html
3. Riehm KE, Feder KA, Tormohlen KN, Crum RM, Young AS, Green KM, Pacek LR, La Flair LN, Mojtabai R.
Associations Between Time Spent Using Social Media and Internalizing and Externalizing Problems Among US Youth.” JAMA Psychiatry. 2019 Dec 1;76(12):1266-1273. doi: 10.1001/jamapsychiatry. 2019.2325. https:// pmc.ncbi.nlm.nih.gov/articles/PMC6739732/
4. Lissak, Gadi. “Adverse Physiological and Psychological Effects of Screen Time on Children and Adolescents:
Literature Review and Case Study.” Environmental Research 164 (July 2018): 149–57. https://doi.org/10.1016/j.envres. 2018.01.015.
5. Twenge, Jean. iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy-- and Completely Unprepared for Adulthood-- and What That Means for the Rest of Us. (2017).
6. Haidt, Jonathan. The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. ( 2024).
7. Muppalla, Sudheer Kumar, Sravya Vuppalapati, Apeksha Reddy Pulliahgaru, and Himabindu Sreenivasulu.
Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management.” Cureus 15, no. 6 (June 2023): e40608. https://doi.org/10.7759/cureus. 40608.
8. American Psychological Association, " Health Advisory on Social Media Use in Adolescence" ( 2023). https://www.apa.org/topics/ social-media-internet/health-advisory- adolescent- social-media-use
9. Wait Until 8th. “Wait Until 8th.” Accessed March 19, 2025. https://www.waituntil8th.org."Wait Until 8th" Campaign, www.waituntil8th. org.
10. Scofield, Sydnee. “ Wake County school board joins lawsuit against social media giants.” ABC 11 News, February 20, 2024. Accessed March 20, 2025. https://abc11.com/social-media-lawsuit- wake-county- schoolsboard-of-education/ 14450653/
11. Screen-Free Week. Accessed March 19, 2025. https://screenfree. org/about/
12.“ NC Senate Bill 55, Student Use of Wireless Communication Devices.” NC General Assembly. Accessed March 19, 2025. https://www.ncleg.gov/BillLookUp/ 2025/S55
13.“ Social Media and Children 2024 Legislation.” National Conference of State Legislatures. Accessed March 19, 2025. https://www.ncsl.org/technology- and-communication/ social-media-and-children- 2024-legislation.
Scan this QR code with your phone or go to
https:// drive. google. com/ file/ d/16BIFTyyRehshQKjldeMP19k5JZlzL05G/ view? usp= sharing to access live resource links
919 245 2405 > 300 West Tryon Street > Hillsborough, NC 27278 > orangecountync. gov
00 West Tryon Street | Hillsborough, NC | 919-245-2400 | OrangeCountyNC. Gov/ Health
FOR IMMEDIATE RELEASE
Media Contact
Libbie Hough
Communications Manager and Public Information Officer
Office: 919-245-2562; Cell: 919-619-7116
lhough@orangecountync. gov
Orange County Board of Health Champions Youth Mental Health with Resolution on Screen Time HILLSBOROUGH, NC ( April 29, 2025) — In recognition of growing concerns over the effects of excessive screen time and social media use on youth mental health, the Orange County Board of Health unanimously approved a resolution aimed at promoting healthier screen habits among children and adolescents.
Timed to coincide with Screen- Free Week ( May 5–11, 2025), a national celebration that encourages children, families, schools, and communities to enjoy life beyond screens, the resolution highlights the urgent need for local action. Research cited in the resolution, including findings from the U.S. Surgeon General and the American Psychological Association, underscores the association between excessive screen use and rising rates of anxiety, depression, and other mental health challenges among youth.
The Orange County Board of Health calls on families, schools, and community organizations to promote balanced technology use and encourages participation in Screen- Free Week activities. The resolution also urges policymakers to support education, advocacy, and community initiatives that help children develop healthier relationships with digital technology. To read the full resolution, visit the Board of Health’ s webpage.
Dr. Amy Fowler, pediatrician, member of the Orange County Board of Health, and Board of County Commissioners emphasized the importance of the resolution: “ Many kids I see are spending too much time on screens and it is taking time away from more productive activities like sleep, outdoor play, and engagement with friends and family. As we see screen time increase, we are also seeing its impacts on mental health.”
Orange County residents are invited to take part in Screen- Free Week events and activities. For more information about Screen- Free Week, visit screenfree. org.
The Orange County Health Department exists to enhance quality of life, promote the health, and preserve the environment for everyone in Orange County. For information about the Health Department visit OrangeCountyNC. Gov/ Health
This copy is for your personal, non-commercial use only. Distribution and use of this material are governed by our Subscriber Agreement and by copyright law. For non-personal use or to order multiple copies, please contact Dow Jones Reprints at 1-800-843-0008 or visit www.djreprints.com. https://www.wsj.com/us-news/ education/ schools-phone- screens-technology- research- c268bda5 Screens Have Taken Over Classrooms. Even
Students Have Had Enough.
Educators question whether the rapid shift toward more technology has benefited learning
By Sara Randazzo Follow , Matt Barnum Follow and Julie Jargon Follow Jan. 22, 2025 9:00 pm ET
Class time has become screen time in American schools.
Kindergartners now watch math lessons on YouTube, counting aloud with the videos. Middleschoolers complete writing drills on Chromebooks while sneaking in play of an online game. Highschoolers mark up Google Docs to finish group projects.
The rapid tech transformation amounts to a grand experiment playing out in American schools.
Accelerated by pandemic- era online learning, the move has happened with little debate, conflicting research and high stakes for the nation’ s children.
Educators wonder whether the digitization of the classroom has really benefited learning— or if it’s done kids a disservice. Some teachers say online tools help create more engaging lessons and provide personalized instruction. Others say the screen- heavy approach has distracted students and burned out teachers.
Covid really shifted things toward, ‘ Oh, we can do this,’” said Stephanie Galvani, a middle- school English teacher in suburban Boston. “ But we didn’ t ask: ‘Should we do this?’” 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 1/10 The shift runs counter to the prevailing advice from doctors and psychologists to limit tech use.
Some frustrated parents are trying to opt their kids out of school technology, with varying degrees of success. Even some students pine for more analog methods.
I don’ t like having my eyes glued on a screen for a while,” said eighth- grader Aubrey Ortiz, in San Antonio. “ It gives you a headache and I really lose my focus.” Students in grades one through 12 now spend an average of 98 minutes on school- issued devices during the school day—more than 20% of the average instructional time—according to data that educational software company Lightspeed Systems analyzed at the request of The Wall Street Journal.
The time spent on devices peaks at two hours and 24 minutes daily in sixth grade, or nearly 35% of instructional time, Lightspeed’ s analysis of more than 2.8 million students in 344 school districts nationwide shows. Use of school devices declined among high- school students, down to 70 minutes a day for 12th- graders, with possible factors including a shift to personal devices and more flexible school schedules, according to Lightspeed.
Students used their school- issued laptops in San Antonio. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 2/10 Fifty percent of teachers said their students completed at least half of their classwork on a device, up from about 20% of teachers before the pandemic, according to a 2023 survey of nearly 1,000 educators conducted by Brian Jacob, an education researcher at the University of Michigan. Use of technology for homework, group work and assessments also dramatically increased.
Research on the effectiveness of tech use in education is mixed and full of company- backed analyses. “ I don’ t think there’ s one easy answer,” Jacob said. “ I just don’ t think we know yet.” Paper is better’
On an August day in Abby Ramos Stanutz’ s San Antonio classroom, 25 eighth- graders filed into first-period English and began class as they often do, with several minutes of free writing. The students each grabbed a school- issued Chromebook and began to type.
I know your fingers are getting tired, but keep going,” Ramos Stanutz urged, dimming the lights and playing pop music softly to help students focus.
Average amount of time per day students spend on school-provided devices During school Outside of school
GRADE 21hour
1 45 min. 5
2 760
3 79 10
4 92 12
5 104 15
6 144 27
7 24136
8 23133
Note: Data from January– June 2024; includes 344 districts and 2.8 million students.
Source: Lightspeed Systems
9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 3/10 Later in the class, the students turned back to Chromebooks to record influencer- style videos explaining why they liked a book they were reading.
Some of Ramos Stanutz’ s students later explained that while they like the ease of turning in assignments online and using computers for technical skills like coding, the devices create distractions in class and can slow down lessons when the internet goes out or a video a teacher wants to play gets blocked by district software.
I feel like paper is better, anything other than technology,” said 14- year- old Carlos Miranda. “ I’m hands- on. You can’ t learn to dissect a frog with a computer.” ( Education technology companies have, actually, created virtual dissection apps.)
Ramos Stanutz said there’ s no getting rid of technology at this point but she’ s learned to strike the right balance. She’ s had to find new strategies to keep students from playing online games or watching videos.
It’s like the ocean: You can never turn your back on it,” she said.
Computer and internet use in schools grew rapidly in the 1990s, alongside technology’ s rise in everyday life. Schools saw an opportunity to close a digital divide between low-income and wealthier students.
The adoption of school technology sped up when the pandemic forced students to learn online.
Federal Covid aid helped schools buy students across the country their own laptops or tablets. A multibillion- dollar education- technology industry promised its products could revolutionize teaching and catch students up after the pandemic.
Students in San Antonio used laptops for a free-writing exercise. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 4/10 Abby Ramos Stanutz. PHOTO: KAYLEE GREENLEE FOR
WSJ
Highline Public Schools in Washington state found
itself unintentionally thrust into a pre- internet era
this school year when a cyberattack shut down its
system for more than a month.
Sixth- grade math teacher Rachel Nielsen said she
initially panicked at not being able to access the
digital curriculum— the only way she’ d taught since
becoming a teacher in 2019.
She soon came to embrace methods like using
physical tiles and cubes to teach geometry. Students
worked together on presentations using large poster
boards. Nielsen found students explained their work better when they had to physically write rather than simply plugging answers into online programs.
We got really bogged down by all the possible things we could use that are digital,” Nielsen said.
Now I’m realizing it isn’t about more technology or another app.” Too good to be true’
Research on the use of technology in education remains unsettled.
For instance, a review of 24 studies published last year found that college students retain more information when they take notes by hand rather than on a computer. Some research has found students have better comprehension when reading on paper rather than on a screen.
I don’t like having my eyes glued on a screen for a while,’ said eighth- grader Aubrey Ortiz. PHOTO:
KAYLEE GREENLEE FOR WSJ
9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 5/10 Other research on specific technology products— including digital tutoring programs— has shown improvements in student learning.
Richard Culatta, the head of an association that supports teachers’ use of technology, said lessons using technology have to elevate what the teacher could otherwise do to be effective.
Does it spark curiosity? Or is it just presenting information?” Culatta said. “ That distinction right there makes it clear pretty quickly whether the tech use is valuable.” Some teachers say they find technology essential for assisting students with specific needs, like using instant- translation apps for recently arrived immigrants or software to make fonts more readable for students with dyslexia.
Technology companies often tout internal analyses claiming their products have led to breakthrough gains in student learning. But such results are often overstated, and companies may choose not to release unfavorable findings.
It’s really hard to move the needle on student achievement, so if you see something that’ s too good to be true, it probably is,” said Betsy Wolf, a researcher who found in a 2020 paper that companybacked studies produced more positive findings than independent evaluations.
IXL Learning, the company behind popular digital education platform IXL, touts that schools using the product score as much as 15 to 17 percentile points higher on state exams.
The most rigorous published evaluation of the product— which is used by 15 million U.S. students— was less impressive. A Johns Hopkins University research center report, commissioned by the company, found that IXL had no clear effect on state math scores during the spring of 2023 in a Students in Ramos Stanutz’ s English class. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 6/10 Michigan school district. On a different test, IXL boosted math scores by about five percentile points, the researchers found.
In a separate, unpublished Johns Hopkins study—a summary of which was reviewed by the Journal the effects of IXL were described as “ directionally positive” but “ not statistically significant.” The company chose not to release the study, a spokesman said, because it had a relatively small sample size.
Bo Bashkov, senior manager of research at IXL Learning, said the company’ s figures of 15 to 17 percentile points are “ better- case scenario” benchmarks from its own state- by-state research.
Removing barriers
In lower- income districts, school leaders say giving students and their families access to personal devices has been a huge benefit. Computer access is now nearly universal in U.S. public schools, with 95% of schools reporting that they provided devices to students last school year, according to a federal survey.
It has removed barriers,” said Pamela Maddox, the principal of Compton Early College High School, a high- performing school in a district serving majority Latino and Black students. Parents tell her they like that students can easily access their homework from anywhere.
The school has doubled down on technology, moving its library into a smaller room to make way for a high- tech lab funded by Verizon, equipped with a podcasting room, robotics equipment, 3-D printer and esports stations.
On a walk through campus in September, Maddox entered an Advanced Placement English class taught by Porsja Dyer. There, students sitting with Chromebooks typed out reflections on factors that have shaped their identity. Their responses were instantly shared with the entire class.
And yes, I turned the hearts on so you can like each other’ s work today,” Dyer said.
At one table, students looked up from their screens to say they liked using technology in class because they can find information and write responses more quickly and it makes life easier.
Reducing technology
Many parents are content with the growth of educational technology. In one survey from 2023, commissioned by the nonprofit EdChoice, about three in four parents said that computer use was having a positive effect on their child’ s learning.
9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 7/10 Still, about 40% of parents said their children spent too much time on screens. In a separate EdChoice poll, 35% of teenagers said their school used too much technology.
For parents who want to reduce screen time, schools are undercutting them,” said Jonathan Haidt, a social psychologist at New York University’ s Stern School of Business whose recent book, “ The Anxious Generation,” helped fuel smartphone bans in schools across the country.
Mileva Repasky, a mother of three in Phoenixville, Pa., who co-founded the nonprofit Phone- Free Schools Movement, had her children track their school and home screen use for two weeks at the Journal’ s request.
One Wednesday in October, her 17- year- old son, David, spent nearly 2½ hours on his school- issued Chromebook doing work at school and an additional 70 minutes doing homework on his Chromebook. That was on top of the 42 minutes at lunch watching TikTok and Netflix on his phone that day and 80 minutes at home gaming or looking at Instagram. Total screen time: more than 5½ hours.
He said he learns better when taking notes on paper and that he’d like it if classmates would talk to each other more during lunch. His mom said she had no idea David was spending so much time on his laptop for school.
I think we were all sold a lie that this was going to completely revolutionize education,’ said Andrea Davis, a mother of five. PHOTO: KRISTINA BARKER FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 8/10 The entire day is filled with technology,” said David, a junior at a private high school. “ We use our computers from first period to eighth period, and even at lunch there’ s no socializing because everyone is on their phones playing games.”
Repasky’ s nonprofit and other advocacy groups have helped usher in a wave of cellphone bans at the school- district and state level in recent years, though enforcement is often a challenge and phones are still pervasive on many campuses.
Mom of five Andrea Davis wasn’ t happy with the prevalence of technology in her local public school district in Hood River, Ore. “ I think we were all sold a lie that this was going to completely revolutionize education,” she said.
Davis, who runs a business that helps families reduce screen time, worked with the district to organize student and community meetings and presented a formal plan on how to reduce Amount of time at school Mileva Repasky's children spent on school-provided devices Madelyn 11 YEARS OLD 5TH GRADE
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1 hour 5 min. 1 hour 5 min. 40 min. 1 hour 5 min. 55 min.
SCHOOL
DAY
Katie 13 YEARS OLD 7TH GRADE
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1 hour 30 min. 1 hour 1 hour 18 min. 1 hour 15 min. 1 hour 31 min.
David 17 YEARS OLD 11TH GRADE
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1 hour 27 min. 1 hour 2 hours 22 min. 2 hours 2 hours 30 min.
Note: Data for Oct. 28- Nov. 1, 2024
Source: Mileva Repasky
9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 9/10 Appeared in the January 24, 2025, print edition as 'Screens Are Taking Over In American Classrooms'. technology use. This school year, the middle- schoolers aren’ t bringing school- issued iPads home with them, and the district is making sure every tech application is educationally sound. School leaders didn’ t take up other recommendations, like banning YouTube and eliminating iPads in early- grade classrooms.
There’ s this misconception that we’ ve let the cat out of the bag,” Davis said. “ But no, this is an opportunity we have now.”
Write to Sara Randazzo at sara.randazzo@wsj. com, Matt Barnum at matt.barnum@wsj. com and Julie Jargon at Julie. Jargon@wsj. com
9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 10/10
I have never seen a program
change the culture of our schools
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Dr. Holly Ferguson, Superintendent of Prosper
Independent School District, Prosper, TX
Did you know struggling
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Why Choose Hope Squad?
Hope Squad’s peer-to-peer suicide prevention programming enables all students to thrive.
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PROGRAM INNOVATION
Grant Resource
HOPE SQUAD® Share the Hope. Save a Life.
This document is designed to help anyone understand, write, and submit grant applications.
Whether you're seeking funding for one Squad or a whole district, this guide provides step -bystep instructions, best practices, and examples to support your application process. By following the guidance in this document, you will be well- equipped to create compelling grant proposals that stand out and secure the funding you need.
A quick note about metrics and deliverables:
It is important to outline clear and measurable metrics that will demonstrate the success and impact of your Hope Squad. Establishing key performance indicators ( KPIs) and deliverables will not only guide your project' s implementation but also provide tangible evidence to funders that their investment is yielding positive results.
As a reminder, Hope Squad is able to provide some specific data in relation to your school or district, if your Advisors have the students, parents, and admins fill it out. All data will be deidentified before it is sent, ensuring confidentiality and privacy. However, Hope Squad does not claim responsibility for the completion of any grant objectives as you lay them out in your grant document.
Revised Jan 2025
HOPE SQUAD® Share the Hope. Save a Life. 2
Learning About Grants .................................................................................................................. 3 Common Inclusions in Grant Applications ................................................................................. 3 Differences Between Federal/ Gov’ t and Private Applications...................................................... 4 Steps to Take When Considering Grants to Support Your Hope Squad ......................................... 5 Sample Grant Timeline ............................................................................................................. 6 Grant Application Sample Content for Hope Squad ....................................................................... 7 Cover Letter ............................................................................................................................. 7 Executive Summary .................................................................................................................. 7 Statement of Need ................................................................................................................... 8 Project Description ................................................................................................................... 9 Summary of Hope Squad Program Components .................................................................... 9 Project Goals ......................................................................................................................... 11 Objectives .......................................................................................................................... 11 Phased Implementation Plan .................................................................................................. 12 Expected Outcomes ............................................................................................................... 13 Evaluation and Metrics for Success ..................................................................................... 14 Target Population and Demographics ...................................................................................... 17 Sustainability Plan .................................................................................................................. 18 Organizational Background and Capacity ................................................................................ 18 Budget and Justification .......................................................................................................... 19 Grant Appendices ............................................................................................................... 20 Additional Supportive Information: ............................................................................................. 22 Additional Information about Hope Squad Program: ................................................................ 22 Cover Letter ........................................................................................................................... 25 Letter of Support Template ...................................................................................................... 26 Revised Jan 2025
HOPE SQUAD® Share the Hope. Save a Life. 3
Learning About Grants
Common Inclusions in Grant Applications
1. Cover Letter: A brief, formal letter introducing the applicant, summarizing the project, and explaining why the funding request aligns with the grantor’ s mission.
2. Executive Summary: A concise summary of the project, outlining its objectives, expected outcomes, target audience, and the funding request amount.
3. Statement of Need: A section describing the problem or need the project addresses, supported by data, research, and specific evidence of why the issue is important.
4. Project Description: Details about the project, often including:
Goals and Objectives: Clear goals and measurable objectives.
Activities and Timeline: Specific actions planned, and a timeline for implementation.
Methodology: The approach or strategies used to achieve the objectives.
5. Target Population and Demographics: Information about the people or community served, including demographics, location, and unique needs.
6. Evaluation Plan: A plan to assess the project’s impact and effectiveness, often outlining metrics, data collection methods, and reporting practices.
7. Sustainability Plan: A description of how the project will continue after the grant period ends, either through other funding sources or ongoing community support.
8. Budget and Justification: A detailed budget with explanations for each expense, demonstrating responsible use of funds and alignment with project goals.
9. Organizational Background and Capacity: Information about the applicant organization’ s history, mission, past accomplishments, and its capacity to implement the proposed project.
10. Appendices: Additional materials, such as letters of support, resumes of key personnel, charts, data, or other relevant documents to reinforce the proposal.
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Difference s Between Federal/ Gov’t and Private Applications ASPECT FEDERAL/ GOV’T GRANTS PRIVATE FOUNDATION
GRANTS
Application Process Highly structured with
standardized forms and strict
guidelines, usually submitted
through government portals like
grants.gov.
More flexible with unique
guidelines, submitted via email,
online forms, or foundationspecific portals, often starting with Letters of Inquiry ( LOIs).
Review Process Reviews are rigorous and
standardized, with multiple
reviewers and specific scoring
metrics. The process can be
lengthy, with results taking
months torelease.
Reviews vary from informal to
structured, often involving board
members or advisors. Timelines
are typically shorter than for
government grants.
Funding Requirements and
Priorities
Often prioritize programs with
broad public impact, aligning
with policy goals. Require
evidence- based programs with
specific success metrics.
Focus on the founders' or
board' s interests, often funding
innovative or niche projects not
fitting federal criteria.
Compliance and Reporting Compliance requirements
include detailed financial
documentation, regular progress
reports, and adherence to
federal regulations. Failure to
comply can result in loss of
funding.
Reporting often focuses on
project outcomes with more
flexibility and less intensive
financial scrutiny.
Budget and Allowable
Expenses
Follow strict federal guidelines,
exclude indirect costs and
prohibited items like lobbying. Be
cautious with reimbursement
grants, as they often require you
tospend money prior to
receiving money and may not be
suitable for your needs.
Typically offer more flexibility in
allowable expenses, including
areas like capacity building or
indirect costs.
Match Requirements Often require matching funds
from the applicant, either cash or
in-kind, toshow investment.
Rarely require matching funds
but may prefer evidence of other
funding for project sustainability.
Timing and Availability Issued annually with predictable schedules and published notices,
helping organizations plan their
applications.
Lack regular deadlines, often
operating on a rolling basis or
offering funds periodically.
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Steps to Take When Considering Grants to Support Your Hope Squad
To maximize success, schools or districts should approach grant applications strategically. Here’s a step- by- step guide to choosing the right grant and applying successfully:
1. Identifying Needs and Objectives
Assess Program Needs: Determine the specific needs that a grant would address ( e.g., mental health programming, curriculum updates, technology upgrades).
Define Objectives: Outline clear, measurable objectives to address those needs.
2. Research Potential Grants
Compare Federal vs. Private Grants: Choose which type suits your project best.
Matching Criteria: Ensure the grant’s goals align with your objectives.
Funding and Restrictions: Consider the needed funding and allowed expenses.
3. Assess Readiness and Resources
Capacity to Manage the Grant: Determine if the school has the personnel and systems to manage the grant effectively.
Gather Supporting Data: Collect relevant data to support the application.
Confirm Stakeholder Support: Get buy- in from key stakeholders.
4. Draft a Timeline and Team for the Grant Application Process Identify Key Personnel: Assign a grant team with relevant expertise.
Set a Timeline: Create a realistic timeline for preparing, writing, and submitting the application.
Budget Planning: Start drafting a budget that matches grant requirements.
5. Writing the Grant Application
Review the grant’s guidelines in detail and complete each section thoroughly.
Clearly explain why the program is necessary, detail goals, objectives, activities, and timelines.
Provide a clear, itemized budget with justifications and describe how you’ll assess the program’s success.
Ensure the application is clear, well- organized, and free of errors.
6. Submit the Application and Follow Up
Double- Check Requirements: Confirm that all required documents are included.
Submit Early and Follow Up: Confirm receipt and inquire about the decision timeline.
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Sample Grant Timeline
This timeline assumes a 12- week period leading up to the grant submission deadline, though you can adjust it based on specific grant requirements and internal timelines.
Week 1- 2:
preparation
and
planning
Identify project needs: collaborate with stakeholders, set goals. Research grants, check eligibility. Hold stakeholder meeting: confirm alignment, assign roles. Set timeline: form team, assign roles, and set deadlines.
Week 3-4:
Data
Collection
and
Drafting
Gather Supporting Data: Collect statistics, research findings, program successes, community needs, and student demographics
Draft Program Description: Begin drafting the project narrative by focusing on the goals, objectives, activities, and timelines. Identify and outline potential measurable outcomes.
Budget Planning: Collaborate with the finance team to create an initial budget that outlines all projected costs, including training, materials, staffing, and evaluation expenses.
Week 5-6:
Writing the
Application
Statement of Need: Use collected data to explain why the project is vital for your school or district.
Refine Project Description and Objectives: Detail each objective and activity, aligning them with the grant's goals. Specify timelines, roles, and required resources.
Budget Justification: Finalize the budget and justify each expense, ensuring they align with grant guidelines.
Evaluation Plan: Outline how to assess the project' s success, including metrics, data collection methods, and reporting requirements.
Week 7-8:
Review and
Revise
Internal Review: Share the application draft with team members and stakeholders for review and feedback. Ensure alignment with the school. Focus on clarity, conciseness, and alignment with the grantor’ s objectives.
Proofread: Check grammar, formatting, and consistency. Ensure compliance with the application’s guidelines.
Week 9-10:
Finalization
and
Approval
Prepare Required Attachments: Compile required supporting documents, such as letters of support, resumes, organizational charts, and tax status documentation.
Administrative Approval: Present the final draft to school administrators or district leadership for approval. Gather necessary signatures from authorized personnel (e.g., superintendent, principal, finance officer).
Week 11:
Submission
Preparation
Double- Check Requirements: Review the application checklist to ensure all components are included and complete.
Submission Platform Review: Confirm familiarity with the grant’s submission process ( e.g., online portal, email, or mail). Prepare digital copies in the required formats.
Submit Application Early: Aim to submit the application a few days before the deadline to allow for technical issues or last- minute changes.
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Grant Application Sample Content for Hope
Squad
Cover Letter
Purpose: Introduce the school or district, outline the need for suicide prevention, and explain why Hope Squad is the ideal solution.
Sample Content: At [school or district name], we aim to provide a safe and supportive environment for all our students. Currently, we are identifying several mental health and school safety issues that need to be addressed. These include [ increased levels of stress and anxiety among students, as well as concerns about bullying and emergency preparedness.] To tackle these issues, we have [implemented several measures. Our initiatives include enhancing our school' s counseling services, organizing workshops on mental health awareness, and establishing clear protocols for handling emergencies and bullying incidents.] We are committed to continuously improving our approach to ensure the well- being and safety of our school community.
On behalf of [School or District Name], we are seeking funding to implement Hope Squad, an evidence- based, peer-led suicide prevention program. This program helps students identify and support peers in crisis, fostering a safe, stigma- free school environment. It encourages students to recognize warning signs and provides them with resources for support. Feedback from administrators shows that Hope Squad contributes to a positive school culture, and we would like to join the thousands of schools and 43 states that currently have this program in place.
Hope Squad equips students with essential skills to manage daily stress, promotes emotional literacy, leadership, safety, and actively discourages drug use. Additionally, it addresses the dangers of social media, educating students on recognizing risks like cyberbullying and the impact on mental health.
Executive Summary
Overview: Summarize the project’ s main goals, the intended impact, and the funding amount requested.
Sample Content: "[School or District Name] requests [amount] to launch Hope Squad in number of schools]. This initiative will support student- led mental health advocacy, reduce suicide stigma, and foster a supportive school climate. Funds will enable advisor training, student resources, and engagement activities, impacting [ estimated number] students and their families."
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Hope Squad will serve approximately [ number of students] in grades [ specify grade levels, e.g., 6-12], offering a structured curriculum and ongoing peer support. This funding will allow us to train advisors, engage students, and run awareness events, including the school- wide Hope Week. Through Hope Squad, our goal is to create a culture of connection, resilience, and hope within our school.
Statement of Need
Problem Description: Highlight the need for youth mental health support and suicide prevention in your school or district, referencing local or national statistics if possible.
Sample Content: Youth suicide rates are rising nationwide, with many students facing mental health challenges without adequate support. In our community, [insert relevant local statistics or insights, e.g., recent mental health statistics for the area or challenges specific to the student population]. Schools play a crucial role in addressing these needs by creating environments where students feel safe and supported.
Despite these needs, our school currently lacks a structured, peer- led mental health program that directly addresses suicide prevention. Research and feedback from schools with Hope Squad programs indicate its effectiveness in reducing stigma, increasing student connectedness, and providing students with the resources they need to help each other. Implementing Hope Squad in [School or District Name] will address this critical gap and create a foundation for sustainable mental health support.
Supporting Points:
o Youth mental health needs are rising nationwide, with suicide prevention a top priority in school settings.
o Many school staff and administrators report needing more resources, training, and consistent opportunities for student engagement to fully realize Hope Squad’s potential.
o Include any crisis referral data or mental health screener data you may already have for your school, district or county.
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Project Description
This project aims to implement the Hope Squad program at [School Name] to create a peer- led suicide prevention initiative. The program empowers students to identify signs of distress in their peers and connect them with trusted adults. By training students—Hope Squad Members—and certified advisors, it fosters a supportive environment for mental wellness. Squad Members act as additional eyes and ears, observing signs of distress and reporting them, rather than serving as counselors.
Hope Squad offers a comprehensive gatekeeper model reinforced through various lessons. It includes experiential learning, confidence building, mental health literacy, and self- care knowledge for students.
Squad Members are selected by their classmates as peers they trust and would approach to talk to. These selected members are then screened by adults, approved for participation by their parents, and introduced to Hope Squad through a series of meetings and events.
Trained Advisors ( school personnel managing the Squad) have streamlined access to program resources through a virtual portal, complete with direct links to lesson materials, monthly activity toolkits, and a Hope Week Toolkit. Advisors can quickly access content, reducing preparation time and helping them focus on meaningful interactions with students.
The lessons imparted during Hope Squad meetings are actively implemented within the broader school community through the efforts of individual members, monthly themes, and school- wide events and activities. The initiatives of Hope Squad are integrated into the daily school environment in a manner that avoids adding extra burden or distracting from educational objectives. This approach ensures that support is nurtured not only within the school but also extends into students' homes and the wider community.
Summary of Hope Squad Program Components
A more detailed description of the following information is available in the “Additional Supportive Information” section of this document, however the highlights listed here may be beneficial to additional questions in the Project section of a grant application.
HOPE Approach: A foundational lesson that teaches suicide prevention, recognizing warning signs, and connecting peers with trusted adults.
Age- Specific Elements:
o Elementary: The elementary curriculum introduces key skills in resilience, relationship- building, bullying prevention, and self- awareness, laying the groundwork for students' mental wellness and future learning. Many lessons use books to promote reading literacy and social- emotional development while Revised Jan 2025
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emphasizing the importance of identifying and informing trusted adults about peers in need.
o Secondary: Junior high/ high school students annually learn to identify warning signs and follow referral protocols. The program covers relationships, self- care, leadership, empathy, resilience, and coping skills, with flexible lesson formats. It emphasizes experiential learning and includes activities for the school community and families.
Lesson Strands ( Structured topics spanning age levels with years of material) Core Hope Squad Content
Suicide Prevention
Building Relationships ( Elementary)/ Developing Emotional Intelligence ( Secondary) Understanding Ourselves ( Elementary)/ Cultivating Empathy (Secondary) Constructive Choices
Bullying Prevention ( Elementary)/ Developing Resilience ( Secondary) Program Activities and Community Engagement
Hope Week: A central program event that raises school- wide awareness and reduces stigma. Hope Week activities include workshops, mental health speakers, schoolwide kindness activities, and awareness campaigns, fostering a unified approach to mental health.
Monthly Mental Health Themes: Each month, Hope Squad will focus on a theme to engage the squad, students, faculty, families and community.
Parent and Community Involvement
Ongoing Parent Education: Regular information for parents to educate them on mental health topics and how to support their children.
Community Partnerships: Collaborations with local mental health organizations, community leaders, and businesses to provide additional resources and support for students and families.
Regular Feedback and Improvement: Collecting feedback from students, parents, and educators to continually improve the program and ensure it meets the community’ s needs.
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Project Goals
Goals are broad, overarching outcomes that the program aims to achieve over time. They define the ultimate impact of implementing the Hope Squad program.
1. Enhance Suicide Prevention Literacy and Stigma Reduction: Foster a culture of mental health awareness where students feel empowered to openly discuss mental health, reducing stigma and encouraging help- seeking behaviors.
2. Strengthen School Safety and Support Networks: Create a supportive environment where students, through their training as Hope Squad members, act as the "eyes and ears" of the school, recognizing peers in crisis and connecting them with trusted adults.
3. Promote School- Wide Engagement and Community Building: Encourage positive relationships and a sense of belonging through school- wide events such as Hope Week and monthly awareness campaigns.
Objectives
Objectives are specific, measurable actions that support the achievement of the program’s goals.
They outline what will be accomplished within the grant period.
1. Train Advisors and Students in Suicide Prevention: Conduct [ X number] of HOPE Approach training sessions for advisors and student members, equipping them with gatekeeping skills to identify and refer peers in distress.
2. Increase Peer- Led Engagement in Suicide Prevention Efforts: Implement [ X number] of peer- led mental health awareness activities and workshops, increasing participation and reinforcing suicide prevention literacy among the student body.
3. Facilitate Regular Mental Health Awareness Events: Organize and execute monthly themes and events, including Hope Week, to promote consistent engagement and education around mental wellness.
4. Enhance Crisis Identification and Referral: Establish a clear protocol for Hope Squad members to report concerns to trained advisors, aiming for [specific metric, e.g., 100% of reported cases receiving appropriate follow- up].
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Phased Implementation Plan
Phase 1: Program Setup and Advisor Training (Months 1- 2) Advisor Selection: Select school staff to serve as Hope Squad advisors, ensuring they have a strong interest in student mental health and well- being. Advisors will be responsible for guiding students, facilitating discussions, and organizing events.
Advisor Training: Advisors will undergo an estimated 6 hours of comprehensive training in the HOPE Approach, program implementation guidance, skills- based practice on how to lead discussions on mental health, manage student questions, and support squad members. Advisors also learn how to utilize Hope Squad’s online portal for resources and program guidance through a series of microlessons available on demand.
Baseline Data Collection: Collect initial data to assess the current mental health climate, student connectedness, and awareness levels related to mental health and suicide. This may include surveys, attendance records, and input from counselors and administration.
Phase 2: Student Selection and Training (Months 2-3)
Student Nominations and Selection: Identify and nominate students based on their trustworthiness, empathy, and leadership qualities. Teachers, counselors, and peers may contribute nominations to ensure diverse representation within the Hope Squad.
HOPE Approach Training for Students: Once selected, Hope Squad members will participate in training sessions to learn the HOPE Approach. Training topics will include recognizing mental health warning signs, handling sensitive conversations, and understanding when to refer peers to adults.
Program Introduction to School Community: Host an informational event to introduce Hope Squad to the broader school community, explaining the program’s purpose, how students can engage with squad members, and the availability of support resources.
Phase 3: Program Activation and Initial Engagement (Months 3-6) Monthly Hope Squad Meetings: Begin regular meetings with Hope Squad members to discuss mental health topics, practice skills learned during training, and plan school- wide activities. Meetings will also provide a safe space for members to share their experiences and receive support.
Hope Week Planning and Execution: Organize Hope Week as a major event to raise awareness about mental health and suicide prevention across the school. Activities may include guest speakers, workshops, and peer- led activities that promote inclusion and empathy.
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Monthly Awareness Themes: Implement monthly themes focused on mental health awareness, resilience, and support strategies. Themes may include “Kindness and Inclusion,” “ Self- Care and Wellness,” and “Building Connections,” with activities aligned to each theme.
Phase 4: Evaluation and Continuous Improvement ( Ongoing, with Quarterly Checkpoints) Ongoing Feedback Collection: Gather ongoing feedback from Hope Squad members, advisors, and the school community. Feedback will inform adjustments to the program and help address any emerging needs or challenges.
Data Tracking and Progress Reporting: Track key metrics such as referrals made, advisor and student satisfaction, participation in Hope Week, and attendance at monthly meetings. Quarterly reports will be prepared for internal review and grant reporting.
End- of-Year Assessment and Review: Conduct a comprehensive assessment at the end of the school year, reviewing data to evaluate the program’s effectiveness in improving mental health awareness, student connectedness, and help- seeking behaviors.
Use this data to make program improvements for the following year.
Expected Outcomes
Upon successful implementation, [ School Name] will develop a proactive and sustainable peerto-peer suicide prevention program that emphasizes collaboration among student leaders and is underpinned by strong school faculty and staff support. Hope Squad aims to cultivate an inclusive and empathetic environment that empowers students to address mental health challenges effectively while providing resilient support to their peers and the broader school community. The program incorporates structured components to achieve these goals, including training sessions and interactive activities tailored to enhance students' and staff's efforts in suicide prevention. These adaptable lesson formats will allow for continuous mental health education and gatekeeper skill development, particularly equipping students with the tools to identify and address mental health concerns within themselves and among their classmates.
Moreover, the Hope Squad program will actively engage the selected Squad members and the entire school population, promoting a culture of openness and understanding surrounding mental health. By fostering strong connections and proactive support systems, this initiative will encourage students to seek help and support each other in overcoming personal challenges.
Ultimately, [School Name] aspires to create a healthier school environment where every student feels valued, understood, and equipped to contribute positively to their mental well- being and that of others, and believes Hope Squad will help [School Name] achieve this aim.
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Evaluation and Metrics for Success
Approach: Measure success through both quantitative ( e.g., referral rates, engagement levels) and qualitative ( e.g., advisor and member feedback) metrics at multiple time points.
Note for Your Grant Writing Team: While Hope Squad supports school data collection by providing access to de-identified results from students, advisors, and parents, Hope Squad is not responsible for achieving your grant outcomes as specified in your grant application. The preand post- survey data collection is solely dependent on whether Advisors administer the surveys or [school/ district] opts- out of collection. Data is only shared with those having a school domain address and doesn't capture identifying information. If you have questions, or need assistance, email our research team at research@hopesquad. com
Sample: “We will evaluate the program’s impact through both quantitative and qualitative measures collected at multiple time points. Pre-, mid-, and post- program surveys will assess changes in mental health literacy, stigma reduction, and help- seeking behaviors among students.
Additionally, we will collect data on referral rates, engagement levels in peer-led activities, and participation in events like Hope Week.
Qualitative feedback from advisors, Hope Squad members, and other stakeholders will be gathered regularly through interviews, focus groups, and written reflections. This will help us understand program challenges, successes, and opportunities for improvement. By evaluating progress throughout the program and not just at the end, we aim to ensure continuous growth, timely adjustments, and sustained impact.”
Key Performance Indicators (KPIs):
Increased Mental Health Awareness: Measure changes in student understanding of mental health concepts ( e.g., suicide prevention skills and gatekeeper knowledge), as reflected in pre- and post- program surveys.
Student Help-Seeking Behavior: Track the number of students referred to counselors by Hope Squad members and the frequency of peer-to-peer support interactions.
Program Engagement and Visibility: Monitor participation in Hope Week and monthly awareness events, as well as feedback from school- wide surveys on program visibility and impact.
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Data Collection Methods:
Member Pre- and Post-Surveys: Administer surveys at the beginning and end of the school year to measure changes in the following outcomes.
Suggested Target: 75% of active members complete the pre/ post- survey Elementary Measured Outcomes:
Bullying Resistance
Enjoyment
Peer Support Willingness
Referral Efficacy
Self- care Awareness
Stress
Secondary Measured Outcomes:
Compassion Fatigue
Compassion Satisfaction
Gatekeeper Knowledge
Suicide Prevention Knowledge & Skills
Peer Support Engagement
Peer Support Willingness
Referral Efficacy
Stakeholder Pre- and Post- Surveys: Hope Squad school administrators, advisors, and parents are encouraged to complete provided surveys at the beginning and end of each academic year. Results from these surveys can speak to whether and how stakeholders believe Hope Squad has impacted the school environment and overall satisfaction with the program.
Suggested Target: 50% of active members complete the pre/post-survey Mental Health Referral Forms (MHRF): These forms are designed to capture instances of mental concerns among any student within a school – not just Hope Squad members.
The data collected is indicative of how members' learnings ( e.g., addressing mental health stigma, willingness to engage in help- seeking behaviors, etc.) and schoolwide activities permeate throughout the student body. Moreover, the MHRF can capture how a student was referred to a trusted adult, the nature of the student’ s mental health concern, relevant adverse events, and what resources were provided to the student.
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Suggested Target: Report the total number of MHRF collected as well as the number or ratio) of referrals provided by Hope Squad members versus students in the general population.
Additional metrics of potential interest are student demographics, the nature of each concern ( e.g., suicidal ideation with intent to harm oneself versus suicidal ideation without intent to harm oneself), and the frequency of each type of follow- up resource provided to students in need.
Additional Metrics for Schools to Consider Collecting Independently:
Advisor and Member Reports: Collect feedback from advisors and Hope Squad members after each major event to assess engagement, program challenges, and opportunities for improvement. Collect the number of members trained.
Quarterly Reports: Generate quarterly reports to continuously assess the program’s impact on student connectedness, awareness, and safety.
Stigma Reduction: If wanting to report specifically on stigma reduction, we recommend using a validated survey instrument, such as the Stigma of Suicide Scale (SOSS- SF).
Hope Squad’s previous research ( 2022) has used this scale.
School Wide Changes: Schoolwide Student Survey Pre- Hope Squad formation and Post implementation would greatly enhance the evidence of impact. If you do choose this measure, Hope Squad would love to know about your findings! Revised Jan 2025
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Target Population and Demographics
Description: Describe the student population the program will serve, including demographic details and any specific community needs.
Demographics: Hope Squad programming is designed to serve students in grades 4 through 12, with the opportunity to impact students from kindergarten through their senior year of high school. The program specifically targets students who might otherwise lack access to mental health resources, equipping them with tools to support one another. Hope Squad prioritizes literacy, accessibility, and cultural relevance. Research suggests that larger teams of peer supporters AND those that are representative of the student body can result in a better diffusion of suicide prevention program' s messaging in schools ( Pickering et al., 2018; 2022).
Sample: Hope Squad will serve approximately [ number of students] in grades [ 6-12, etc.] across [ specify school or district area, e.g., rural/ suburban/ urban settings]. Many students face barriers to mental health care, and peer- led support can be a powerful first step in addressing these challenges. The program will prioritize inclusivity and support students from diverse backgrounds, including those in underserved communities who may lack access to mental health resources.
Member Demographics collected via Hope Squad:
Age (Birth Month/ Year)
Grade Level
Gender Identity
Racial/ Ethnic Identity
State
School Name
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Sustainability Plan
Strategy: Funding will address critical needs for training and program materials, empowering advisors to maintain the program effectively. By establishing a sustainable model that includes a student council, trained advisors, and maintaining continuity with members who serve on the squad year after year, the team operates efficiently.
Long- Term Plan: Secure sustainable funding through school budgets and community partnerships, with continued collaboration with mental health organizations Sample: This funding will provide the resources needed to establish Hope Squad and support its initial implementation. Our goal is to sustain the program through continued collaboration with school counselors, community mental health organizations, district- level funding, partnerships with mental health or healthcare organizations or national funding through Title IV or Title I. We will integrate Hope Squad activities into our school’s yearly calendar to ensure its longevity. At an estimated expense of $6.00 per student*, this program remains affordable year over year. By building relationships and a culture of support, we anticipate that the program will grow and remain a vital part of our school’s mental health resources.
Organizational Background and Capacity
School or District Background: Describe the school’s commitment to student wellbeing and previous mental health initiatives.
Capacity to Implement Program: Highlight existing mental health resources ( e.g., counselors, school psychologists) that will support Hope Squad.
Sample: [School or District Name] has a long- standing commitment to student well-being, previously implementing [ mention any relevant programs or initiatives, e.g., anti- bullying campaigns, mental health awareness events]. Our counseling and administrative teams have the experience needed to support Hope Squad’ s implementation, and we have strong relationships with local mental health organizations that will reinforce the program’s goals.
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Budget and Justification
Itemized Budget:
o Training and Resources: Fund Certified Advisor training for a minimum of 2 advisors per school, 2 seats to Advisor Gatekeeper training ( QPR, LivingWorks Start) as well as any resources or stipends needed.
o Community Engagement and Awareness: Provide for Hope Week and monthly mental health awareness activities to promote school- wide support and reduce stigma.
o Implementation Support: Allocate funds for materials, scheduling support, and resources that facilitate regular, impactful Hope Squad meetings.
Justification: Each item in the budget directly addresses areas identified by advisors and administrators, fostering program sustainability and a positive impact on school climate.
Sample:
Item Description Amount
Training for Advisors Certified Advisor and Gatekeeper training $[ X] Advisor Stipend Supporting additional time Advisors provide $[ X] Program Materials Awareness materials and activity guides $[ X] Hope Week Activities Resources and promotional materials for events $[ X] Monthly Awareness
Events
Materials for ongoing student engagement $[ X]
Evaluation Tools
Survey tools, data collection, and analysis
support $[ X]
Justification: These expenses will directly support program implementation, including comprehensive training, materials for student and community engagement, and evaluation to ensure the program’s impact is measured and understood. This budget has been designed based on identified needs from existing Hope Squad programs and feedback from advisors and administrators.
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Grant Appendices
Letters of Support: From school administrators, community leaders, and mental health professionals who advocate for the Hope Squad program. (See template) Program Evaluation Data: In reviewing MHRF data from the 2023- 24 academic year to present, 95% of referrals were made by non- Hope Squad members. This demonstrates that Hope Squad’s programming extends its impact beyond its members, fostering school- wide awareness of resources and encouraging help- seeking behaviors. The data highlights how the program creates a culture of care, equipping the entire school community with the knowledge and confidence to take action when someone may be struggling.
Advisor and Administrator Feedback Excerpts: Quotes from Hope Squad stakeholders in the 2024- 2024 academic year that emphasizes the program’s positive impact. For instance:
o Administrator: “ Hope Squad has been a positive connection and reinforcement of our school- wide message of 'All Are Welcome Here'. It has been a great peer to peer program and allows for positive school culture that promotes a sense of belonging.”
o Advisor: “The most important benefit Hope Squad brings to our school is encouraging and promoting a school climate of kindness and friendship. Hope Squad members connect with students from every level on campus and encourages positive relationships where kiddos have more connectedness and feeling of belonging across the grade levels.”
o Parent: “Learning about how to help his peers identify when they might need some help has strengthened my son’s ability to identify that same thing in himself.
His self- awareness has grown as he’s helped others grow. He’s always been a very compassionate and empathetic kid, and this has only increased with his participation. He loves the community Hope Squad provides and was excited to participate in every meeting and feels like he’s making a difference.” Testimonials: From students and advisors who’ve experienced the benefits of Hope Squad, demonstrating the program’s life- saving potential and its role in building a positive school culture. For instance:
o “ Hope Squad has taught me the importance of inclusivity and compassion as many students can feel isolated and unseen. I now know that every day interactions can help make a connection that positively impacts others” - ( Hope Squad Member Abigail W.)
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o " Hope Squad helps me connect to my community because [ it] has encouraged me to make more friends and attend events and build connections with people that otherwise, I'm not sure I would have made. I feel as though because of Hope Squad, I'm close to a big portion of my school/ peers." (Hope Squad Member: Lily L.)
o “ I have loved being a part of Hope Squad. I have always been aware of mental health issues and the signs but actually being trained to deal with them has helped me learn a lot more. I feel more secure and comfortable knowing that I will be able to notice the warning signs and know how to deal with the situation accordingly. I also enjoy going to our meetings for our lessons. I have truly learned a lot and feel that I have become a better person because of Hope Squad.” (Hope Squad Member, Asma M.)
o “ Being a part of Hope Squad has been an incredibly profound and meaningful experience for me. It has allowed me to gain invaluable insights and learnings, which have helped me develop my emotional intelligence and hone my problemsolving abilities. These skills have not only enabled me to support my fellow high school students, but they have also fundamentally changed the way I approach helping others.” (Hope Squad Member: Saahithi P.)
o “ The most meaningful thing about Hope Squad to me is being able to educate the student body at my school. Many people do not know what mental health is or even how to take care of their own wellbeing. Hope Squad presents an opportunity to create a positive atmosphere in your school.” (Hope Squad Member, Reagan G.)
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Additional Supportive Information:
Additional Information about Hope Squad Program:
Program Components
1. Integrated Gatekeeper Model - HOPE Approach
At the core of Hope Squad is the HOPE Approach, a foundational lesson that builds essential suicide prevention competencies, including understanding protective factors, recognizing warning signs, and connecting peers with trusted adults.
HOPE Approach content is spiraled throughout lessons to continue building knowledge and practicing critical skills in identification and referral.
2. Age- Specific Elements:
o Elementary: Designed for younger students, the elementary curriculum introduces essential skills in resilience, relationship- building, bullying prevention, and self- awareness. This foundational framework supports mental wellness and prepares students for more advanced concepts as they progress. Many of these lessons are based on popular books, promoting both reading literacy and social- emotional development.
Identifying students who are experiencing difficulties is not only important, but it is also the centerpiece of the program. Informing a trusted adult is the recommended course of action for students.
o Secondary: Each year, junior high and high school students learn to identify warning signs, address distress or suicide, and follow referral protocols for timely intervention. This 3-lesson framework is repeated annually to ensure competency. Hope Squad then offers lessons on relationships, self- care, leadership, compassion, mindfulness, empathy, resilience, and coping skills. Advisors can choose from a set number of lessons each year, with new material available for 3 to 4 years. Squads can use both full-length ( 1- hour) and mini- lesson ( under 30 minutes) formats, adapting to different schedules while covering critical concepts. The program emphasizes experiential learning and includes optional activities for the school community and families in each lesson.
3. Program Lesson Strands (Topics)
The lessons have been organized into clearly defined strands that provide structure across age levels, with 3 years of material for elementary, junior high and 4 years for High School.
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o Core Hope Squad Content: Foundational concepts, including team building, the suicide prevention gatekeeper model, and essentials of both peer support and Squad membership.
o Suicide Prevention: Comprehensive lessons emphasize mental health literacy and strengthen skills in warning signs identification, the power of protective factors, and connecting peers with appropriate help.
o Building Relationships ( Elementary) / Developing Emotional Intelligence Secondary): This strand covers peer interactions, communication techniques, empathy, emotional understanding, and fostering positive relationships. In high school, it also includes leadership skills for post- graduation readiness. o Understanding Ourselves ( Elementary) / Cultivating Empathy (Secondary):
Understanding Ourselves ( Elementary) / Cultivating Empathy ( Secondary): This strand emphasizes self- awareness and empathy, while also incorporating essential self- care concepts like mindfulness and addressing toxic positivity. o Constructive Choices: Constructive Choices: Guiding students in making positive, responsible decisions, including self-regulation and conflict resolution.
This strand also identifies key components of school safety and how to cultivate a safe school community. It teaches students to recognize and support peers who may be at risk of harming themselves or others.
o Bullying Prevention ( Elementary) / Developing Resilience ( Secondary):
Bullying Prevention ( Elementary) / Developing Resilience ( Secondary): Focusing on kindness and anti- bullying for younger students, advancing to resilience and coping skills for older students. This includes learning how to manage stress, adapt to change, and bounce back from setbacks, as well as techniques for maintaining a positive outlook and fostering perseverance in the face of challenges.
3. Program Activities and Community Engagement
Hope Week: A central program event that raises school- wide awareness and reduces stigma. Hope Week activities include workshops, mental health speakers, schoolwide kindness activities, and awareness campaigns, fostering a unified approach to mental health.
Monthly Mental Health Themes: Each month, Hope Squad will focus on a theme to engage the squad, students, faculty, families and community. These themes largely center around the program, aligning with lessons, national awareness months, community and parent engagement and more.
o Schoolwide activities for all students can include:
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Posters and Social Media Campaigns: Share information about the monthly theme to encourage participation and reinforce mental health messages.
Lunchtime Engagements and Workshops: Provide informal spaces where students can engage with Hope Squad members, participate in stress- relief activities, or learn more about mental health topics. o Faculty and Staff activities can include:
Reflection and celebration in staff meetings: Highlighting the theme of the month starts with staff and faculty as well as focal points on allowing space in meetings to reflect and grow around that month’s theme.
Peer Observation/ Mentorship Programs/ Staff Highlights: Give space for staff and faculty to practice the theme of the month directly in order to ensure the theme is interwoven throughout the entire school community. o Parent Engagement includes an email or letter that can be sent to parents that highlights the monthly theme and various activities that parents/ guardians can practice with their students to continue the theme at home. Activities can include:
Family Communication: Taking the form of reflection/ celebration practice around the monthly theme these activities center around bringing the family together through conversation.
Family Bonding: Activities are also provided that encourage families working together to embody the theme of the month, be it family game night, kindness boards, family gardens, etc.
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Cover Letter
Dear [Grant Funder’ s Name],
On behalf of [School or District Name], we are requesting funding to implement Hope Squad, a peer- led, evidence- based suicide prevention program. This initiative aligns with our commitment tofostering a safe and supportive school environment, where mental health literacy is prioritized, and students are empowered to seek help for themselves and their peers.
Statement of Need:
Our school community, like many others, faces a growing need for mental health support, with limited resources toaddress these challenges comprehensively. Youth suicide rates are rising, and mental health professionals within schools are often stretched thin. Hope Squad offers a solution by training students to serve as the “eyes and ears” of the school, identifying peers in crisis and connecting them to trusted adults.
Project Description:
The Hope Squad program will focus on:
Training Advisors and Students: Using the HOPE Approach gatekeeping model, we will equip advisors and student leaders with essential suicide prevention skills.
Reducing Stigma and Increasing Awareness: Through peer-led activities, monthly themes, and events like Hope Week, we aim tocreate a culture of openness and support around mental health.
Building Positive Relationships: These initiatives will strengthen the fabric of our school community, fostering connections and resilience among students.
Goals and Objectives: Our program goals include enhancing suicide prevention literacy, building supportive networks within the school, and promoting school -wide engagement. To achieve these goals, we will:
1. Train advisors and student members in suicide prevention and mental health literacy.
2. Conduct ongoing mental health awareness events, including monthly themes and Hope Week.
3. Establish protocols for crisis identification and referral, ensuring timely support for students in need.
Expected Impact: We anticipate that Hope Squad will lead to measurable improvements in student well - being, including increased help -seeking behaviors, reduced stigma around mental health, and stronger school community ties. By embedding these principles into our school culture, we aim tocreate a sustainable, proactive approach tostudent mental health.
We are excited about the opportunity tobring this life- changing program to [School or District Name].
Thank you for considering our application and for your support in fostering a safer, more connected school community.
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Letter of Support Template
Dear [Name or Title],
On behalf of [School or District Name], I am writing to express our strong support for the implementation of the Hope Squad program at our school. This peer- led, evidence- based suicide prevention program is designed to empower students to support their peers, reduce mental health stigma, and promote a positive and inclusive school climate.
The Hope Squad program addresses critical mental health needs by training students to serve as the “eyes and ears” of our school. Through this program, they will learn to identify peers in distress and refer them to trusted adults, providing an essential layer of support in our community. With the growing demand for mental health resources and limited school- based mental health staff, Hope Squad offers a sustainable, impactful solution.
Key program elements include:
Advisor and Student Training: Utilizing the HOPE Approach gatekeeping model, Hope Squad equips participants with essential skills in suicide prevention and mental health literacy.
School- Wide Engagement: Through monthly themes and events like Hope Week, the program fosters a culture of awareness, openness, and support.
Community Involvement: Hope Squad actively involves parents, community organizations, and local mental health resources to build a comprehensive support network for students.
We have seen the positive impact of similar initiatives in other schools and are confident that Hope Squad will significantly enhance our efforts to create a safe and supportive environment for all students. The program’s focus on proactive peer engagement and connection aligns perfectly with our school’s commitment to student well- being and academic success.
We are grateful for your consideration of this funding request, which will enable us to bring this vital program to [School or District Name]. Together, we can make a meaningful difference in the lives of our students and their families.
PROGRAM INNOVATION
Grant Resource
HOPE SQUAD® Share the Hope. Save a Life.
This document is designed to help anyone understand, write, and submit grant applications.
Whether you're seeking funding for one Squad or a whole district, this guide provides step -bystep instructions, best practices, and examples to support your application process. By following the guidance in this document, you will be well- equipped to create compelling grant proposals that stand out and secure the funding you need.
A quick note about metrics and deliverables:
It is important to outline clear and measurable metrics that will demonstrate the success and impact of your Hope Squad. Establishing key performance indicators ( KPIs) and deliverables will not only guide your project' s implementation but also provide tangible evidence to funders that their investment is yielding positive results.
As a reminder, Hope Squad is able to provide some specific data in relation to your school or district, if your Advisors have the students, parents, and admins fill it out. All data will be deidentified before it is sent, ensuring confidentiality and privacy. However, Hope Squad does not claim responsibility for the completion of any grant objectives as you lay them out in your grant document.
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Learning About Grants .................................................................................................................. 3 Common Inclusions in Grant Applications ................................................................................. 3 Differences Between Federal/ Gov’ t and Private Applications...................................................... 4 Steps to Take When Considering Grants to Support Your Hope Squad ......................................... 5 Sample Grant Timeline ............................................................................................................. 6 Grant Application Sample Content for Hope Squad ....................................................................... 7 Cover Letter ............................................................................................................................. 7 Executive Summary .................................................................................................................. 7 Statement of Need ................................................................................................................... 8 Project Description ................................................................................................................... 9 Summary of Hope Squad Program Components .................................................................... 9 Project Goals ......................................................................................................................... 11 Objectives .......................................................................................................................... 11 Phased Implementation Plan .................................................................................................. 12 Expected Outcomes ............................................................................................................... 13 Evaluation and Metrics for Success ..................................................................................... 14 Target Population and Demographics ...................................................................................... 17 Sustainability Plan .................................................................................................................. 18 Organizational Background and Capacity ................................................................................ 18 Budget and Justification .......................................................................................................... 19 Grant Appendices ............................................................................................................... 20 Additional Supportive Information: ............................................................................................. 22 Additional Information about Hope Squad Program: ................................................................ 22 Cover Letter ........................................................................................................................... 25 Letter of Support Template ...................................................................................................... 26 Revised Jan 2025
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Learning About Grants
Common Inclusions in Grant Applications
1. Cover Letter: A brief, formal letter introducing the applicant, summarizing the project, and explaining why the funding request aligns with the grantor’ s mission.
2. Executive Summary: A concise summary of the project, outlining its objectives, expected outcomes, target audience, and the funding request amount.
3. Statement of Need: A section describing the problem or need the project addresses, supported by data, research, and specific evidence of why the issue is important.
4. Project Description: Details about the project, often including:
Goals and Objectives: Clear goals and measurable objectives.
Activities and Timeline: Specific actions planned, and a timeline for implementation.
Methodology: The approach or strategies used to achieve the objectives.
5. Target Population and Demographics: Information about the people or community served, including demographics, location, and unique needs.
6. Evaluation Plan: A plan to assess the project’s impact and effectiveness, often outlining metrics, data collection methods, and reporting practices.
7. Sustainability Plan: A description of how the project will continue after the grant period ends, either through other funding sources or ongoing community support.
8. Budget and Justification: A detailed budget with explanations for each expense, demonstrating responsible use of funds and alignment with project goals.
9. Organizational Background and Capacity: Information about the applicant organization’ s history, mission, past accomplishments, and its capacity to implement the proposed project.
10. Appendices: Additional materials, such as letters of support, resumes of key personnel, charts, data, or other relevant documents to reinforce the proposal.
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Difference s Between Federal/ Gov’t and Private Applications ASPECT FEDERAL/ GOV’T GRANTS PRIVATE FOUNDATION
GRANTS
Application Process Highly structured with
standardized forms and strict
guidelines, usually submitted
through government portals like
grants.gov.
More flexible with unique
guidelines, submitted via email,
online forms, or foundationspecific portals, often starting with Letters of Inquiry ( LOIs).
Review Process Reviews are rigorous and
standardized, with multiple
reviewers and specific scoring
metrics. The process can be
lengthy, with results taking
months torelease.
Reviews vary from informal to
structured, often involving board
members or advisors. Timelines
are typically shorter than for
government grants.
Funding Requirements and
Priorities
Often prioritize programs with
broad public impact, aligning
with policy goals. Require
evidence- based programs with
specific success metrics.
Focus on the founders' or
board' s interests, often funding
innovative or niche projects not
fitting federal criteria.
Compliance and Reporting Compliance requirements
include detailed financial
documentation, regular progress
reports, and adherence to
federal regulations. Failure to
comply can result in loss of
funding.
Reporting often focuses on
project outcomes with more
flexibility and less intensive
financial scrutiny.
Budget and Allowable
Expenses
Follow strict federal guidelines,
exclude indirect costs and
prohibited items like lobbying. Be
cautious with reimbursement
grants, as they often require you
tospend money prior to
receiving money and may not be
suitable for your needs.
Typically offer more flexibility in
allowable expenses, including
areas like capacity building or
indirect costs.
Match Requirements Often require matching funds
from the applicant, either cash or
in-kind, toshow investment.
Rarely require matching funds
but may prefer evidence of other
funding for project sustainability.
Timing and Availability Issued annually with predictable schedules and published notices,
helping organizations plan their
applications.
Lack regular deadlines, often
operating on a rolling basis or
offering funds periodically.
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Steps to Take When Considering Grants to Support Your Hope Squad
To maximize success, schools or districts should approach grant applications strategically. Here’s a step- by- step guide to choosing the right grant and applying successfully:
1. Identifying Needs and Objectives
Assess Program Needs: Determine the specific needs that a grant would address ( e.g., mental health programming, curriculum updates, technology upgrades).
Define Objectives: Outline clear, measurable objectives to address those needs.
2. Research Potential Grants
Compare Federal vs. Private Grants: Choose which type suits your project best.
Matching Criteria: Ensure the grant’s goals align with your objectives.
Funding and Restrictions: Consider the needed funding and allowed expenses.
3. Assess Readiness and Resources
Capacity to Manage the Grant: Determine if the school has the personnel and systems to manage the grant effectively.
Gather Supporting Data: Collect relevant data to support the application.
Confirm Stakeholder Support: Get buy- in from key stakeholders.
4. Draft a Timeline and Team for the Grant Application Process Identify Key Personnel: Assign a grant team with relevant expertise.
Set a Timeline: Create a realistic timeline for preparing, writing, and submitting the application.
Budget Planning: Start drafting a budget that matches grant requirements.
5. Writing the Grant Application
Review the grant’s guidelines in detail and complete each section thoroughly.
Clearly explain why the program is necessary, detail goals, objectives, activities, and timelines.
Provide a clear, itemized budget with justifications and describe how you’ll assess the program’s success.
Ensure the application is clear, well- organized, and free of errors.
6. Submit the Application and Follow Up
Double- Check Requirements: Confirm that all required documents are included.
Submit Early and Follow Up: Confirm receipt and inquire about the decision timeline.
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Sample Grant Timeline
This timeline assumes a 12- week period leading up to the grant submission deadline, though you can adjust it based on specific grant requirements and internal timelines.
Week 1- 2:
preparation
and
planning
Identify project needs: collaborate with stakeholders, set goals. Research grants, check eligibility. Hold stakeholder meeting: confirm alignment, assign roles. Set timeline: form team, assign roles, and set deadlines.
Week 3-4:
Data
Collection
and
Drafting
Gather Supporting Data: Collect statistics, research findings, program successes, community needs, and student demographics
Draft Program Description: Begin drafting the project narrative by focusing on the goals, objectives, activities, and timelines. Identify and outline potential measurable outcomes.
Budget Planning: Collaborate with the finance team to create an initial budget that outlines all projected costs, including training, materials, staffing, and evaluation expenses.
Week 5-6:
Writing the
Application
Statement of Need: Use collected data to explain why the project is vital for your school or district.
Refine Project Description and Objectives: Detail each objective and activity, aligning them with the grant's goals. Specify timelines, roles, and required resources.
Budget Justification: Finalize the budget and justify each expense, ensuring they align with grant guidelines.
Evaluation Plan: Outline how to assess the project' s success, including metrics, data collection methods, and reporting requirements.
Week 7-8:
Review and
Revise
Internal Review: Share the application draft with team members and stakeholders for review and feedback. Ensure alignment with the school. Focus on clarity, conciseness, and alignment with the grantor’ s objectives.
Proofread: Check grammar, formatting, and consistency. Ensure compliance with the application’s guidelines.
Week 9-10:
Finalization
and
Approval
Prepare Required Attachments: Compile required supporting documents, such as letters of support, resumes, organizational charts, and tax status documentation.
Administrative Approval: Present the final draft to school administrators or district leadership for approval. Gather necessary signatures from authorized personnel (e.g., superintendent, principal, finance officer).
Week 11:
Submission
Preparation
Double- Check Requirements: Review the application checklist to ensure all components are included and complete.
Submission Platform Review: Confirm familiarity with the grant’s submission process ( e.g., online portal, email, or mail). Prepare digital copies in the required formats.
Submit Application Early: Aim to submit the application a few days before the deadline to allow for technical issues or last- minute changes.
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Grant Application Sample Content for Hope
Squad
Cover Letter
Purpose: Introduce the school or district, outline the need for suicide prevention, and explain why Hope Squad is the ideal solution.
Sample Content: At [school or district name], we aim to provide a safe and supportive environment for all our students. Currently, we are identifying several mental health and school safety issues that need to be addressed. These include [ increased levels of stress and anxiety among students, as well as concerns about bullying and emergency preparedness.] To tackle these issues, we have [implemented several measures. Our initiatives include enhancing our school' s counseling services, organizing workshops on mental health awareness, and establishing clear protocols for handling emergencies and bullying incidents.] We are committed to continuously improving our approach to ensure the well- being and safety of our school community.
On behalf of [School or District Name], we are seeking funding to implement Hope Squad, an evidence- based, peer-led suicide prevention program. This program helps students identify and support peers in crisis, fostering a safe, stigma- free school environment. It encourages students to recognize warning signs and provides them with resources for support. Feedback from administrators shows that Hope Squad contributes to a positive school culture, and we would like to join the thousands of schools and 43 states that currently have this program in place.
Hope Squad equips students with essential skills to manage daily stress, promotes emotional literacy, leadership, safety, and actively discourages drug use. Additionally, it addresses the dangers of social media, educating students on recognizing risks like cyberbullying and the impact on mental health.
Executive Summary
Overview: Summarize the project’ s main goals, the intended impact, and the funding amount requested.
Sample Content: "[School or District Name] requests [amount] to launch Hope Squad in number of schools]. This initiative will support student- led mental health advocacy, reduce suicide stigma, and foster a supportive school climate. Funds will enable advisor training, student resources, and engagement activities, impacting [ estimated number] students and their families."
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Hope Squad will serve approximately [ number of students] in grades [ specify grade levels, e.g., 6-12], offering a structured curriculum and ongoing peer support. This funding will allow us to train advisors, engage students, and run awareness events, including the school- wide Hope Week. Through Hope Squad, our goal is to create a culture of connection, resilience, and hope within our school.
Statement of Need
Problem Description: Highlight the need for youth mental health support and suicide prevention in your school or district, referencing local or national statistics if possible.
Sample Content: Youth suicide rates are rising nationwide, with many students facing mental health challenges without adequate support. In our community, [insert relevant local statistics or insights, e.g., recent mental health statistics for the area or challenges specific to the student population]. Schools play a crucial role in addressing these needs by creating environments where students feel safe and supported.
Despite these needs, our school currently lacks a structured, peer- led mental health program that directly addresses suicide prevention. Research and feedback from schools with Hope Squad programs indicate its effectiveness in reducing stigma, increasing student connectedness, and providing students with the resources they need to help each other. Implementing Hope Squad in [School or District Name] will address this critical gap and create a foundation for sustainable mental health support.
Supporting Points:
o Youth mental health needs are rising nationwide, with suicide prevention a top priority in school settings.
o Many school staff and administrators report needing more resources, training, and consistent opportunities for student engagement to fully realize Hope Squad’s potential.
o Include any crisis referral data or mental health screener data you may already have for your school, district or county.
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Project Description
This project aims to implement the Hope Squad program at [School Name] to create a peer- led suicide prevention initiative. The program empowers students to identify signs of distress in their peers and connect them with trusted adults. By training students—Hope Squad Members—and certified advisors, it fosters a supportive environment for mental wellness. Squad Members act as additional eyes and ears, observing signs of distress and reporting them, rather than serving as counselors.
Hope Squad offers a comprehensive gatekeeper model reinforced through various lessons. It includes experiential learning, confidence building, mental health literacy, and self- care knowledge for students.
Squad Members are selected by their classmates as peers they trust and would approach to talk to. These selected members are then screened by adults, approved for participation by their parents, and introduced to Hope Squad through a series of meetings and events.
Trained Advisors ( school personnel managing the Squad) have streamlined access to program resources through a virtual portal, complete with direct links to lesson materials, monthly activity toolkits, and a Hope Week Toolkit. Advisors can quickly access content, reducing preparation time and helping them focus on meaningful interactions with students.
The lessons imparted during Hope Squad meetings are actively implemented within the broader school community through the efforts of individual members, monthly themes, and school- wide events and activities. The initiatives of Hope Squad are integrated into the daily school environment in a manner that avoids adding extra burden or distracting from educational objectives. This approach ensures that support is nurtured not only within the school but also extends into students' homes and the wider community.
Summary of Hope Squad Program Components
A more detailed description of the following information is available in the “Additional Supportive Information” section of this document, however the highlights listed here may be beneficial to additional questions in the Project section of a grant application.
HOPE Approach: A foundational lesson that teaches suicide prevention, recognizing warning signs, and connecting peers with trusted adults.
Age- Specific Elements:
o Elementary: The elementary curriculum introduces key skills in resilience, relationship- building, bullying prevention, and self- awareness, laying the groundwork for students' mental wellness and future learning. Many lessons use books to promote reading literacy and social- emotional development while Revised Jan 2025
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emphasizing the importance of identifying and informing trusted adults about peers in need.
o Secondary: Junior high/ high school students annually learn to identify warning signs and follow referral protocols. The program covers relationships, self- care, leadership, empathy, resilience, and coping skills, with flexible lesson formats. It emphasizes experiential learning and includes activities for the school community and families.
Lesson Strands ( Structured topics spanning age levels with years of material) Core Hope Squad Content
Suicide Prevention
Building Relationships ( Elementary)/ Developing Emotional Intelligence ( Secondary) Understanding Ourselves ( Elementary)/ Cultivating Empathy (Secondary) Constructive Choices
Bullying Prevention ( Elementary)/ Developing Resilience ( Secondary) Program Activities and Community Engagement
Hope Week: A central program event that raises school- wide awareness and reduces stigma. Hope Week activities include workshops, mental health speakers, schoolwide kindness activities, and awareness campaigns, fostering a unified approach to mental health.
Monthly Mental Health Themes: Each month, Hope Squad will focus on a theme to engage the squad, students, faculty, families and community.
Parent and Community Involvement
Ongoing Parent Education: Regular information for parents to educate them on mental health topics and how to support their children.
Community Partnerships: Collaborations with local mental health organizations, community leaders, and businesses to provide additional resources and support for students and families.
Regular Feedback and Improvement: Collecting feedback from students, parents, and educators to continually improve the program and ensure it meets the community’ s needs.
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Project Goals
Goals are broad, overarching outcomes that the program aims to achieve over time. They define the ultimate impact of implementing the Hope Squad program.
1. Enhance Suicide Prevention Literacy and Stigma Reduction: Foster a culture of mental health awareness where students feel empowered to openly discuss mental health, reducing stigma and encouraging help- seeking behaviors.
2. Strengthen School Safety and Support Networks: Create a supportive environment where students, through their training as Hope Squad members, act as the "eyes and ears" of the school, recognizing peers in crisis and connecting them with trusted adults.
3. Promote School- Wide Engagement and Community Building: Encourage positive relationships and a sense of belonging through school- wide events such as Hope Week and monthly awareness campaigns.
Objectives
Objectives are specific, measurable actions that support the achievement of the program’s goals.
They outline what will be accomplished within the grant period.
1. Train Advisors and Students in Suicide Prevention: Conduct [ X number] of HOPE Approach training sessions for advisors and student members, equipping them with gatekeeping skills to identify and refer peers in distress.
2. Increase Peer- Led Engagement in Suicide Prevention Efforts: Implement [ X number] of peer- led mental health awareness activities and workshops, increasing participation and reinforcing suicide prevention literacy among the student body.
3. Facilitate Regular Mental Health Awareness Events: Organize and execute monthly themes and events, including Hope Week, to promote consistent engagement and education around mental wellness.
4. Enhance Crisis Identification and Referral: Establish a clear protocol for Hope Squad members to report concerns to trained advisors, aiming for [specific metric, e.g., 100% of reported cases receiving appropriate follow- up].
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Phased Implementation Plan
Phase 1: Program Setup and Advisor Training (Months 1- 2) Advisor Selection: Select school staff to serve as Hope Squad advisors, ensuring they have a strong interest in student mental health and well- being. Advisors will be responsible for guiding students, facilitating discussions, and organizing events.
Advisor Training: Advisors will undergo an estimated 6 hours of comprehensive training in the HOPE Approach, program implementation guidance, skills- based practice on how to lead discussions on mental health, manage student questions, and support squad members. Advisors also learn how to utilize Hope Squad’s online portal for resources and program guidance through a series of microlessons available on demand.
Baseline Data Collection: Collect initial data to assess the current mental health climate, student connectedness, and awareness levels related to mental health and suicide. This may include surveys, attendance records, and input from counselors and administration.
Phase 2: Student Selection and Training (Months 2-3)
Student Nominations and Selection: Identify and nominate students based on their trustworthiness, empathy, and leadership qualities. Teachers, counselors, and peers may contribute nominations to ensure diverse representation within the Hope Squad.
HOPE Approach Training for Students: Once selected, Hope Squad members will participate in training sessions to learn the HOPE Approach. Training topics will include recognizing mental health warning signs, handling sensitive conversations, and understanding when to refer peers to adults.
Program Introduction to School Community: Host an informational event to introduce Hope Squad to the broader school community, explaining the program’s purpose, how students can engage with squad members, and the availability of support resources.
Phase 3: Program Activation and Initial Engagement (Months 3-6) Monthly Hope Squad Meetings: Begin regular meetings with Hope Squad members to discuss mental health topics, practice skills learned during training, and plan school- wide activities. Meetings will also provide a safe space for members to share their experiences and receive support.
Hope Week Planning and Execution: Organize Hope Week as a major event to raise awareness about mental health and suicide prevention across the school. Activities may include guest speakers, workshops, and peer- led activities that promote inclusion and empathy.
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Monthly Awareness Themes: Implement monthly themes focused on mental health awareness, resilience, and support strategies. Themes may include “Kindness and Inclusion,” “ Self- Care and Wellness,” and “Building Connections,” with activities aligned to each theme.
Phase 4: Evaluation and Continuous Improvement ( Ongoing, with Quarterly Checkpoints) Ongoing Feedback Collection: Gather ongoing feedback from Hope Squad members, advisors, and the school community. Feedback will inform adjustments to the program and help address any emerging needs or challenges.
Data Tracking and Progress Reporting: Track key metrics such as referrals made, advisor and student satisfaction, participation in Hope Week, and attendance at monthly meetings. Quarterly reports will be prepared for internal review and grant reporting.
End- of-Year Assessment and Review: Conduct a comprehensive assessment at the end of the school year, reviewing data to evaluate the program’s effectiveness in improving mental health awareness, student connectedness, and help- seeking behaviors.
Use this data to make program improvements for the following year.
Expected Outcomes
Upon successful implementation, [ School Name] will develop a proactive and sustainable peerto-peer suicide prevention program that emphasizes collaboration among student leaders and is underpinned by strong school faculty and staff support. Hope Squad aims to cultivate an inclusive and empathetic environment that empowers students to address mental health challenges effectively while providing resilient support to their peers and the broader school community. The program incorporates structured components to achieve these goals, including training sessions and interactive activities tailored to enhance students' and staff's efforts in suicide prevention. These adaptable lesson formats will allow for continuous mental health education and gatekeeper skill development, particularly equipping students with the tools to identify and address mental health concerns within themselves and among their classmates.
Moreover, the Hope Squad program will actively engage the selected Squad members and the entire school population, promoting a culture of openness and understanding surrounding mental health. By fostering strong connections and proactive support systems, this initiative will encourage students to seek help and support each other in overcoming personal challenges.
Ultimately, [School Name] aspires to create a healthier school environment where every student feels valued, understood, and equipped to contribute positively to their mental well- being and that of others, and believes Hope Squad will help [School Name] achieve this aim.
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Evaluation and Metrics for Success
Approach: Measure success through both quantitative ( e.g., referral rates, engagement levels) and qualitative ( e.g., advisor and member feedback) metrics at multiple time points.
Note for Your Grant Writing Team: While Hope Squad supports school data collection by providing access to de-identified results from students, advisors, and parents, Hope Squad is not responsible for achieving your grant outcomes as specified in your grant application. The preand post- survey data collection is solely dependent on whether Advisors administer the surveys or [school/ district] opts- out of collection. Data is only shared with those having a school domain address and doesn't capture identifying information. If you have questions, or need assistance, email our research team at research@hopesquad. com
Sample: “We will evaluate the program’s impact through both quantitative and qualitative measures collected at multiple time points. Pre-, mid-, and post- program surveys will assess changes in mental health literacy, stigma reduction, and help- seeking behaviors among students.
Additionally, we will collect data on referral rates, engagement levels in peer-led activities, and participation in events like Hope Week.
Qualitative feedback from advisors, Hope Squad members, and other stakeholders will be gathered regularly through interviews, focus groups, and written reflections. This will help us understand program challenges, successes, and opportunities for improvement. By evaluating progress throughout the program and not just at the end, we aim to ensure continuous growth, timely adjustments, and sustained impact.”
Key Performance Indicators (KPIs):
Increased Mental Health Awareness: Measure changes in student understanding of mental health concepts ( e.g., suicide prevention skills and gatekeeper knowledge), as reflected in pre- and post- program surveys.
Student Help-Seeking Behavior: Track the number of students referred to counselors by Hope Squad members and the frequency of peer-to-peer support interactions.
Program Engagement and Visibility: Monitor participation in Hope Week and monthly awareness events, as well as feedback from school- wide surveys on program visibility and impact.
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HOPE SQUAD® Share the Hope. Save a Life. 15
Data Collection Methods:
Member Pre- and Post-Surveys: Administer surveys at the beginning and end of the school year to measure changes in the following outcomes.
Suggested Target: 75% of active members complete the pre/ post- survey Elementary Measured Outcomes:
Bullying Resistance
Enjoyment
Peer Support Willingness
Referral Efficacy
Self- care Awareness
Stress
Secondary Measured Outcomes:
Compassion Fatigue
Compassion Satisfaction
Gatekeeper Knowledge
Suicide Prevention Knowledge & Skills
Peer Support Engagement
Peer Support Willingness
Referral Efficacy
Stakeholder Pre- and Post- Surveys: Hope Squad school administrators, advisors, and parents are encouraged to complete provided surveys at the beginning and end of each academic year. Results from these surveys can speak to whether and how stakeholders believe Hope Squad has impacted the school environment and overall satisfaction with the program.
Suggested Target: 50% of active members complete the pre/post-survey Mental Health Referral Forms (MHRF): These forms are designed to capture instances of mental concerns among any student within a school – not just Hope Squad members.
The data collected is indicative of how members' learnings ( e.g., addressing mental health stigma, willingness to engage in help- seeking behaviors, etc.) and schoolwide activities permeate throughout the student body. Moreover, the MHRF can capture how a student was referred to a trusted adult, the nature of the student’ s mental health concern, relevant adverse events, and what resources were provided to the student.
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Suggested Target: Report the total number of MHRF collected as well as the number or ratio) of referrals provided by Hope Squad members versus students in the general population.
Additional metrics of potential interest are student demographics, the nature of each concern ( e.g., suicidal ideation with intent to harm oneself versus suicidal ideation without intent to harm oneself), and the frequency of each type of follow- up resource provided to students in need.
Additional Metrics for Schools to Consider Collecting Independently:
Advisor and Member Reports: Collect feedback from advisors and Hope Squad members after each major event to assess engagement, program challenges, and opportunities for improvement. Collect the number of members trained.
Quarterly Reports: Generate quarterly reports to continuously assess the program’s impact on student connectedness, awareness, and safety.
Stigma Reduction: If wanting to report specifically on stigma reduction, we recommend using a validated survey instrument, such as the Stigma of Suicide Scale (SOSS- SF).
Hope Squad’s previous research ( 2022) has used this scale.
School Wide Changes: Schoolwide Student Survey Pre- Hope Squad formation and Post implementation would greatly enhance the evidence of impact. If you do choose this measure, Hope Squad would love to know about your findings! Revised Jan 2025
HOPE SQUAD® Share the Hope. Save a Life. 17
Target Population and Demographics
Description: Describe the student population the program will serve, including demographic details and any specific community needs.
Demographics: Hope Squad programming is designed to serve students in grades 4 through 12, with the opportunity to impact students from kindergarten through their senior year of high school. The program specifically targets students who might otherwise lack access to mental health resources, equipping them with tools to support one another. Hope Squad prioritizes literacy, accessibility, and cultural relevance. Research suggests that larger teams of peer supporters AND those that are representative of the student body can result in a better diffusion of suicide prevention program' s messaging in schools ( Pickering et al., 2018; 2022).
Sample: Hope Squad will serve approximately [ number of students] in grades [ 6-12, etc.] across [ specify school or district area, e.g., rural/ suburban/ urban settings]. Many students face barriers to mental health care, and peer- led support can be a powerful first step in addressing these challenges. The program will prioritize inclusivity and support students from diverse backgrounds, including those in underserved communities who may lack access to mental health resources.
Member Demographics collected via Hope Squad:
Age (Birth Month/ Year)
Grade Level
Gender Identity
Racial/ Ethnic Identity
State
School Name
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Sustainability Plan
Strategy: Funding will address critical needs for training and program materials, empowering advisors to maintain the program effectively. By establishing a sustainable model that includes a student council, trained advisors, and maintaining continuity with members who serve on the squad year after year, the team operates efficiently.
Long- Term Plan: Secure sustainable funding through school budgets and community partnerships, with continued collaboration with mental health organizations Sample: This funding will provide the resources needed to establish Hope Squad and support its initial implementation. Our goal is to sustain the program through continued collaboration with school counselors, community mental health organizations, district- level funding, partnerships with mental health or healthcare organizations or national funding through Title IV or Title I. We will integrate Hope Squad activities into our school’s yearly calendar to ensure its longevity. At an estimated expense of $6.00 per student*, this program remains affordable year over year. By building relationships and a culture of support, we anticipate that the program will grow and remain a vital part of our school’s mental health resources.
Organizational Background and Capacity
School or District Background: Describe the school’s commitment to student wellbeing and previous mental health initiatives.
Capacity to Implement Program: Highlight existing mental health resources ( e.g., counselors, school psychologists) that will support Hope Squad.
Sample: [School or District Name] has a long- standing commitment to student well-being, previously implementing [ mention any relevant programs or initiatives, e.g., anti- bullying campaigns, mental health awareness events]. Our counseling and administrative teams have the experience needed to support Hope Squad’ s implementation, and we have strong relationships with local mental health organizations that will reinforce the program’s goals.
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Budget and Justification
Itemized Budget:
o Training and Resources: Fund Certified Advisor training for a minimum of 2 advisors per school, 2 seats to Advisor Gatekeeper training ( QPR, LivingWorks Start) as well as any resources or stipends needed.
o Community Engagement and Awareness: Provide for Hope Week and monthly mental health awareness activities to promote school- wide support and reduce stigma.
o Implementation Support: Allocate funds for materials, scheduling support, and resources that facilitate regular, impactful Hope Squad meetings.
Justification: Each item in the budget directly addresses areas identified by advisors and administrators, fostering program sustainability and a positive impact on school climate.
Sample:
Item Description Amount
Training for Advisors Certified Advisor and Gatekeeper training $[ X] Advisor Stipend Supporting additional time Advisors provide $[ X] Program Materials Awareness materials and activity guides $[ X] Hope Week Activities Resources and promotional materials for events $[ X] Monthly Awareness
Events
Materials for ongoing student engagement $[ X]
Evaluation Tools
Survey tools, data collection, and analysis
support $[ X]
Justification: These expenses will directly support program implementation, including comprehensive training, materials for student and community engagement, and evaluation to ensure the program’s impact is measured and understood. This budget has been designed based on identified needs from existing Hope Squad programs and feedback from advisors and administrators.
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Grant Appendices
Letters of Support: From school administrators, community leaders, and mental health professionals who advocate for the Hope Squad program. (See template) Program Evaluation Data: In reviewing MHRF data from the 2023- 24 academic year to present, 95% of referrals were made by non- Hope Squad members. This demonstrates that Hope Squad’s programming extends its impact beyond its members, fostering school- wide awareness of resources and encouraging help- seeking behaviors. The data highlights how the program creates a culture of care, equipping the entire school community with the knowledge and confidence to take action when someone may be struggling.
Advisor and Administrator Feedback Excerpts: Quotes from Hope Squad stakeholders in the 2024- 2024 academic year that emphasizes the program’s positive impact. For instance:
o Administrator: “ Hope Squad has been a positive connection and reinforcement of our school- wide message of 'All Are Welcome Here'. It has been a great peer to peer program and allows for positive school culture that promotes a sense of belonging.”
o Advisor: “The most important benefit Hope Squad brings to our school is encouraging and promoting a school climate of kindness and friendship. Hope Squad members connect with students from every level on campus and encourages positive relationships where kiddos have more connectedness and feeling of belonging across the grade levels.”
o Parent: “Learning about how to help his peers identify when they might need some help has strengthened my son’s ability to identify that same thing in himself.
His self- awareness has grown as he’s helped others grow. He’s always been a very compassionate and empathetic kid, and this has only increased with his participation. He loves the community Hope Squad provides and was excited to participate in every meeting and feels like he’s making a difference.” Testimonials: From students and advisors who’ve experienced the benefits of Hope Squad, demonstrating the program’s life- saving potential and its role in building a positive school culture. For instance:
o “ Hope Squad has taught me the importance of inclusivity and compassion as many students can feel isolated and unseen. I now know that every day interactions can help make a connection that positively impacts others” - ( Hope Squad Member Abigail W.)
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o " Hope Squad helps me connect to my community because [ it] has encouraged me to make more friends and attend events and build connections with people that otherwise, I'm not sure I would have made. I feel as though because of Hope Squad, I'm close to a big portion of my school/ peers." (Hope Squad Member: Lily L.)
o “ I have loved being a part of Hope Squad. I have always been aware of mental health issues and the signs but actually being trained to deal with them has helped me learn a lot more. I feel more secure and comfortable knowing that I will be able to notice the warning signs and know how to deal with the situation accordingly. I also enjoy going to our meetings for our lessons. I have truly learned a lot and feel that I have become a better person because of Hope Squad.” (Hope Squad Member, Asma M.)
o “ Being a part of Hope Squad has been an incredibly profound and meaningful experience for me. It has allowed me to gain invaluable insights and learnings, which have helped me develop my emotional intelligence and hone my problemsolving abilities. These skills have not only enabled me to support my fellow high school students, but they have also fundamentally changed the way I approach helping others.” (Hope Squad Member: Saahithi P.)
o “ The most meaningful thing about Hope Squad to me is being able to educate the student body at my school. Many people do not know what mental health is or even how to take care of their own wellbeing. Hope Squad presents an opportunity to create a positive atmosphere in your school.” (Hope Squad Member, Reagan G.)
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Additional Supportive Information:
Additional Information about Hope Squad Program:
Program Components
1. Integrated Gatekeeper Model - HOPE Approach
At the core of Hope Squad is the HOPE Approach, a foundational lesson that builds essential suicide prevention competencies, including understanding protective factors, recognizing warning signs, and connecting peers with trusted adults.
HOPE Approach content is spiraled throughout lessons to continue building knowledge and practicing critical skills in identification and referral.
2. Age- Specific Elements:
o Elementary: Designed for younger students, the elementary curriculum introduces essential skills in resilience, relationship- building, bullying prevention, and self- awareness. This foundational framework supports mental wellness and prepares students for more advanced concepts as they progress. Many of these lessons are based on popular books, promoting both reading literacy and social- emotional development.
Identifying students who are experiencing difficulties is not only important, but it is also the centerpiece of the program. Informing a trusted adult is the recommended course of action for students.
o Secondary: Each year, junior high and high school students learn to identify warning signs, address distress or suicide, and follow referral protocols for timely intervention. This 3-lesson framework is repeated annually to ensure competency. Hope Squad then offers lessons on relationships, self- care, leadership, compassion, mindfulness, empathy, resilience, and coping skills. Advisors can choose from a set number of lessons each year, with new material available for 3 to 4 years. Squads can use both full-length ( 1- hour) and mini- lesson ( under 30 minutes) formats, adapting to different schedules while covering critical concepts. The program emphasizes experiential learning and includes optional activities for the school community and families in each lesson.
3. Program Lesson Strands (Topics)
The lessons have been organized into clearly defined strands that provide structure across age levels, with 3 years of material for elementary, junior high and 4 years for High School.
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o Core Hope Squad Content: Foundational concepts, including team building, the suicide prevention gatekeeper model, and essentials of both peer support and Squad membership.
o Suicide Prevention: Comprehensive lessons emphasize mental health literacy and strengthen skills in warning signs identification, the power of protective factors, and connecting peers with appropriate help.
o Building Relationships ( Elementary) / Developing Emotional Intelligence Secondary): This strand covers peer interactions, communication techniques, empathy, emotional understanding, and fostering positive relationships. In high school, it also includes leadership skills for post- graduation readiness. o Understanding Ourselves ( Elementary) / Cultivating Empathy (Secondary):
Understanding Ourselves ( Elementary) / Cultivating Empathy ( Secondary): This strand emphasizes self- awareness and empathy, while also incorporating essential self- care concepts like mindfulness and addressing toxic positivity. o Constructive Choices: Constructive Choices: Guiding students in making positive, responsible decisions, including self-regulation and conflict resolution.
This strand also identifies key components of school safety and how to cultivate a safe school community. It teaches students to recognize and support peers who may be at risk of harming themselves or others.
o Bullying Prevention ( Elementary) / Developing Resilience ( Secondary):
Bullying Prevention ( Elementary) / Developing Resilience ( Secondary): Focusing on kindness and anti- bullying for younger students, advancing to resilience and coping skills for older students. This includes learning how to manage stress, adapt to change, and bounce back from setbacks, as well as techniques for maintaining a positive outlook and fostering perseverance in the face of challenges.
3. Program Activities and Community Engagement
Hope Week: A central program event that raises school- wide awareness and reduces stigma. Hope Week activities include workshops, mental health speakers, schoolwide kindness activities, and awareness campaigns, fostering a unified approach to mental health.
Monthly Mental Health Themes: Each month, Hope Squad will focus on a theme to engage the squad, students, faculty, families and community. These themes largely center around the program, aligning with lessons, national awareness months, community and parent engagement and more.
o Schoolwide activities for all students can include:
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Posters and Social Media Campaigns: Share information about the monthly theme to encourage participation and reinforce mental health messages.
Lunchtime Engagements and Workshops: Provide informal spaces where students can engage with Hope Squad members, participate in stress- relief activities, or learn more about mental health topics. o Faculty and Staff activities can include:
Reflection and celebration in staff meetings: Highlighting the theme of the month starts with staff and faculty as well as focal points on allowing space in meetings to reflect and grow around that month’s theme.
Peer Observation/ Mentorship Programs/ Staff Highlights: Give space for staff and faculty to practice the theme of the month directly in order to ensure the theme is interwoven throughout the entire school community. o Parent Engagement includes an email or letter that can be sent to parents that highlights the monthly theme and various activities that parents/ guardians can practice with their students to continue the theme at home. Activities can include:
Family Communication: Taking the form of reflection/ celebration practice around the monthly theme these activities center around bringing the family together through conversation.
Family Bonding: Activities are also provided that encourage families working together to embody the theme of the month, be it family game night, kindness boards, family gardens, etc.
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Cover Letter
Dear [Grant Funder’ s Name],
On behalf of [School or District Name], we are requesting funding to implement Hope Squad, a peer- led, evidence- based suicide prevention program. This initiative aligns with our commitment tofostering a safe and supportive school environment, where mental health literacy is prioritized, and students are empowered to seek help for themselves and their peers.
Statement of Need:
Our school community, like many others, faces a growing need for mental health support, with limited resources toaddress these challenges comprehensively. Youth suicide rates are rising, and mental health professionals within schools are often stretched thin. Hope Squad offers a solution by training students to serve as the “eyes and ears” of the school, identifying peers in crisis and connecting them to trusted adults.
Project Description:
The Hope Squad program will focus on:
Training Advisors and Students: Using the HOPE Approach gatekeeping model, we will equip advisors and student leaders with essential suicide prevention skills.
Reducing Stigma and Increasing Awareness: Through peer-led activities, monthly themes, and events like Hope Week, we aim tocreate a culture of openness and support around mental health.
Building Positive Relationships: These initiatives will strengthen the fabric of our school community, fostering connections and resilience among students.
Goals and Objectives: Our program goals include enhancing suicide prevention literacy, building supportive networks within the school, and promoting school -wide engagement. To achieve these goals, we will:
1. Train advisors and student members in suicide prevention and mental health literacy.
2. Conduct ongoing mental health awareness events, including monthly themes and Hope Week.
3. Establish protocols for crisis identification and referral, ensuring timely support for students in need.
Expected Impact: We anticipate that Hope Squad will lead to measurable improvements in student well - being, including increased help -seeking behaviors, reduced stigma around mental health, and stronger school community ties. By embedding these principles into our school culture, we aim tocreate a sustainable, proactive approach tostudent mental health.
We are excited about the opportunity tobring this life- changing program to [School or District Name].
Thank you for considering our application and for your support in fostering a safer, more connected school community.
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HOPE SQUAD® Share the Hope. Save a Life. 26
Letter of Support Template
Dear [Name or Title],
On behalf of [School or District Name], I am writing to express our strong support for the implementation of the Hope Squad program at our school. This peer- led, evidence- based suicide prevention program is designed to empower students to support their peers, reduce mental health stigma, and promote a positive and inclusive school climate.
The Hope Squad program addresses critical mental health needs by training students to serve as the “eyes and ears” of our school. Through this program, they will learn to identify peers in distress and refer them to trusted adults, providing an essential layer of support in our community. With the growing demand for mental health resources and limited school- based mental health staff, Hope Squad offers a sustainable, impactful solution.
Key program elements include:
Advisor and Student Training: Utilizing the HOPE Approach gatekeeping model, Hope Squad equips participants with essential skills in suicide prevention and mental health literacy.
School- Wide Engagement: Through monthly themes and events like Hope Week, the program fosters a culture of awareness, openness, and support.
Community Involvement: Hope Squad actively involves parents, community organizations, and local mental health resources to build a comprehensive support network for students.
We have seen the positive impact of similar initiatives in other schools and are confident that Hope Squad will significantly enhance our efforts to create a safe and supportive environment for all students. The program’s focus on proactive peer engagement and connection aligns perfectly with our school’s commitment to student well- being and academic success.
We are grateful for your consideration of this funding request, which will enable us to bring this vital program to [School or District Name]. Together, we can make a meaningful difference in the lives of our students and their families.
2025-2026 School Year Pricing
Peer- to-Peer
Approach
Comprehensive
Training
Accessible
Support and
Community
Content and
Resources
Flexible
Implementation
Data Collection
and Continuous
Improvement
Hope Squad
provides
everything you
need to onboard
and launcha
successful
program
Annual Program License Fees*
Elementary
Elementary school
Hope Squads
Basic
Middle and high school
Hope Squads starting with
monthly meetings
Standard
Middle and high school
Hope Squads planning
weekly meetings
Premium
Middle and high school
Hope Squads meeting
more than once per week
as a class
Full access to 50+
continually updated
lessons
Full access to 30+
continually updated
lessons
Full access to 55+
continually updated
lessons
Full access to 80+
continually updated
lessons
3 school-wide lessons 3 school-wide lessons 3 school-wide lessons 3 school-wide lessons 2 years of replacement
Advisor training
2 years of replacement
Advisor training
3 years of replacement
Advisor training
2,500/ year $ 2,500/ year $ 3,000/ year $ 4,000/ year
All annual program licenses also include:
Prepared lessons, including presentations, facilitation guides, scripts, worksheets, and activities Resources to support you in running your Squad, including monthly newsletters and themed activity guides Age-appropriate suicide prevention gatekeeper training, tailored to elementary, middle, and high school levels Access to the online Advisor community and dedicated Advisor support Schools starting a Hope Squad after or before July 1 will receive a prorated annual license fee for their first year of programming.
Advisor Training
Choose the training option that works best for you:
Training Requirements:
We require training at least two Advisors per Hope Squad.
There is a charge of $150 per non-Advisor observer of online and in-person trainings.
A signed Program Agreement must be in place before training can be scheduled.
Live Online
Join us for an engaging virtual training
session for the most flexibility
600/ person
In-Person Onsite
Our team will come to you to train a
minimum of 7 Advisors
800/ person
4,200 Starting Cost
Proration makes it easy to start a Squad at any
point during the school year
Starting Costs Notes:
Starting costs are estimates. Please contact Sales@HopeSquad. com for a personalized quote.
Hope Squad bills annually on July 1 to align with the academic school year.
Hope Squads starting after or before July 1 will receive a prorated annual license fee for their first year.
Advisors are required to take QPR© or LivingWorks© Online Gatekeeper Training, which range from
29.95 to $39.95 per person.
January 1 Start Date
3,450 Starting Cost
July 1 Start Date October 1 Start Date
2,700 Starting Cost
Prorated Standard Annual
License Fee: $ 1,500
One-Time Online Training
for Two Advisors: $1,200
Standard Annual License
Fee: $ 3,000
One-Time Online Training
for Two Advisors: $1,200
Prorated Standard Annual
License Fee: $ 2,250
One-Time Online Training
for Two Advisors: $1,200
Example Starting Costs
The ongoing license fee for Standard programming is $3000/ year
GAMING, SOCIAL MEDIA AND
MENTAL WELLNESS
PRESENTED BY:
SINA SAFAHIEH, MD
BACKGROUND:
Sina Safahieh, MD is a double board certified child, adolescent and adult psychiatrist. He graduated with a medical degree from University of Texas Medical Branch and completed an adult psychiatric residency and child & adolescent fellowship at UC Irvine. Dr. Safahieh has a private practice in Newport Beach and has staff privileges at Hoag Hospitals and CHOC. He is medical director of the ASPIRE program at Newport and Irvine Hoag Hospitals, team psychiatrist for the Los Angeles Chargers and a Major League Baseball certified clinician.
It’s hard enough being cool in real life!”
Anonymous teen
LET’S LOOK AT THE FACTS
11.5% of youth (age 12-17) in California report suffering from at least one major depressive episode ( MDE) or other primary mental health condition in the past year.
73% increase in hospitalizations between 2007-2016 for
primary mental health
Self harm: 51% increase in 14 years for self harm ER visits 63% of youth (age 12-17) in California with major
depression or other primary mental health disorder did not receive any mental health treatment.
SUICIDE RATES
Orange County has had the largest suicide rate increase among the nation’ s 20 most populous counties
OC board of supervisors reported the county’ s per-capita suicide rate in the last two decades increased a whopping 45 percent in OC.
Compare to an average increase of 22 percent nationwide during the same time frame
For teens the suicide hike was 29% in OC vs 22% in California More teen suicide in first 3 months of 2019 than all of 2018 combined! 2nd leading cause of death in OC, for each suicide death there are 10 hospitalizations for attempted suicides
HOSPITAL ADMISSIONS FOR SELF HARM
Much increased rates since 2009:
Ages 10-14: 189% increase
Ages 15-19 : 62% increase
Ages 20-24: 17% increase
Timing consistent with advent of social media and
increased smartphone usage
Large spike in suicides, psychiatric hospitalizations
around 2009-2010, approx the same time that
50% of teens had a smartphone. Facebook opened
to public in 2006.
WARNING SIGNS FOR DEPRESSION
Suicide threats, direct and indirect
Poems, essays and drawings that refer to
death
Dramatic change in personality or
appearance
Overwhelming sense of guilt, shame or
rejection
Changed eating or sleeping patterns
Severe drop in school performance
Cutting or other self harm behaviors
Obsession with death
Giving away belongings/ drafting a will
Irrational, bizarre behavior
SCREENS, SCREENS AND MORE SCREENS!
https:// youtu.be/ JAZ9otowtxI?t=13
SCREEN TIME
Includes televisions, gaming consoles, computers, tablet devices and smartphones.
Children in the United States ages 8 -18 spend on average 7.5 hours a day with media and technology screens.
Children who watch a lot of electronic media are likely to:
Have lower grades in school
Read fewer books
Exercise less
Be overweight
Sleep less
blue light from screens blocks production of melatonin
IMPORTANCE OF SLEEP HYGIENE
Sleep is crucial
Affects your memory, retention, mood, cognition, ability to cope, immune system One hour less sleep per night has proven to increase the risk of car accidents You can get a DWI (driving while impaired) for sleeplessness! Glymphatic system:
Recently discovered macroscopic waste clearance system
Cleaning crew of the brain
GAMING ADDICTION
VIDEO GAME INDUSTRY
Video games generate $ 139 billion per year in revenue
More than film, music, NFL, NBA, MLB, NHL industries combined
2.4 billion people play video games every year
Rise in E- Sports
More people watched League of Legends championship than NBA finals Teenager recently won $ 3 million in Fornite
FORTNITE
Free game” created by Epic Games
250 million players, the company has made more than
3.9 billion
Hired psychologists to utilize intermittent and
continuous reinforcement to keep people hooked onto
games; similar to slot machines
Micro-transaction model: like drug dealers
Give you drugs for free, once your hooked
you cant stop using!
SOBERING GAMING STATS
More than half a billion people worldwide playing computer and video games at least an hour a day -- and 183 million in the U.S. alone.
The average young person racks up 10,000 hours of gaming by the age of 21 Roughly the same time they spent in in a classroom for all of middle and high school if they have perfect attendance.
5 million gamers in the U.S., in fact, are spending more than 40 hours a week playing games
The equivalent of a full time job!
GAMING ADDICTION
WHO recently added as mental health condition
Not in DSM 5 but likely in the next manual
Currently classified “ Condition for
Further Study”
With further research, the APA may or may
not decide to make the disorder " official" in
future editions of the DSM.
Many popular games emphasize negative
themes and promote:
The killing of people or animals
The use/abuse of drugs and alcohol
Criminal behavior, disrespect for authority
and the law
Sexual exploitation and violence toward
women
Racial, sexual, and gender stereotypes
Foul language and obscene gestures
Escapism, avoidance
GAMING ADDICTION
More common in male adolescents 12 to 20 years of age
Recent studies show 55/ 45 percent male:female ratio
More prevalent in Asian countries than in North America and Europe South Korea and Japan have the most tech addiction rehab clinics Young people have literally died playing video games excessively Playing for 30-40 hrs straight without stopping, standing, eating, or using the restroom Embolisms, strokes, cardiac arrest
Likely to worsen with introductions of augmented reality and virtual reality
DSM DIAGNOSTIC CRITERIA
Repetitive use of Internet-based games, often with other players, that leads to significant issues with functioning.
Five of the following criteria must be met within one year:
Preoccupation or obsession with Internet games
Withdrawal symptoms when not playing Internet games.
A build-up of tolerance–more time needs to be spent playing the games.
The person has tried to stop or curb playing Internet games, but has failed to do so.
The person has had a loss of interest in other life activities, such as hobbies.
The person lied to others about his or her Internet game usage.
The person uses Internet games to relieve anxiety or guilt–it’s a way to escape/avoid.
Source: https:// www. psychologytoday. com/ us/ blog/ here- there- and- everywhere/ 201407/ internet- gaming- disorder- in-dsm- 5
AMERICAN ACADEMY OF PEDIATRICS
SCREEN TIME RECOMMENDATIONS
Younger than 18 months, avoid use of screen media other than video -chatting. 18 to 24 months of age who want to introduce digital media should choose high -quality programming 2 to 5 years, limit screen use to 1 hour per day of high -quality programs 6 and older, place consistent limits on the time spent using media, and ensure sleep, physical activites, hobbies are not affected
Designate media- free times together, such as dinner or driving, as well as media- free locations at home, such as bedrooms.
Have ongoing communication about online citizenship and safety, including treating others with respect online and offline.
GAMING EFFECTS ON THE
BRAIN
Activates key regions of the brain’s pleasure circuit,
including the nucleus accumbens, as well as the
amygdala, and the orbitofrontal cortex
PET scans revealed increased dopamine release,
specifically in the dorsal striatum and nucleus
accumbens
Similar response as drug or gambling addictions,
including withdrawals
Minds are activated but bodies are not, leading to
inability to vent aggression/ stress
DNA hasn’t evolved since caveman era!
GAMING EFFECTS ON FUNCTIONING
Spending excessive time playing these
games can lead to:
Less time socializing with friends and family
Poor social skills, time away from family
time, school work, and other hobbies
Lower grades, less reading
Less exercise and becoming overweight
Decreased sleep and poor quality sleep
Aggressive thoughts and behaviors
GAMING/ SCREEN TIME BOUNDARIES
Avoiding video games in preschool- aged children
Checking ESRB ratings
Playing video games with their children to share the experience MAKE A CONTRACT: Setting clear rules about game content and playing time, enforcing limits Monitoring online interactions and warning children about potential dangers of Internet contacts while playing games online
NO TVS IN THE BEDROOM!! Allowing video game playing only in public areas of the home, not in the child’s bedroom
Ensuring video games are only played after homework and chores are done Encouraging participation in other activities, particularly physical activities
SOCIAL MEDIA
90% of teens ages 13-17 have used
social media
75% report having at least one active
social media profile
51% report visiting a social media site
at least daily
On average, teens are online almost
nine hours a day, not including time for
homework
SOCIAL MEDIA: STARTING YOUNG
96% of children under 4 have used a
device before
75% of them have their own device
75% of teens have their own
smartphone
The average teenager is texting
approx 100 texts per day
In recent Pew poll, 40% of adolescents self-reported that social media is having negative effects in their lives
POTENTIAL BENEFITS OF SOCIAL MEDIA
Staying connected to friends
Meeting new friends with shared interests
Finding community and support for specific activities
Sharing art work or music
Exploring and expressing themselves
Exposure to new ideas and current events
Learning technical skills
Learning character strengths
POTENTIAL RISKS OF SOCIAL MEDIA
Exposure to harmful or inappropriate content (e.g., sex, drugs, violence, etc.) Exposure to dangerous people
Cyber bullying, a risk factor for depression and suicide Oversharing personal information
Exposure to excessive advertisements
Privacy concerns including the collection of data about teen users Identity theft or being hacked
Interference with sleep, exercise, homework, or family activities Seeking validation through likes, thumbs ups
4 MOST COMMON STRESSORS ON SOCIAL MEDIA
Highlight reel
Comparing our behind the scenes with everyone else’s
highlight reels
Social currency
Economy of attention
Likes, thumbs up
A shot of dopamine
Reinforces pleasure circuits
Tying up self worth with what everyone else thinks about us
FOMO: fear of missing out
Online Harassment
ASSOCIATION OF SCREEN TIME AND DEPRESSION IN ADOLESCENCE Study published July 2019 in JAMA (Journal of the American Medical Association) Pediatrics:
3826 adolescents; who entered the seventh grade in 31 schools in the Greater Montreal area.
Assessed screen time and depression throughout 4 years
Data were collected from September 2012 to September 2018.
Significant between- person associations showed that for every increased hour spent using social media, adolescents showed a 0.64-unit increase in depressive symptoms (95% CI,
0.32-0.51)
8.5 unit difference in 40 point scale in self esteem
NEW STUDY LITERALLY PUBLISHED LAST MONTH!
A study published last week in the journal JAMA Psychiatry suggests that teenagers who spend more than three hours a day on social media are more likely to develop mental health problems including depression, anxiety, aggression, and antisocial behavior.
The study: Nearly 6,600 12- to 15-year-old Americans self-reported how much time they spent per day on social media, as well as whether they had any mental health problems.
The researchers found that three hours of social media correlated with higher rates of mental health issues, even after adjusting for a history of such problems.
Manifests in two main ways
internally ( depression and anxiety)
externally ( aggressive behavior or antisocial behavior) CAUSAL RELATIONSHIP?
3 explanations of how social media may have a casual relationship with increased depression
Displacement theory: more time spent on screens, less time on other activities
Upward social comparisons aka FOMO “ everyone’ s life looks great on facebook”
Spiral hypothesis: reinforcement spiral phenomenon. “ Life in a bubble”.
RISKY INTERNET BEHAVIOR
Teens more vulnerable because of limited capacity for self regulation Youth who are more at risk offline tend to be at risk online Visiting inappropriate sites
Exposure to social media content that encourage behaviors Cyber bullying
Sexting : 10% of teens have sent, 30 % have received
Revenge porn
SIGNS OF CYBERBULLYING
School avoidance
Upset after using technology
Take cyberbullying reports at face value; don’t
dismiss
Save evidence
Discuss with other parents, school staff
15% of kids experience cyberbullying, 20%
experience regular bullying
Girls more likely to damage social relationships than
physical bullying
Sibling bullying is just as dangerous
5% of teens cyber bully themselves
A form of self injurious behavior
BRIDGING THE DIGITAL GAP
Digital natives vs digital immigrants
Parents cannot often keep pace with the digital landscape Learn about technology first hand
Have kids teach you directly and be savvy enough to make sure you aren’t getting hoodwinked
Talk to other parents
Concerted effort with schools
It takes a village!
DIGITAL NATIVES VS DIGITAL IMMIGRANTS
Digital Natives
Like constant connectivity
Prefer immediacy and have short attention spans
Go to the internet first for information
Prefer to socialize online and less so with face-to-face communication Digital Immigrants
Prefer to talk on the phone or in person
Prefer formal communication channels, such as phone, detailed emails, or face -to-face communication
Printing things out as opposed to working on screen
WHEN TO GET A SMARTPHONE?
No magical age!
Once given a smartphone, it will be very difficult to take it back.
You’ ve opened up Pandora’ s box.
Taking away a smartphone from a 10-year-old will often create more problems than waiting to give them phone a year or two later.
At earliest should be 7th or 8th grade
Wait until 8th not 8!
WHEN TO GET A SMARTPHONE?
Consider “ dumb” phone, flip phone or specialized kid friendly smart watch
Kids can make calls and text, and most have GPS capability.
Allows communication without getting sucked into some of the drama that plays out on social media.
Allows for testing waters before getting smartphone
Go over some do’s and don’ts
We want to be clear about the expectations and limits
TECH BOUNDARIES
Relinquishing phone at night
Having a phone is not a human right! It is
a privilege.
Again, no TV’s in the bedroom. Ever.
Firm contracts, that need to be enforced.
Using technology to fight technology
Using apps to predetermine time limits to
prevent negotiations at night
PARENTAL CONTROL APPS
OurPact: family locator and screen time management
Bark: ( social media monitoring): connects to 24 platforms Life360: Cell phone GPS location, including historical tracking iPhone Backup extractor: reads text messages, including deleted messages, call history, photos and videos, voicemails, notes and contacts Webwatcher: keystroke logger
Blocksi: for google chromebooks
AAP’s Family media use plan
PARENTAL CONTROL APPS
Wirecutter ( a New York Times publication) recommendations:
Apple screen time is best for iOS
The controls built into iOS 12/13 let you set a daily time limit on app and/or device use and give you more information about and control over your kid’s screen time than third-party apps can.
Google family link for Android family with kids under 13 Qustdio (computer filtering/monitoring/time control: for Android households with kids 13 and older
AAP FAMILY MEDIA USE PLAN
Interface tool from AAP that can be personalized
www.Healthychildren. org/ mediauseplan
Media time calculator
Screen free zones and times
Device curfews
Digital citizenship
Digital footprint, posting is permanent
Review privacy settings in social media
Discuss family expectations
SOCIAL MEDIA TIPS/ REGULATIONS
Executives of social media
companies/ gaming companies don’t
allow their own kids on these
platforms
Easier to limit social media use if it’s
a concerted community/ school effort.
Hard to ask kids to stop or
curtail use if all their friends are
using it
Again, all devices out of the
bedroom! Especially before bed!
Ideally, no social media until high
school
WHAT SHOULD PARENTS DO?
Lead by example
You can‘t forbid them from using technology, its not practical or tenable Its a balancing act. Mild usage can be beneficial, like a peer group Parents need to watch their kids posts, know their passwords Create an illusion of privacy
Checking in on social media on the DL (“ down low”)
Reading diaries/ journals
GPS tracker (without kids knowledge)
Phones
Cars
SOURCES AND INFORMATION
AACAP
AAP
Psychologytoday. com
JAMA
CURRENT RESOURCES IN THE COMMUNITY
211: This is a free 24-hr information and referral service for information about: hotlines, food and shelter assistance, help with drug abuse, violence, and other health issues.
NAMI OC: Online resources as well as their contact number ( 714) 991-6412 HOAG: Community Mental Health Resources
Suicide hotline: 1-800-273-TALK
CAT Team: 866-830-6011
ASPIRE
WHAT DOES ASPIRE HELP WITH?
Depression and mood disorders
Anxiety
ADHD
Personality disorders
Autism spectrum disorder
Oppositional defiance disorder
Video game addiction
THE ASPIRE PROGRAM STRUCTURE
8 week Dialectical Behavior Therapy skills based program with a weekly check in with teens facilitator to address skills and how skills are being used in triggering situations.
Any afterschool obligations are put on hold until the teen completes the program.
Works collaboratively with parent, teen and treatment team to address behavior issues and future needs related to aftercare.
Mandatory parent and child attendance and participation
THE ASPIRE PROGRAM BENEFITS
Families not covered by insurance are provided scholarships for the remainder of the program through philanthropy.
1st program in Southern California with WASC accreditation. Students that complete the program qualify to receive 5 hours of elective credit with participating school districts 4 Key Points Addressed by ASPIRE
Distress
tolerance
Interpersonal
effectiveness
MindfulnessEmotional
Regulation
ASPIRE LOCATIONS
Hoag Newport Beach located inside the Melinda
Hoag Smith Center for Healthy Living
Hoag Irvine located off of Sand Canyon near Hoag
Irvine
ASPIRE- HELPING TEENS AND FAMILIES NAVIGATE
MENTAL HEALTH AND WELLNESS
Patrick' s Purpose: John and Kim Turner:
https:// www.youtube.com/ watch?v= 8LdMILKeBNY
For more information, visit www.hoag.org/ ASPIRE
Parent handout to continue the conversation
In our technology revolution, the amount of exposure teens have to substances via shows, ads, social media, and so forth is unprecedented. Mental health issues and substance use are linked, and teens need opportunities to gain skills to handle challenging emotions and discuss issues related to substances. Screenagers Under The Influence provides exactly that. This film, along with the two other Screenagers films, offers a way for youth and adults to discuss issues and solutions.
Moreover, we believe that establishing a routine of weekly short talks to discuss the positives and risks of our tech revolution, including substance- related topics, is vital. That’s why we are in our 7th year of Tech Talk Tuesdays, the free Screenagers Blog that has helped thousands of families have productive conversations. We hope you’ll join us.” Co-directors Delaney Ruston, MD, and Lisa Tabb
VAPING
It is good to refer to vapes as e-cigarettes because that is what they are. 90% of smokers start before 18.
Flavors and high nicotine concentrations are banned in most countries, but not the US.
One vape pen has as much nicotine as a whole pack of cigarettes.
Parenting Tips: Discuss ways in which industries like e-cigarettes, alcohol, cannabis, and others target youth. If you discover that your child is vaping or using other substances, limit how much you talk about your concerns. The goal is to maintain connection, and over-discussing our worries strains the relationship.
ALCOHOL
A common belief is that there are ways to teach young people to drink responsibly. People also believe that teens want to drink because it is forbidden. However, research argues against these beliefs. For example:
In France, where the drinking age is lower, 15-year-olds report binge drinking 3 times more than in the US.
Studies show that allowing teens to drink socially at home predicts increased drinking in college.
Parenting Tips: Data shows that when parents have conversations with their kids about why they do not want them to drink, youth are more likely to make healthier choices. Also, when teens feel safe talking with parents about issues related to use (i.e., they believe they won't be shamed or harshly punished), this correlates with better overall outcomes for teens. Walking the line between not being overly permissive while remaining approachable takes ongoing work, and often seeking advice from others, such as counselors or other parents, is essential.
CANNABIS
Higher THC concentrations are linked to an increased risk of frequent use and brain changes.
Dr. Yasmin Hurd found visible changes in the neurons of rats that were exposed three times a week to cannabis during their adolescence compared to rats that were not exposed.
MRIs of human teen brains show concerning changes in cortical thickness in weed users vs. non-users.
Parenting Tips: The goal is not to try and control our kids but to help kids understand the risks of illicit substances.
Weed is illegal for anyone under 21. Talk about emerging science.
FENTANYL
A deadly epidemic involving this highly-dangerous synthetic drug is happening right now. Given the risk that any non-prescribed pill or powder can be laced with fentanyl, these must never be taken.
Parenting Tips: Discuss ways Fentanyl is reaching youth, why one pill can kill, and the importance of Narcan.
VISIT SCREENAGERSMOVIE. COM for more tips and resources and to sign up for the Screenagers Blog! For references on the data cited above, please email info@screenagersmovie. com
MORE RESOURCES FROM SCREENAGERS
TECH TALK TUESDAYS
THE SCREENAGERS PODCAST
BOOK - PARENTING IN THE SCREEN AGE
SCREENAGERS ON YOUTUBE
Access a library of over 450 blogs from Screenagers’
filmmaker Dr. Delaney Ruston, containing a wealth
of information and advice for families. Sign up to
receive this every Tuesday via email.
Join Dr. Ruston and guests every 2 weeks for the
Screenagers Podcast, where they explore in more
detail the topics of our movies - Screen Time, Mental
Health, Substances and much more.
Written to help parent have calmer and more
productive conversations with youth about tech
and its impact upon their health, happiness and
development. Read a free preview of the book at:
We publish new videos every week, featuring the
experts from our movies, giving new and valuable
parenting advice that wasn’t in our movies, along
with other resources.
www.screenagersmovie. com/ blog
www.screenagersmovie. com/ podcast
www.screenagersmovie. com/ book
youtube.com/ @Screenagers_ Movie
SCREENAGERSMOVIE
www.screenagersmovie. com
SCREENAGERSMOVIES
Parent handout to continue the conversation
In our technology revolution, the amount of exposure teens have to substances via shows, ads, social media, and so forth is unprecedented. Mental health issues and substance use are linked, and teens need opportunities to gain skills to handle challenging emotions and discuss issues related to substances. Screenagers Under The Influence provides exactly that. This film, along with the two other Screenagers films, offers a way for youth and adults to discuss issues and solutions.
Moreover, we believe that establishing a routine of weekly short talks to discuss the positives and risks of our tech revolution, including substance- related topics, is vital. That’s why we are in our 7th year of Tech Talk Tuesdays, the free Screenagers Blog that has helped thousands of families have productive conversations. We hope you’ll join us.” Co-directors Delaney Ruston, MD, and Lisa Tabb
VAPING
It is good to refer to vapes as e-cigarettes because that is what they are. 90% of smokers start before 18.
Flavors and high nicotine concentrations are banned in most countries, but not the US.
One vape pen has as much nicotine as a whole pack of cigarettes.
Parenting Tips: Discuss ways in which industries like e-cigarettes, alcohol, cannabis, and others target youth. If you discover that your child is vaping or using other substances, limit how much you talk about your concerns. The goal is to maintain connection, and over-discussing our worries strains the relationship.
ALCOHOL
A common belief is that there are ways to teach young people to drink responsibly. People also believe that teens want to drink because it is forbidden. However, research argues against these beliefs. For example:
In France, where the drinking age is lower, 15-year-olds report binge drinking 3 times more than in the US.
Studies show that allowing teens to drink socially at home predicts increased drinking in college.
Parenting Tips: Data shows that when parents have conversations with their kids about why they do not want them to drink, youth are more likely to make healthier choices. Also, when teens feel safe talking with parents about issues related to use (i.e., they believe they won't be shamed or harshly punished), this correlates with better overall outcomes for teens. Walking the line between not being overly permissive while remaining approachable takes ongoing work, and often seeking advice from others, such as counselors or other parents, is essential.
CANNABIS
Higher THC concentrations are linked to an increased risk of frequent use and brain changes.
Dr. Yasmin Hurd found visible changes in the neurons of rats that were exposed three times a week to cannabis during their adolescence compared to rats that were not exposed.
MRIs of human teen brains show concerning changes in cortical thickness in weed users vs. non-users.
Parenting Tips: The goal is not to try and control our kids but to help kids understand the risks of illicit substances.
Weed is illegal for anyone under 21. Talk about emerging science.
FENTANYL
A deadly epidemic involving this highly-dangerous synthetic drug is happening right now. Given the risk that any non-prescribed pill or powder can be laced with fentanyl, these must never be taken.
Parenting Tips: Discuss ways Fentanyl is reaching youth, why one pill can kill, and the importance of Narcan.
VISIT SCREENAGERSMOVIE. COM for more tips and resources and to sign up for the Screenagers Blog! For references on the data cited above, please email info@screenagersmovie. com
MORE RESOURCES FROM SCREENAGERS
TECH TALK TUESDAYS
THE SCREENAGERS PODCAST
BOOK - PARENTING IN THE SCREEN AGE
SCREENAGERS ON YOUTUBE
Access a library of over 450 blogs from Screenagers’
filmmaker Dr. Delaney Ruston, containing a wealth
of information and advice for families. Sign up to
receive this every Tuesday via email.
Join Dr. Ruston and guests every 2 weeks for the
Screenagers Podcast, where they explore in more
detail the topics of our movies - Screen Time, Mental
Health, Substances and much more.
Written to help parent have calmer and more
productive conversations with youth about tech
and its impact upon their health, happiness and
development. Read a free preview of the book at:
We publish new videos every week, featuring the
experts from our movies, giving new and valuable
parenting advice that wasn’t in our movies, along
with other resources.
www.screenagersmovie. com/ blog
www.screenagersmovie. com/ podcast
www.screenagersmovie. com/ book
youtube.com/ @Screenagers_ Movie
SCREENAGERSMOVIE
www.screenagersmovie. com
SCREENAGERSMOVIES
This copy is for your personal, non-commercial use only. Distribution and use of this material are governed by our Subscriber Agreement and by copyright law. For non-personal use or to order multiple copies, please contact Dow Jones Reprints at 1-800-843-0008 or visit www.djreprints.com. https://www.wsj.com/us-news/ education/ schools-phone- screens-technology- research- c268bda5 Screens Have Taken Over Classrooms. Even
Students Have Had Enough.
Educators question whether the rapid shift toward more technology has benefited learning
By Sara Randazzo Follow , Matt Barnum Follow and Julie Jargon Follow Jan. 22, 2025 9:00 pm ET
Class time has become screen time in American schools.
Kindergartners now watch math lessons on YouTube, counting aloud with the videos. Middleschoolers complete writing drills on Chromebooks while sneaking in play of an online game. Highschoolers mark up Google Docs to finish group projects.
The rapid tech transformation amounts to a grand experiment playing out in American schools.
Accelerated by pandemic- era online learning, the move has happened with little debate, conflicting research and high stakes for the nation’ s children.
Educators wonder whether the digitization of the classroom has really benefited learning— or if it’s done kids a disservice. Some teachers say online tools help create more engaging lessons and provide personalized instruction. Others say the screen- heavy approach has distracted students and burned out teachers.
Covid really shifted things toward, ‘ Oh, we can do this,’” said Stephanie Galvani, a middle- school English teacher in suburban Boston. “ But we didn’ t ask: ‘Should we do this?’” 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 1/10 The shift runs counter to the prevailing advice from doctors and psychologists to limit tech use.
Some frustrated parents are trying to opt their kids out of school technology, with varying degrees of success. Even some students pine for more analog methods.
I don’ t like having my eyes glued on a screen for a while,” said eighth- grader Aubrey Ortiz, in San Antonio. “ It gives you a headache and I really lose my focus.” Students in grades one through 12 now spend an average of 98 minutes on school- issued devices during the school day—more than 20% of the average instructional time—according to data that educational software company Lightspeed Systems analyzed at the request of The Wall Street Journal.
The time spent on devices peaks at two hours and 24 minutes daily in sixth grade, or nearly 35% of instructional time, Lightspeed’ s analysis of more than 2.8 million students in 344 school districts nationwide shows. Use of school devices declined among high- school students, down to 70 minutes a day for 12th- graders, with possible factors including a shift to personal devices and more flexible school schedules, according to Lightspeed.
Students used their school- issued laptops in San Antonio. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 2/10 Fifty percent of teachers said their students completed at least half of their classwork on a device, up from about 20% of teachers before the pandemic, according to a 2023 survey of nearly 1,000 educators conducted by Brian Jacob, an education researcher at the University of Michigan. Use of technology for homework, group work and assessments also dramatically increased.
Research on the effectiveness of tech use in education is mixed and full of company- backed analyses. “ I don’ t think there’ s one easy answer,” Jacob said. “ I just don’ t think we know yet.” Paper is better’
On an August day in Abby Ramos Stanutz’ s San Antonio classroom, 25 eighth- graders filed into first-period English and began class as they often do, with several minutes of free writing. The students each grabbed a school- issued Chromebook and began to type.
I know your fingers are getting tired, but keep going,” Ramos Stanutz urged, dimming the lights and playing pop music softly to help students focus.
Average amount of time per day students spend on school-provided devices During school Outside of school
GRADE 21hour
1 45 min. 5
2 760
3 79 10
4 92 12
5 104 15
6 144 27
7 24136
8 23133
Note: Data from January– June 2024; includes 344 districts and 2.8 million students.
Source: Lightspeed Systems
9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 3/10 Later in the class, the students turned back to Chromebooks to record influencer- style videos explaining why they liked a book they were reading.
Some of Ramos Stanutz’ s students later explained that while they like the ease of turning in assignments online and using computers for technical skills like coding, the devices create distractions in class and can slow down lessons when the internet goes out or a video a teacher wants to play gets blocked by district software.
I feel like paper is better, anything other than technology,” said 14- year- old Carlos Miranda. “ I’m hands- on. You can’ t learn to dissect a frog with a computer.” ( Education technology companies have, actually, created virtual dissection apps.)
Ramos Stanutz said there’ s no getting rid of technology at this point but she’ s learned to strike the right balance. She’ s had to find new strategies to keep students from playing online games or watching videos.
It’s like the ocean: You can never turn your back on it,” she said.
Computer and internet use in schools grew rapidly in the 1990s, alongside technology’ s rise in everyday life. Schools saw an opportunity to close a digital divide between low-income and wealthier students.
The adoption of school technology sped up when the pandemic forced students to learn online.
Federal Covid aid helped schools buy students across the country their own laptops or tablets. A multibillion- dollar education- technology industry promised its products could revolutionize teaching and catch students up after the pandemic.
Students in San Antonio used laptops for a free-writing exercise. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 4/10 Abby Ramos Stanutz. PHOTO: KAYLEE GREENLEE FOR
WSJ
Highline Public Schools in Washington state found
itself unintentionally thrust into a pre- internet era
this school year when a cyberattack shut down its
system for more than a month.
Sixth- grade math teacher Rachel Nielsen said she
initially panicked at not being able to access the
digital curriculum— the only way she’ d taught since
becoming a teacher in 2019.
She soon came to embrace methods like using
physical tiles and cubes to teach geometry. Students
worked together on presentations using large poster
boards. Nielsen found students explained their work better when they had to physically write rather than simply plugging answers into online programs.
We got really bogged down by all the possible things we could use that are digital,” Nielsen said.
Now I’m realizing it isn’t about more technology or another app.” Too good to be true’
Research on the use of technology in education remains unsettled.
For instance, a review of 24 studies published last year found that college students retain more information when they take notes by hand rather than on a computer. Some research has found students have better comprehension when reading on paper rather than on a screen.
I don’t like having my eyes glued on a screen for a while,’ said eighth- grader Aubrey Ortiz. PHOTO:
KAYLEE GREENLEE FOR WSJ
9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 5/10 Other research on specific technology products— including digital tutoring programs— has shown improvements in student learning.
Richard Culatta, the head of an association that supports teachers’ use of technology, said lessons using technology have to elevate what the teacher could otherwise do to be effective.
Does it spark curiosity? Or is it just presenting information?” Culatta said. “ That distinction right there makes it clear pretty quickly whether the tech use is valuable.” Some teachers say they find technology essential for assisting students with specific needs, like using instant- translation apps for recently arrived immigrants or software to make fonts more readable for students with dyslexia.
Technology companies often tout internal analyses claiming their products have led to breakthrough gains in student learning. But such results are often overstated, and companies may choose not to release unfavorable findings.
It’s really hard to move the needle on student achievement, so if you see something that’ s too good to be true, it probably is,” said Betsy Wolf, a researcher who found in a 2020 paper that companybacked studies produced more positive findings than independent evaluations.
IXL Learning, the company behind popular digital education platform IXL, touts that schools using the product score as much as 15 to 17 percentile points higher on state exams.
The most rigorous published evaluation of the product— which is used by 15 million U.S. students— was less impressive. A Johns Hopkins University research center report, commissioned by the company, found that IXL had no clear effect on state math scores during the spring of 2023 in a Students in Ramos Stanutz’ s English class. PHOTO: KAYLEE GREENLEE FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 6/10 Michigan school district. On a different test, IXL boosted math scores by about five percentile points, the researchers found.
In a separate, unpublished Johns Hopkins study—a summary of which was reviewed by the Journal the effects of IXL were described as “ directionally positive” but “ not statistically significant.” The company chose not to release the study, a spokesman said, because it had a relatively small sample size.
Bo Bashkov, senior manager of research at IXL Learning, said the company’ s figures of 15 to 17 percentile points are “ better- case scenario” benchmarks from its own state- by-state research.
Removing barriers
In lower- income districts, school leaders say giving students and their families access to personal devices has been a huge benefit. Computer access is now nearly universal in U.S. public schools, with 95% of schools reporting that they provided devices to students last school year, according to a federal survey.
It has removed barriers,” said Pamela Maddox, the principal of Compton Early College High School, a high- performing school in a district serving majority Latino and Black students. Parents tell her they like that students can easily access their homework from anywhere.
The school has doubled down on technology, moving its library into a smaller room to make way for a high- tech lab funded by Verizon, equipped with a podcasting room, robotics equipment, 3-D printer and esports stations.
On a walk through campus in September, Maddox entered an Advanced Placement English class taught by Porsja Dyer. There, students sitting with Chromebooks typed out reflections on factors that have shaped their identity. Their responses were instantly shared with the entire class.
And yes, I turned the hearts on so you can like each other’ s work today,” Dyer said.
At one table, students looked up from their screens to say they liked using technology in class because they can find information and write responses more quickly and it makes life easier.
Reducing technology
Many parents are content with the growth of educational technology. In one survey from 2023, commissioned by the nonprofit EdChoice, about three in four parents said that computer use was having a positive effect on their child’ s learning.
9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 7/10 Still, about 40% of parents said their children spent too much time on screens. In a separate EdChoice poll, 35% of teenagers said their school used too much technology.
For parents who want to reduce screen time, schools are undercutting them,” said Jonathan Haidt, a social psychologist at New York University’ s Stern School of Business whose recent book, “ The Anxious Generation,” helped fuel smartphone bans in schools across the country.
Mileva Repasky, a mother of three in Phoenixville, Pa., who co-founded the nonprofit Phone- Free Schools Movement, had her children track their school and home screen use for two weeks at the Journal’ s request.
One Wednesday in October, her 17- year- old son, David, spent nearly 2½ hours on his school- issued Chromebook doing work at school and an additional 70 minutes doing homework on his Chromebook. That was on top of the 42 minutes at lunch watching TikTok and Netflix on his phone that day and 80 minutes at home gaming or looking at Instagram. Total screen time: more than 5½ hours.
He said he learns better when taking notes on paper and that he’d like it if classmates would talk to each other more during lunch. His mom said she had no idea David was spending so much time on his laptop for school.
I think we were all sold a lie that this was going to completely revolutionize education,’ said Andrea Davis, a mother of five. PHOTO: KRISTINA BARKER FOR WSJ 9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 8/10 The entire day is filled with technology,” said David, a junior at a private high school. “ We use our computers from first period to eighth period, and even at lunch there’ s no socializing because everyone is on their phones playing games.”
Repasky’ s nonprofit and other advocacy groups have helped usher in a wave of cellphone bans at the school- district and state level in recent years, though enforcement is often a challenge and phones are still pervasive on many campuses.
Mom of five Andrea Davis wasn’ t happy with the prevalence of technology in her local public school district in Hood River, Ore. “ I think we were all sold a lie that this was going to completely revolutionize education,” she said.
Davis, who runs a business that helps families reduce screen time, worked with the district to organize student and community meetings and presented a formal plan on how to reduce Amount of time at school Mileva Repasky's children spent on school-provided devices Madelyn 11 YEARS OLD 5TH GRADE
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1 hour 5 min. 1 hour 5 min. 40 min. 1 hour 5 min. 55 min.
SCHOOL
DAY
Katie 13 YEARS OLD 7TH GRADE
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1 hour 30 min. 1 hour 1 hour 18 min. 1 hour 15 min. 1 hour 31 min.
David 17 YEARS OLD 11TH GRADE
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1 hour 27 min. 1 hour 2 hours 22 min. 2 hours 2 hours 30 min.
Note: Data for Oct. 28- Nov. 1, 2024
Source: Mileva Repasky
9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 9/10 Appeared in the January 24, 2025, print edition as 'Screens Are Taking Over In American Classrooms'. technology use. This school year, the middle- schoolers aren’ t bringing school- issued iPads home with them, and the district is making sure every tech application is educationally sound. School leaders didn’ t take up other recommendations, like banning YouTube and eliminating iPads in early- grade classrooms.
There’ s this misconception that we’ ve let the cat out of the bag,” Davis said. “ But no, this is an opportunity we have now.”
Write to Sara Randazzo at sara.randazzo@wsj. com, Matt Barnum at matt.barnum@wsj. com and Julie Jargon at Julie. Jargon@wsj. com
9/15/25, 6:14 PM Screens Have Taken Over Classrooms. Even Students Have Had Enough. - WSJ https://www.wsj.com/us-news/education/ schools- phone- screens- technology- research- c268bda5? st=GSqPbi& reflink= article_ email_share 10/10
ORANGECOUNTY
HEALTH DEPARTMENT
Improving health. Inspiring change.
ORANGE COUNTY BOARD OF HEALTH
RESOLUTION ADDRESSING SOCIAL MEDIA USE, SCREEN TIME, AND YOUTH MENTAL HEALTH WHEREAS, according to a recent survey one-third of all teens report being online and using social media platforms "almost constantly";1 and
WHEREAS, a 2023 U.S. Surgeon General' s Advisory warned that while social media may offer benefits, there is growing evidence of risks to youth mental health including anxiety, depression, and reduced quality of sleep;2 and WHEREAS, studies have found correlations between time spent on social media and mental health including one study that found risk of anxiety and depression doubled in youth that spent more than three hours daily on social media;3 and WHEREAS, adolescence represents a critical time in the brain development and studies have reported social media may result in addictive behavior, decreased attention span, and lower test scores;4,5,6 and WHEREAS, growing reports suggest social media can expose youth to cyberbullying, inappropriate content, and heavily edited comparisons that can lead to eating disorders, body dissatisfaction, and suicidal ideation; 6 and WHEREAS, evidence-based strategies toreduce the risks of social media include implementing device-free school policies, setting screen-time limits at home, avoiding screens before bedtime, and educating families about the psychological effects of social media;6 ,7,8 and
WHEREAS, time spent on social media and screens decreases time for exercise, sleep, in-person time with friends, and other activities that are thought to improve mental health and healthy social development ( for youth and adults).2,3 •4 ,5 ,6 NOW, THEREFORE, BE IT RESOLVED on this 26th day of March 2025, that we the Orange County Board of Health:
1. Recognize social media use among youth as a significant public health concern and mental health risk.
2. Recommend parents and caregivers establish screen-time limits for their children/teens, particularly restricting device use on school nights and before bedtime, to promote healthy sleep habits.
3. Urge parents to consider delaying getting their children smartphones and exploring pledges with other parents like the "Wait Until 8th" initiative.9
4. Encourage parents and young people to explore the resources listed below to further understand the impact of digital technology on youth development.
5. Support "Away for the Day" policies in Chapel Hill-Carrboro City Schools and Orange County Schools that restrict personal device use during school hours to support focus and well-being.
6. Suggest Orange County school districts or the county explore joining ongoing class action lawsuits against social media companies, withthe goals offunding additional mental health services for youth and/or requiring social media companies to improve their age verification and parental controls.10
7. Support the countywide adoption of "Screen-Free Week" during May 5-11, 2025, as observed by Chapel HillCarrboro City Schools and encourage parents and children of the county to participate.11
8. Support statewide legislation, such as Senate Bill 55, that would join NC with other states in requiring school districts to have policies around use of cellphones during the day and nationwide legislation that would require social media companies to have more effective age/parental consent verification.12, 13
9. Support educational efforts that inform families, schools, and policymakers about the risks of social media use and the importance of digital wellness.
Alison Stuebe, MD, MSc
Chair, Orange County Board of Health Orange County Health Director 919 245 2405 > 300 West Tryon Street > Hillsborough, NC 27278 > orangecountync. gov
REFERENCES AND RESOURCES:
1. Sidoti, Michelle Faverio and Olivia. “ Teens, Social Media and Technology 2024.” Pew Research Center blog), December 12, 2024. https://www.pewresearch. org/internet/ 2024/12/12/teens-social-media-andtechnology- 2024/.
2. U.S. Surgeon General’ s Advisory on Social Media and Youth Mental Health ( 2023). https://www.hhs.gov/surgeongeneral/ reports- and-publications/ youth-mental- health/social-media/index.html
3. Riehm KE, Feder KA, Tormohlen KN, Crum RM, Young AS, Green KM, Pacek LR, La Flair LN, Mojtabai R.
Associations Between Time Spent Using Social Media and Internalizing and Externalizing Problems Among US Youth.” JAMA Psychiatry. 2019 Dec 1;76(12):1266-1273. doi: 10.1001/jamapsychiatry. 2019.2325. https:// pmc.ncbi.nlm.nih.gov/articles/PMC6739732/
4. Lissak, Gadi. “Adverse Physiological and Psychological Effects of Screen Time on Children and Adolescents:
Literature Review and Case Study.” Environmental Research 164 (July 2018): 149–57. https://doi.org/10.1016/j.envres. 2018.01.015.
5. Twenge, Jean. iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy-- and Completely Unprepared for Adulthood-- and What That Means for the Rest of Us. (2017).
6. Haidt, Jonathan. The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. ( 2024).
7. Muppalla, Sudheer Kumar, Sravya Vuppalapati, Apeksha Reddy Pulliahgaru, and Himabindu Sreenivasulu.
Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management.” Cureus 15, no. 6 (June 2023): e40608. https://doi.org/10.7759/cureus. 40608.
8. American Psychological Association, " Health Advisory on Social Media Use in Adolescence" ( 2023). https://www.apa.org/topics/ social-media-internet/health-advisory- adolescent- social-media-use
9. Wait Until 8th. “Wait Until 8th.” Accessed March 19, 2025. https://www.waituntil8th.org."Wait Until 8th" Campaign, www.waituntil8th. org.
10. Scofield, Sydnee. “ Wake County school board joins lawsuit against social media giants.” ABC 11 News, February 20, 2024. Accessed March 20, 2025. https://abc11.com/social-media-lawsuit- wake-county- schoolsboard-of-education/ 14450653/
11. Screen-Free Week. Accessed March 19, 2025. https://screenfree. org/about/
12.“ NC Senate Bill 55, Student Use of Wireless Communication Devices.” NC General Assembly. Accessed March 19, 2025. https://www.ncleg.gov/BillLookUp/ 2025/S55
13.“ Social Media and Children 2024 Legislation.” National Conference of State Legislatures. Accessed March 19, 2025. https://www.ncsl.org/technology- and-communication/ social-media-and-children- 2024-legislation.
Scan this QR code with your phone or go to
https:// drive. google. com/ file/ d/16BIFTyyRehshQKjldeMP19k5JZlzL05G/ view? usp= sharing to access live resource links
919 245 2405 > 300 West Tryon Street > Hillsborough, NC 27278 > orangecountync. gov
00 West Tryon Street | Hillsborough, NC | 919-245-2400 | OrangeCountyNC. Gov/ Health
FOR IMMEDIATE RELEASE
Media Contact
Libbie Hough
Communications Manager and Public Information Officer
Office: 919-245-2562; Cell: 919-619-7116
lhough@orangecountync. gov
Orange County Board of Health Champions Youth Mental Health with Resolution on Screen Time HILLSBOROUGH, NC ( April 29, 2025) — In recognition of growing concerns over the effects of excessive screen time and social media use on youth mental health, the Orange County Board of Health unanimously approved a resolution aimed at promoting healthier screen habits among children and adolescents.
Timed to coincide with Screen- Free Week ( May 5–11, 2025), a national celebration that encourages children, families, schools, and communities to enjoy life beyond screens, the resolution highlights the urgent need for local action. Research cited in the resolution, including findings from the U.S. Surgeon General and the American Psychological Association, underscores the association between excessive screen use and rising rates of anxiety, depression, and other mental health challenges among youth.
The Orange County Board of Health calls on families, schools, and community organizations to promote balanced technology use and encourages participation in Screen- Free Week activities. The resolution also urges policymakers to support education, advocacy, and community initiatives that help children develop healthier relationships with digital technology. To read the full resolution, visit the Board of Health’ s webpage.
Dr. Amy Fowler, pediatrician, member of the Orange County Board of Health, and Board of County Commissioners emphasized the importance of the resolution: “ Many kids I see are spending too much time on screens and it is taking time away from more productive activities like sleep, outdoor play, and engagement with friends and family. As we see screen time increase, we are also seeing its impacts on mental health.”
Orange County residents are invited to take part in Screen- Free Week events and activities. For more information about Screen- Free Week, visit screenfree. org.
The Orange County Health Department exists to enhance quality of life, promote the health, and preserve the environment for everyone in Orange County. For information about the Health Department visit OrangeCountyNC. Gov/ Health
ate: 3/7/2026 5:35:19 PM
From:" Craig ADurfey" [email protected]
To:
Craig Durfey" [email protected], "Sam Waldoch" [email protected], " Ryan Durfey" [email protected], Boman, Adam" [email protected], " sedn.committee@senate. ca.gov" sedn.committe [email protected], " Nick Dibs" [email protected], "Assemblymember Davies" [email protected], SHEA.Committee@senate. ca.gov" shea.committee@senate. ca.gov, " PIO Department" pio_departme [email protected], Senator Gonzalez" senator.gonzalez@senate. ca.gov, " [email protected]" david.ochoa@se n.ca.gov, Assemblymember.Muratsuchi@assembly. ca.gov" assemblymember.muratsuchi@assembly. ca.gov, reploucorrea@mail. house.gov" reploucorrea@mail. house.gov, " Rosales, Rosie" [email protected], " Walter Muneton" [email protected], " Gabriela Mafi" [email protected], " ocbe@ocde. us" ocbe@ocde .us, " Don Barnes" [email protected], " Haldor Larum" hlarum@cityofirvine. org, "irvinecitycouncil@cityofirvine .org" irvinecitycouncil@cityofirvine. org, " [email protected]" [email protected], " Teri Rocco" [email protected], Lan Nguyen" [email protected], " Bob Harden" [email protected], " Jeffrey Layland" [email protected], JONATHAN@GGPD. ORG" [email protected], " ggpdpio@ggcity. org" ggpdpio@ggcity. org, [email protected]" [email protected], " senator umberg" senator.umberg@senate .ca.gov, " Public Records Request" [email protected], " Public Comment" publiccomment@anaheim. net, " LizVasquez" [email protected], " Pam Haddad" [email protected], " Lisa Kim" [email protected], "'" Whill@Cityofirvine .org"'" whill@cityofirvine. org, " vicente.sarmiento@ocgov. com" vicente.sarmiento@ocgov. com, "Nguyen, Janet" [email protected], "COB_Response" response@ocgov. com, "reploucorre [email protected] .gov" reploucorrea@mail. house.gov, " ocbe@ocde. us" ocbe@ocde. us, " Devon Atkinson" datkinson@ocde. us Subject:[ EXTERNAL] Fw: What's more important than saving children? Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
From: durf eycraig778@gmai l .com < durfe ycraig778@gmai l .com> Se nt: Saturday, March 7, 2026 5:29 PM
To: ' Crai g A Durfe y' <cadurf ey@gmai l .com>; ' Maureen Bl ackmun' < maureen. ggna@gmail. com> Subje ct: What' s more important than saving childre n? P.R. D. D.C.)(
CHILDRENPARENTS PARENTS FOR THE RIGHTS OF DEVELELOPMENTALLY OPMENTAL LY DISABLEDED CHIL DREN CRAIG A. DURFEYEY FOUNDER FOUNDER OF P.R.D.D.C.
42P. P.O.BOX 200101 GARDEN GROVE, CA 92884 2
8CELL CEL L 714- 14 -321-1-8238 23
COMCADURFEY@GMAIL. CADURFEY@ GMAIL. COM
COMSOCIALEMOTIONALPAWS. SOCIAL EMOTIONALPAWS. COM
DURFEYFACEBOOK: FACEBOOK: CRAIG DURFEY
U ..S. HOUSE OU SE OF CONGRESS GRESS H2 40 4 - HONORING HONORING DURFEYCRAIG CRAIG DURF EY FOROR HIS FIGHT IG HT AGAINST AGAINST AUTISM ... AU TISM ... Ms. ORETTALORETTA L SANCHEZSANCHEZ of Californ California. ia.
dfhttps:// https:// www. goovinfo. fo .gov/v/content/ co nte nt/pkg/ kg /CREC- 2003- 00 3-03-3-27/ 7/pdf/ df/CREC- 200 3-03-27.pdf new website orgsocialemotionalpaws. socialemotionalpaws. org To whom it may concern.
What’s more important important than saving children? children? From chat rooms. https:// www.facebook. com/ reel/ 1259853759431328/
ate: 3/7/2026 7:22:26 PM
From:" durfeycraig778@gmail. com" durfeycraig778@gmail. com To:
Craig ADurfey'" [email protected], "senator.umberg@senate. ca.gov" [email protected], " Don Barnes" [email protected], "[email protected]" [email protected], " [email protected]" [email protected], "' Teri Rocco'" [email protected], "' Lisa Kim'" [email protected] .ca.us, "' Public Records Request'" [email protected], " stephaniek@ggcity. org" stephaniek@ggcity. org, "' PIO Department'" pio_department@ggusd. us, "' Bob Harden'" [email protected], "' Dina Nguyen'" [email protected], "' Lan Nguyen'" [email protected], "' LizVasquez'" [email protected], "' Walter Muneton'" [email protected], [email protected]" [email protected], " [email protected]" [email protected], "' George Brietigam'" [email protected], " yeseniam@ggcity. org" [email protected], " [email protected]" [email protected], response@ocgov. com" response@ocgov. com, "SHEA.Committee@senate .ca.gov" SHEA.Committee@senate. ca.gov, City.Council@surfcity- hb.org" City.Council@surfcity- hb.org, " [email protected]" [email protected], [email protected]" [email protected], "' Gabriela Mafi'" [email protected], "' Devon Atkinson'" datkinson@ocde. us, "' Nick Dibs'" [email protected], "[email protected]" David.Ochoa@se n.ca.gov, hlarum@cityofirvine. org | cityofirvine.org" hlarum@cityofirvine. org | cityofirvine.org, irvinecitycouncil@cityofirvine. org" irvinecitycouncil@cityofirvine. org, "' Jeffrey Layland'" [email protected], SEDN.committee@senate. ca.gov" SEDN.committee@senate. ca.gov, " Public Comment" [email protected], Superintendent@cde. ca.gov" Superintendent@cde. ca.gov, " ocbe@ocde. us" ocbe@ocde .us, " [email protected]" [email protected], " REPLOUCORREA@MAIL. HOUSE.GOV" REPLOUCORREA@MAIL. HOUSE.GOV, JONATHAN@GGPD. ORG"'" [email protected], " admin@voiceofoc. org" admin@voiceofoc. org, "' Jim Tortolano'" orangecountytribune@gmail. com
Subject:[ EXTERNAL] These Might Be the Most Dangerous Apps ForKids Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
202603- 03-07-2026
P.R. D. D.C.)(
CHILDRENPARENTS PARENTS FOR THE RIGHTS OF DEVELELOPMENTALLY OPMENTAL LY DISABLEDED CHIL DREN CRAIG A. DURFEYEY FOUNDER FOUNDER OF P.R.D.D.C.
42P. P.O.BOX 200101 GARDEN GROVE, CA 92884 2
8CELL CEL L 714- 14 -321-1-8238 23
COMCADURFEY@GMAIL. CADURFEY@ GMAIL. COM
COMSOCIALEMOTIONALPAWS. SOCIAL EMOTIONALPAWS. COM
DURFEYFACEBOOK: FACEBOOK: CRAIG DURFEY
U ..S. HOUSE OU SE OF CONGRESS GRESS H2 40 4 - HONORING HONORING CRAIG DURFEYDURFEY FOROR HIS FIGHT IG HT AGAINST AGAINST AUTISM ... AU TISM ... Ms. ORETTALORETTA L SANCHEZSANCHEZ of Californ California. ia.
dfhttps:// https:// www. goovinfo. fo .gov/v/content/ co nte nt/pkg/ kg /CREC- 2003- 00 3-03-3-27/ 7/pdf/ df/CREC- 200 3-03-27.pdf new website orgsocialemotionalpaws. socialemotionalpaws. org concernTo To whom it may concern
KidsThese These Might Be the Most Dangerous Dangerous Apps For Kids https:// www.facebook. com/ reel/ 1652980689171872/
ate: 3/8/2026 7:48:00 PM
From:" Craig ADurfey" [email protected]
To:
Craig Durfey" [email protected], "Sam Waldoch" [email protected], " Ryan Durfey" [email protected], sedn.committee@senate. ca.gov" sedn.committee@senate. ca.gov, " Nick Dibs" nickdibs1@gmail. com, Assemblymember Davies" assemblymember.davies@assembly. ca.gov, " SHEA.Committe [email protected]" shea.committee@senate. ca.gov, " PIO Department" pio_department@ggusd. us, " Senator Gonzalez" senator.gonzalez@senate. ca.gov, " [email protected]" david.ochoa@se n.ca.gov, " Liz Vasquez" [email protected], Lisa Kim" [email protected], " Public Records Request" [email protected], " Public Comment" publiccomment@anaheim. net, " Assemblymember.Muratsuchi@assembly. ca.gov" assemblymember.muratsuchi@assembly. ca.gov, " reploucorrea@mail. house .gov" reploucorre [email protected], Rosales, Rosie" [email protected], " Don Barnes" [email protected], " JONATHAN@GGPD. ORG" [email protected], " ggpdpio@ggcity. org" ggpdpio@ggcity. org, "irvinecitycouncil@cityofirvine .org" irvinecitycouncil@cityofirvine. org, " [email protected]" [email protected], " Public Records Request" [email protected], "'" Whill@Cityofirvine. org"'" whill@cityofirvine. org, " Haldor Larum" hlarum@cityofirvine. org Subject:[ EXTERNAL] Is social media fueling youth mental health crisis? Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
Craig Durfey
Click the link:
https://ps.soceco.uci.edu/news/social-media-fueling-youth-mental-health-crisis ate: 3/10/2026 7:45:46 AM
From:" Craig ADurfey" [email protected]
To:
Craig ADurfey" [email protected], "Don Barnes" [email protected], " Haldor Larum" HLarum@cityofirvine. org, Waldoch, Sam" [email protected], " Whill@Cityofirvine. org" Whill@cityofirvine .org, irvinecitycouncil@ci. irvine.ca.us" irvinecitycouncil@ci. irvine.ca.us, " JONATHAN@GGPD. ORG" [email protected], ocbe@ocde. us" ocbe@ocde. us, " Public Comment" publiccomment@anaheim. net, " COB_Response" response@ocgov. com, "Rosales, Rosie" [email protected], " [email protected]" [email protected], " CITY COUNCIL" [email protected], " Public Records Request" [email protected], " CM@cityofirvine. org" cm@cityofirvine. org, " Jeffrey Layland" [email protected], " sedn.committe [email protected]" SEDN.committee@senate. ca.gov, " shea.committee@senate. ca.gov" SHEA.Committe [email protected], " Senator Gonzalez" SENATOR.GONZALEZ@senate. ca.gov, " [email protected]" David.Ochoa@se n.ca.gov Subject:[ EXTERNAL] Fwd: Song for Charlie March Newsletter Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
Forwarded message ---------
From: Song for Charlie <realtalk@songforcharlie. org>
Date: Tue, Mar 10, 2026 at 6:08 AM
Subject: Song for Charlie March Newsletter
To: <cadurfey@gmail. com>
Song for Charlie Monthly Newsletter
March 2026
Dear Friends,
Parents told us they wanted our information in a format they could fit into their busy lives. So we made our first audio series and it's live now. We also made a middle school version of our Real Talk About Fake Pills program, got La Estrella into eight film festivals—and National Fentanyl Awareness Day is less than two months away. A lot happened this month.
La Estrella Hits the Festival Circuit
Phoenix is one of eight film festivals screening La Estrella soon.
La Estrella, our Spanish-language short film by and for Latino communities, has been selected for screening at eight film festivals— from Cleveland to Phoenix to Portugal, including the MexicanAmerican Film & Television Festival in Los Angeles. Each screening puts our message in front of families and young people who might never encounter a school assembly or prevention pamphlet. That's exactly the point.
Watch with Your Family
New: The New Drug Talk Audio Serie s
Free on all major podcastplatforms.
In about 50 minutes, you'll get the facts about fake pills, hear from Ed alongside physicians and harm reduction educators, and learn how to talk to your kids in ways that actually protect them. Episode five is designed for parents and teens to listen to together.
Listen & Subscribe
New: Real Talk About Fake Pills for Middle School
Now with dedicated materials for middle school classrooms.
A middle school teacher reached out and asked if we could adapt our Real Talk About Fake Pills curriculum for her classroom. She wasn't the only one. So we did it. The new middle school deck— developed in direct collaboration with educators— is now part of our Educator Package. Same facts, same approach, tuned for a younger audience.
Get the New Deck
The New Drug Talk Is Now on Social Media
Newchannels for parents—followfor advice and tips.
We've launched new social channels dedicated to The New Drug Talk giving parents another way to stay informed about fake prescription pills made with fentanyl, plus what parents need to know about today's drugs. Follow us to get the facts in your feed.
Follow The New Drug Talk for Tips
Save the Date: National Fentany l Aware ness Day
NFAD) Is April 29
Our fifth annual.
Mark your calendar: The fifth annual National Fentanyl Awareness Day, Organized by Song for Charlie, is Wednesday, April 29th.
Learn More
Help Us Reach the Next Family
Our work is donor funded, which means we count on you! Our community of dedicated supporters makes this work possible.
The fentanyl crisis is not slowing down. Neither are we.
If you believe families deserve clear, honest information before tragedy strikes, please consider becoming a monthly donor today.
Monthly support allows us to respond when schools call, translate materials for new communities, launch resources parents ask for, and keep this lifesaving education free and accessible.
A one-time gift helps.
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Thank you for standing with us.
With gratitude,
Ed and Mary Ternan and the Song for Charlie Team
Join Us in Our Life-Sav ing Mission
Your support is the foundation of our work. Every donati on helps us expand our reach and continue saving lives. Please consi der making a contributi on to safeguard education and protection for families across the nation.
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From:" Craig ADurfey" [email protected]
To:
Craig Durfey" [email protected], "Sam Waldoch" [email protected], " Ryan Durfey" [email protected], Boman, Adam" [email protected], " sedn.committee@senate. ca.gov" sedn.committe [email protected], " Nick Dibs" [email protected], "Assemblymember Davies" [email protected], " PIO Department" pio_department@ggusd. us, " Senator Gonzalez" senator.gonzalez@senate. ca.gov, " david.ochoa@se n.ca.gov" [email protected], " SHEA.Committee@senate. ca.gov" shea.committe [email protected], Assemblymember.Muratsuchi@assembly. ca.gov" assemblymember.muratsuchi@assembly. ca.gov, reploucorrea@mail. house.gov" reploucorrea@mail. house.gov, " Rosales, Rosie" [email protected], " Walter Muneton" [email protected], " Gabriela Mafi" [email protected], " ocbe@ocde. us" ocbe@ocde .us, " Haldor Larum" hlarum@cityofirvine. org, "irvinecitycouncil@cityofirvine. org" irvinecitycouncil@cityofirvine .org, Whill@Cityofirvine. org"'" whill@cityofirvine. org, " Don Barnes" [email protected], " JONATHAN@GGPD. ORG" [email protected], " ggpdpio@ggcity. org" ggpdpio@ggcity. org, " Public Records Request" [email protected], " Public Comment" [email protected], "[email protected]" [email protected], " Nick Dibs" nickdibs1@gmail. com, George Brietigam" [email protected], " stephaniek" stephaniek@garden-grove .org, " [email protected]" [email protected], "Pak, Joe" [email protected], " [email protected]" [email protected], Assemblymember.Muratsuchi@assembly. ca.gov" assemblymember.muratsuchi@assembly. ca.gov, " Boman, Adam" [email protected], " reploucorrea@mail. house.gov" reploucorrea@mail. house .gov, vicente.sarmiento@ocgov. com" vicente.sarmiento@ocgov. com, "Lan Nguyen" [email protected], " LizVasquez" [email protected], " Jeffrey Layland" [email protected], " Supervisor Terra Lawson-Remer" terra.lawsonremer@sdcounty. ca.gov Subject:[
EXTERNAL] [Shared Post] IPads inkindergarten, YouTube videos at snack time: Parents are pushing back on screens in the early grades
Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
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EXTERNAL] Can We Save Kids from Social Media?The social psychologist Jonathan Haidt discusse s social media’ s subversion of the ability to pay attention on a species- wide level,” how policymake rs are intervening, and what more we should be doing to pr...
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payThe The social psychologist psychologist Jonathan Jonathan Haidt discusses discusses social media’s “subversion subversion of the ability ability to pay attention attention on a species- species-wide level,” level,” how policymakers policymakers are intervening, intervening, beand and what more we should be doing to protect children.
ofThe The poet and critic Randall Randall Jarrell Jarrell once said that a poet is someone someone who “manages, manages, in a lifetime lifetime of standing standing out in thunderstorms, thunderstorms, to be struck by lightning lightning five or sixhistimes.” times.” Jonathan Haidt, in his career as a wide-ranging ranging social psychologist, psychologist, has been flagrantly flagrantly right about at least one big thing. ofHis His book “The Anxious Anxious Generation: Generation: How the Great Rewiring Rewiring of Childhood Childhood Is Causing Causing an Epidemic Epidemic of Mental Illness” Illness” was a best-sellerhardlywhen when it was published published two years ago and its influence influence has hardly havewaned. waned. As both a researcher researcher and as a popularizer, popularizer, Haidt argues that social- social-media companies companies have unleashed unleashed what is essentially essentially a “mind-altering” altering” danger in our lives—particularly particularly in the lives of kids. believedAt At first, Haidt’s work met with some critical critical eye-rolling, rolling, partly because because a few in the field believed that he had not quite nailed one assertion assertion or another, another, but more commonly commonly tobecause because he seemed to thesome some an alarmist, alarmist, a techno- techno-Luddite Luddite whinging whinging about “ about “kids these days and their devices.” devices.” But as the healthevidence evidence of the harms accumulated— accumulated—of social disconnection, disconnection, of a sharp decline decline in mental health among young people— people—Haidt’s book became, became, for so many, essential. toI I last met with Haidt for The New Yorker Radio Hour when his book was published. published. I wanted to catch up with him to review the political political and social ramifications ramifications of his work Australiafrom from here to Australia and his own turn from scholar scholar to activist. activist. Our conversation conversation has been edited for clarity clarity and length. length.
Jonathan, Jonathan, I really wanted to have you back. We had a wonderful wonderful conversation conversation a couple years ago, and you’ve done a lot of work since then. I’ve done a lot of thinking thinking aboutandit, it, too, I must admit, and tryingI’ I’m not alone. Your book has been cited as part of the inspiration inspiration for some new laws that are trying whichto to shield children children from social media. As we all know, there’s a major law passed in Australia, Australia, which we’ll get to. And a trial has just started, started, in the state of California, California, against against social- social-media companies, companies, and that seems really significant. significant. Talk me through through what’s going on in California. California. actionsThat’ That’s right. These companies companies were given near-blanket blanket immunity [ immunity [ from liability] liability] for their actions back in the nineties. nineties. Section Section 230, the Communications Communications Decency Decency Act, said orthat that we can’t sue Meta or TikTok because because of what someone someone else posted on Meta or TikTok. TikTok.
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As a First Amendment idea?
ifIt It was actually actually done to incentivize incentivize the companies companies to moderate. moderate. The companies companies were afraid that if they take anything anything down, they become responsible responsible for every single [ single [piece Congressof of content]. So Congress somethingsaid, “ said, “Go ahead and take down porn, and don’t worry—no one can sue you if you leave something up.” They wanted to give them more freedom freedom of action. action. theseIt It was a good idea originally, originally, but the courts have interpreted interpreted it so widely. widely. So you have all these parents parents with dead kids, and, in many cases, it’s just crystal crystal clear. onI I mean, the kid got sextorted sextorted on aSnapchat Snapchat and was dead that night. That wasn’t a correlation. correlation. That was causation. causation. You have a anhappy happy eleven- eleven-year-old girl, she gets on Instagram, Instagram, and a few weeks later she’s developing developing an eating disorder.
everSo So you have all these parents parents whose kids have been killed or damaged, damaged, and not one has ever gotten justice. justice. Not one has ever even been able to face Meta in court. Meta has never faced a jury. youNone None of these companies companies have ever faced a jury, because because they keep saying, “ saying, “Section Section 230, you can’t touch us.”
isNow, Now, how insane is it that the makers of one of the largest largest consumer consumer products products in the world—that is the one that most children children use, that seems to be harming harming and killing killing bea a lot of them—can never be held responsible for their actions?
Do you have any numbers numbers for this?
inWe We know from Snap that they were getting getting ten thousand thousand reports reports of sextortion sextortion from their users in 2022. And that wasn’t ten thousand thousand a year, that was ten thousand thousand a month. saidAnd, And, as they said kidsthemselves, themselves, this is probably probably the tip of the iceberg, iceberg, because because most people don’t report. report. And the kids the boys who kill themselves— themselves—they don’t report, report, either. either. And with A.I. automating automating sextortion sextortion it’s— going to go way up.
areWhen When we look at harms to mental health, health, we tend to find twenty to thirty per cent of the girls are saying, “ saying, “It harmed my mental health.” health.” The direct harms and the indirect indirect scaleharms harms are at such a scale that this could plausibly plausibly have caused the big increases, increases, in 2012, of mental illness. illness.
So what’s happening happening in California? California? The thousands thousands of cases of parents parents who are suing can’t be combined combined into a class-action suit, because because class-action suit requires requires that all the plaintiffs plaintiffs have been harmed ininn the same way. And in districtthis this case the stories stories are all a little different. different. So they’ve created created what’s called multi-district inlitigation, litigation, in which several several thousand thousand cases will be heard by a single judge, a single court, in California.
toNow, Now, of course, course, that’s impossible. impossible. So the idea is the two sides argue about which cases to consider. consider. They pick bellwether bellwether cases. Those cases go to trial in front of a jury. onAnd And then based on wewhathat those jury trials are it’ll kind of be clear which way everything everything has to go. So that’s where we are.
What’s the desirable outcome?
isThe The desirable desirable outcome outcome is that a jury, which decides decides questions questions of fact, decides decides that social media is addictive addictive and it was designed designed to maximize maximize engagement. engagement. They use various various tricks to, basically, addict kids.
When you say “tricks,” tricks,” what do you mean?
itOh, Oh, you ever notice that on an iPhone, iPhone, when you pull down, like, you want to check your e-mail, it kind of bounces bounces up and you get new ones?
Yeah.
That was literally literally copied from slot machines. machines. Literally. Literally. coupleI I work with a lot of people in their twenties twenties and thirties, thirties, and when I brought brought up your book a couple of years ago it seemed to some of them that it was rather censorious— censorious—yet kidsanother another version of “kids thatthese these days with their loud rock-and-roll music,” music,” or “it was all better before.” before.” The same thing that you might’ve heard about television television by people who had grown up on radio. whateverYeah, Yeah, the main argument argument that I get is, Oh, this is just another another moral panic about whatever technology technology the kids are using. And as you and I talked about last time that’s legitimatea a perfectly legitimate argument. argument. I have to show why this time is different. different. areThe The big difference difference I’ve come to see is this. Screens Screens have been around for a long time. Screens Screens are good ways of presenting presenting stories. stories. Screens Screens have a role in education. education. Ifyouryou you watch a movie with your kid, that’s great. A long story on a screen, screen, across the room, that’s wonderful. wonderful.
That’s not this.
noThat’ That’s not this. The difference difference here is behaviorist behaviorist conditioning. conditioning. So, with the television, television, there’s no stimulus- stimulus-response response reinforcement reinforcement loop. You watch, you’re entertained, entertained, you might get into the story. ofIt’ It’s a very pleasant pleasant state, to be into a great fictional fictional story. That’s what art does—it takes us out of touchscreenourselves ourselves into an imaginary imaginary world. That’s great. But, when you give your child a touchscreen device, what the child quicklyandfigures figures out is that if they touch something, something, they get something, something, and then they learn to touch to optimize optimize the getting. getting. And the getting getting is dopamine— dopamine—quick dopamine. dopamine.
So it’s not just the glow of the screen; screen; it’s the reactivity reactivity of it. muchThat’ That’s right. So if you just played thirty- thirty-minute videos on a video player, player, it would be pretty much like television television was. But instead instead what you have is a Skinner Skinner box. B. importantF. F. Skinner was an important wouldpsychologist psychologist from about the nineteen- nineteen-twenties twenties or thirties thirties through through about the sixties. sixties. He would variablecreate create these boxes—he would put a pigeon or a rat in it. By giving them reinforcement reinforcement on a variable ratio reward schedule schedule he could very quickly quickly take control control over their behavior behavior and make them dance, yourmake make them learn to play Ping-Pong. I mean, he could do amazing amazing things. things. And when you give your kid a smartphone smartphone it is a behaviorist- behaviorist-conditioning conditioning machine. machine.
So anyone who says, “ says, “Oh, this is just like [the moral panic over] comic books”— books”—no, this is really, really, really different different from comic books. I just read you a bunch of surveys surveys themselveswhere where the kids themselves neversay, say, “This is harming harming us.” They say, “We wish it never existed.” existed.” Half of them wish TikTok had never thatbeen been invented. invented. Nobody was saying that about comic books. So I understand understand people assuming assuming that this is just another another old man shaking shaking his fist at the clouds, clouds, but this time’s really, really, really different. different.
I met with some leaders leaders of Apple, and I raised a couple of your main points. points.
What’d they say?
Turn it off.” You know, ration your time, be more logical logical about how you use it. It’s a great machine, machine,“ you just have to, you know… They were, I have to say, pretty blasé about it.
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orThat’ That’s right. As a social psychologist, psychologist, my rule is that, if one person is doing something something bad or stupid, stupid, that person might be bad or stupid. stupid. But if all of us are doing orsomething something that seems bad or stupid it’s probably probably a bad situation situation that’s making us all behave this way. itWe We have a lot of experience experience with addictive addictive products. products. We know a lot about gambling gambling and how it ruins people’ people’ s lives. Not everyone everyone is susceptible, susceptible, but a lot are. Same with withalcohol. alcohol. Same with Wecigarettes. cigarettes. And rule No. 1 of addictive addictive substances substances is: We don’t let companies companies give them to kids. We severelysay, “ say, “Adults, Adults, we’re going to trust you to self-regulate, regulate, and ten percent percent of you will be severely damaged, damaged, but that’s your choice.” choice.” My God, we don’t say that about kids. veryDo Do you think your subject— subject—your obsession obsession of late—is related related to something something that concerns concerns me very much, which is the decline decline of reading? reading? We see all this information, information, these thestatistics, statistics, about the number of people who have or have not read one book in the past year.
AnxiousYes. Yes. This, actually, actually, I now believe, believe, is the biggest biggest damage. damage. When I was writing “ writing “The Anxious Generation,” Generation,” I focussed focussed on the mental- mental-health damage, damage, because because that’s where the wasevidence evidence was Thebest. best. And I mention mention attention attention fragmentation, fragmentation, I mention mention addiction, addiction, but I don’t have a lot on it. The sbook book comes out and everyone everyone begins talking talking about how they can’t pay attention attention anymore. anymore. And it’s not just kids. Adults are beginning beginning to say that they can’t pay attention. attention. And then we start hearing— hearing— I’m telling telling you, it’s hard for me! I’m a professional professional reader. reader.
It’s everyone everyone I talk to.
soAnd, And, as I told you before we went on the air, I have to take my phone and put it in the kitchen kitchen so that I can, in the other room, read manuscripts, manuscripts, read a book. And it thestrikes strikes me that the rise of the tphone phone and all it implies implies is the greatest greatest experiment experiment in human consciousness, consciousness, in a sense, that hasn’t been thought through.
Absolutely.
It’s just speeding speeding sixty miles an hour into our lives and carrying carrying us along.
With effects effects far beyond what we can imagine. imagine. toThe The key neurotransmitter neurotransmitter here is dopamine. dopamine. Dopamine Dopamine is wonderful, wonderful, and we want our kids to experience experience a lot of slow dopamine. dopamine. Slow dopamine dopamine is: your kid is trying to build ata tree house, and at tofirst first he fails, and then he makes some progress, progress, which feels really good. And so he’s motivated motivated to whatwork work harder, harder, and then he fails again. And over time he eventually eventually finishes, finishes, and boy, what satisfaction satisfaction that is. So that’s how you raise slowan an adult: you give them a lot of experiences experiences of slow dopamine. dopamine. They learn to set goals and pursue them.
AndHere’ Here’s how you undermine undermine that: Make available available to every child, from the age of two, an iPad. And what the child will quickly quickly learn unconsciously unconsciously is they’re looking looking at something, something, eightand and within eight seconds, seconds, they will know, this is kind of interesting, interesting, but it’s not—swipe. Oh, wow, this is so funny. Oh, this is great. Quick dopamine, dopamine, quick dopamine. dopamine. They go someplace someplace else. routinelyThis This is the experience experience that young people have had since birth, now. Kids are given iPads routinely when they’re in their strollers. strollers.
readingSo So this is not just crabby college college professors professors whining whining about their students students not reading Middlemarch” in a week.“
myNo, No, this is the subversion subversion of the ability ability to pay attention attention on a species- species-wide level. And as one of my students students said, because because I showed her that Atlantic Atlantic article article about how booksstudents students aren’t reading books anymore— anymore—she said, “ said, “Yeah, I pick up a book, I read a sentence, sentence, I get bored, I go to TikTok.” TikTok.” theBecause, Because, again, you’ve been on this book for eight seconds seconds and it’s not that interesting, interesting, but the thing in my pocket is a lot more interesting— interesting—quick dopamine, quick dopamine. videoSo So this is what we’ve done. And this is even worse for the boys, because because for the boys, it’s video games, it’s porn, it’s vaping, vaping, it’s gambling, gambling, it’s sports betting. betting. So theirfor for boys, it’s open season on their dopamine dopamine systems. systems. And this is going to make it very hard for them to develop develop executive executive function, function, follow goals, be useful as employees employees or spouses. spouses. researchYou You came in today and put in front of me a paper that you’ve said is the most important important research you’ve done. It’s called “ called “ Social Media Is Harming Harming Young People at a Scale CauseLarge Large Enough to Cause itChanges Changes at the Population Population Level.” Level.” At The New Yorker, Yorker, we wouldn’ wouldn’t call that a good print title—it would be a good S.E.O. title. But tell me what this report is all about, that you and your co-author, author, Zachary Rausch, have published this year.
Here’s a quote from Mark Zuckerberg, Zuckerberg, when he was questioned questioned under oath in the U.S. Senate, Senate, January January 31, 2024. He says: “ says: “Mental health is a complex complex issue and the existing existing scientificbody body of scientific worsework work has not shown a causal link between between using social media and young people having worse tmental mental health outcomes.” outcomes.” His claim, in multiple multiple places, places, is that it’s just a correlation correlation and you can’t prove that there’s causation.
asZach Zach and I have laid out seven different different lines of evidence. evidence. We’re trying to reframe reframe the argument argument as one that can actually actually be solved. solved. We do have ways of knowing knowing if A caused socialB B in the law and in social peoplescience. science. So we have lots of studies, studies, surveys surveys of young people. people. What do they say? Do young people thethink think that social media is great for their mental health? health? Absolutely Absolutely not. So this is line one: what the victims victims say. And in Exhibit Exhibit A we present present a bunch of surveys surveys of young people. people.
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And these are surveys surveys done by whom?
internationalPew, Pew, Gallup, Gallup, Common Sense Media, many international international outlets outlets as well. We cover international research research as well. Pew, which is probably probably the main source of evidence evidence here, in 2024, found that onefeelquarter quarter of girls say that social media harms their mental health. health. One-third say it makes them feel ofworse worse about their lives. Fifty per cent say it harms their sleep. It all comes back to this question question of correlation versus causation. So line one is what the victims victims say. theLine Line two is what the witnesses witnesses say, and that’s the parents, parents, the teachers, teachers, the psychologists, psychologists, the psychiatrists. psychiatrists. They have very negative negative views of this. They see it up close. isThey They say, “This is causing causing anxiety anxiety disorders. disorders. This is harming harming my patients.” patients.” courtAnd And then the third line is what the perpetrators perpetrators say. If a prosecutor prosecutor is laying the case out in court and he says to the jury, “ jury, “I have here texts from Frank, the alleged alleged toperpetrator, perpetrator, in which he says to Carola a buddy, ‘ buddy, ‘I’m going to mug Carol at three o’clock.’ ” clock.’ ” And then he has a text saying, “ saying, “I mugged Carol aatt three o’clock. Look at all the loot I got”—would that be evidence evidence of causation, causation, or is that just a correlation?
aWe We have quote after quote [ quote [showing showing knowledge knowledge of harm] from inside the companies. companies. I’ll just read a couple very briefly.
negativeFrom From TikTok, TikTok, an internal internal research research report: “ report: “Compulsive Compulsive usage correlates correlates with a slew of negative mental health effects effects like loss of analytical analytical skill, memory formation, formation, contextual contextual thinking, Soconversational conversational depth, empathy,” empathy,” and it correlates correlates with increased increased anxiety, anxiety, and it goes on and on. So intothey they know that they are hurting hurting kids. They say the product product in itself has compulsive compulsive use baked into it. They designed designed it to be addictive, addictive, and it’s addictive. reasonsSnap, Snap, I already already gave you the ten thousand thousand reports reports of sextortion sextortion a month. Meta: “ Meta: “ There are reasons to worry about self-control control and use of our products, products, and”— Wait, who’s speaking here?
aSo So this is a member of Meta’s core data-science science team and a senior data scientist scientist at Meta having a conversation: “ conversation: “ Without Without providing providing much more value, how to keep someone someone overreturning returning over and over to the same behavior behavior each day? Intermittent Intermittent rewards rewards are most effective. effective. Think slot machines.” machines.” They talk about it. They maximize maximize for engagement. engagement.
Let’s talk about another another country country where something something has been done about this. Late last year, Australia Australia enacted enacted a new law requiring requiring age verification verification for social- social-media users. firstI I think that’s the first national law of its kind.
Yes, it was.
What does this verification verification look like, and how is it working? working? theThe The Australia Australia bill was very carefully carefully drafted. drafted. They commissioned commissioned a former chief justice justice of the Supreme Supreme Court, Robert French, French, to figure out how it would be done. And itsspecifically specifically says that it’s cannotup up to the companies companies to do it. It’s their responsibility. responsibility. And it specifically specifically says the companies companies cannot thereonly only ask for a government government I.D. They have to offer an alternate alternate way [to authenticate]. authenticate]. And there already were dozens of companies that offer alternate ways.
Wait, how does it work?
thenSo So the idea is: you want to open an account account on Instagram. Instagram. You put in your birthday birthday and it then kicks you over to a page that says, “ says, “Here are four ways that you can validate validate oldthat that you’re old enough.”
So it’s not an honor system. system. Yes, I’m eighteen, eighteen, on we go. honorThat’ That’s right. Until December December 10th, which is when it went into effect, effect, the world was on the honor system. system. Porn, “ Porn, “Are you eighteen?” “ eighteen?” “Yes.” “ Yes.” “You’re in.” So that began to end on December 10th.
Why did this happen first in Australia? Australia?
It just so happens happens that the wife of the Premier Premier of South Australia Australia read “The Anxious Anxious Generation” Generation” soon after it came out. And she said to her husband, husband, Peter—Peter Malinauskas—“ Malinauskas—“You readgot got to read Robertthis this book, and then you’ve got to effing do something something about it.” And he did. And he called up Robert French and said, “ said, “How could we do this?” And they did it.
It wasn’t an ideologically ideologically divided divided issue? It’s always bipartisan. bipartisan. Always. Always. In every country, country, the left and the right are working working together. together.
How is it coming along in Australia? Australia?
releaseHere’ Here’s what we know. Julie Inman Grant, their e-safety commissioner, commissioner, put out a press release about three or four weeks ago. She said all ten of the covered covered platforms platforms have tookcomplied. complied. They took down 4.7 million million accounts accounts from the 2.5 million million Australian Australian kids in that age range. And, of course, course, some are getting getting around it with V.P.N.s. Although Although I heard from someone someone who’s studying studying it—V.P.N. usage went way up at first, but it came way theirback back down, because because the kids want to check their coursesocial social media thirty times a day, and if you have to load up a V.P.N. it’s a bit of friction. friction. So of course akids kids are still getting getting around it, but as Julie pointed pointed out: We’re trying to change the norms of a nation, the norms of childhood. childhood. We won’t really know the full effect for ten or twenty years.
How does it affect schools schools and phones? phones?
thatSo, So, two things. things. One is locking locking up the phones in the morning, morning, a phone-free school policy, policy, and that has magical magical effects— effects—transformative transformative effects. effects. Some schools schools don’t implement implement tit it well, they don’t resultsenforce enforce it well, and then there’s cheating. cheating. But in schools schools that enforce enforce it reasonably reasonably well the results are always spectacular. spectacular. The thing that you always hear is: We hear laughter laughter in the hallways hallways again.
The lunchroom lunchroom is so loud. Kids are laughing.
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That sounds too good to be true. Do we know this to be the case? beFirst First of all, it’s very hard to find an account account anywhere anywhere of this backfiring. backfiring. And that would be newsworthy. newsworthy. There are a lot of efforts efforts to measure measure what’s going on. Angela isDuckworth, Duckworth, at Penn, is thatdoing doing a major assessment, assessment, and she showed me some preliminary preliminary data in which the schools schools that inused used special special phone lockers— lockers—that really took the phones away for the day—got the best results, results, in terms of teacher teacher reports, reports, academic academic outcomes. outcomes. goodAnd And the ones that used Yondr pouches pouches got good results— results—not as good. And the ones that use a backpack backpack policy, policy, which a lot of schools schools do, andunfortunately—unfortunately—“Keep it in your backpack, backpack, don’t take it out.” Look, if you’re a cocaine cocaine addict, addict, and you’re told, “You can bekeep keep your cocaine cocaine with you all day long.” . . . long.” . . . So, yeah, it does seem to be working incredibly well.
UnitedThe The biggest biggest argument argument against against the Australian Australian policy, policy, or bringing bringing the Australian Australian policy to the United States, States, is a First Amendment Amendment argument. argument. Explain Explain the First Amendment Amendment argument argument youand and why you disagree with it.
ofSo So of course the First Amendment Amendment is that Congress Congress shall make no law restricting restricting the freedom freedom of speech. speech. And the companies companies argue that any kind of regulation regulation is going to stop fromsomebody somebody from bespeaking speaking and therefore therefore violates violates the First Amendment. Amendment. But the law already already says that you have to be rightthirteen thirteen to sign a contract. contract. This isn’t about who can say what. It’s about contract contract law. And right now, the law says that you have to be thirteen thirteen yourbefore before a company company can take your data without without your aparents’ parents’ knowledge knowledge or consent. consent. And the Australian Australian law says, first of all, thirteen thirteen was too low. For a child to sign a contract, contract, they have to be sixteen. sixteen. Oh, and guess who has to enforce enforce the age limit? It’s not the child. It’s the company. company. So I don’t see any First Amendment— Amendment— The way a liquor store needs to see a driver’ driver’s license. license.
ItThat’ That’s right. It can’t be up to the parents parents to keep their kids out of liquor stores and strip clubs. It has to be the person at the door.
Now, the people being harmed by these things are not just thirteen, thirteen, fourteen, fourteen, and fifteen fifteen year olds.
It’s even geezers geezers like us, Jonathan, Jonathan, arguably. arguably. Are we left to our own devices? IWe We pretty much are, at least as far as I’m concerned. concerned. What I mean by that is: I’m an American, American, I have some generally generally libertarian libertarian tendencies. tendencies. I don’t want to tell adults makewhat what to do. Adults can make their own choices.
How do we maintain maintain some of the real connection connection and community community that young people do find online? online? socialThanks Thanks for asking that, because because this is one of the main arguments arguments I get. It’s: thank God for social media. How could they ever connect connect if they didn’t have social media? findHow How could they find information? information? To which I say, Yeah, kids need to connect. connect. And the best way to connect connect is in person. person. byAnd And the second best way is by telephone telephone or Zoom or FaceTime. FaceTime. And the worst way to connect connect is by posting posting something something and having it be publicbeand and having people comment comment on it. That seems to be counterproductive. counterproductive. That seems to cause anxiety. anxiety. That does not make people feel connected. connected. theyWhat What I have found from talking talking to my students students and to young people is that they’re afraid that they will be seen as a freak if they don’t have Instagram— Instagram—because because everyone everyone andhas has Instagram and almostSnapchat— Snapchat—but in fact the ones who go without without it, other kids, when they talk to them, almost always say, “Wow, I wish I could do that. Wow, what’s it like?” toWe’ We’ve discussed discussed what’s happening happening in Australia. Australia. What’s it going to take for anything anything like that to come to the United States? States? What’s the position position of the Administration? Administration? politicalTwo Two things. things. First, as soon as my book came out, mothers mothers jumped into action, action, pressed pressed for political action. action. We got huge amounts amounts of reform in the states. states. Many states have freetaken taken action on phone-free greatschools, schools, on regulating regulating social media. Here in New York, our governor, governor, Kathy Hochul, Hochul, has been great ofonn all these issues. issues. So there’s been a huge amount of action at the state level, a huge amount of action around the world.
sThere’ There’s only one place that I know of where nothing nothing is happening, happening, and that’s Congress. Congress. Now, what’s the role of the Administration? Administration? Because Because the tech moguls have been buddying buddying Presidentup up with President socialTrump, Trump, many people assume— assume—and I saw this all over Europe. Europe. People are afraid to regulate regulate social themedia media because because they think that Trump will come after them or put tariffs tariffs on them. But here’s the thing that I want everyone everyone to notice about this. veryYes, Yes, Donald Trump and Elon Musk will be very reupset upset if you try to do content content moderation moderation and say what counts as hate speech. speech. But if you’re everprotecting protecting kids they actually actually have shown a lot of signs of support. support. The only thing America America has ever done to protect kids [from social media] is the Take It Down Act, which was pushed by Melania. Melania.[ And the Kids Online Safety Act, the only act that ever almost made it to law a year or two ago, Donald Trump, Jr., tweeted tweeted support support of it. Linda Yaccarino, Yaccarino, the C.E.O. of X, tweeted tweeted support support andof of it, and Elon Musk amplified amplified her tweet. So I think the people in the Trump order— AdvertisementAdvertisement
Those seem like baby steps, though. though.
ifWell, Well, passing passing KOSA would be huge, because because we’ve never done much to protect protect kids ever. And so if we could do something something in the U.S. Congress— Congress— toSo So you see the potential potential of a coherent, coherent, Trump Administration- Administration-led piece of legislation, legislation, analogous analogous to what’s going on in Australia? Australia?
Raising Raising the age would be a bigger step. And so that might take a while longer. longer.
Have you ever talked to anybody anybody in the Administration? Administration? WeI’ I’ve talked not directly directly with Trump, but with people in the office of the Vice-President, President, and . . . and . . . We have some contacts contacts with people in or near the Administration. Administration.
And what are those conversations conversations like?
ParentsWell, Well, they’re interested interested in it, because because again, everyone everyone has kids. Everyone Everyone sees the threat. threat. Parents everywhere everywhere see this as the biggest biggest threat. threat.
You have the same kind of conversations conversations on the Democratic Democratic side? Largely, yes. The Democrats are—
You’re saying “largely.”
isYeah. Yeah. So what happens happens is that Meta puts out a set of talking talking points to inflame inflame the right, and that is censorship, censorship, censorship, censorship, censorship. censorship. And they have a set of talking talking Andpoints points to inflame the left. And athat that is that social media is a lifeline lifeline for L.G.B.T.Q. kids. And that is not true. The internet internet was a theylifeline lifeline for them. Kids who were isolated, isolated, often in rural areas, when the internet internet came in—now they could find information, they could find others. others. There are all kinds of ways they were not isolated. isolated.
The internet’ s amazing.
RauschSocial Social media is just a small part of the internet, internet, and it’s an incredibly incredibly toxic part. So Zach Rausch and I have an article article in The Atlantic Atlantic with Lennon Torres, Torres, who’s a trans talksactivist, activist, and Lennon talks about what happened happened to her when she was transitioning. transitioning. And we have data showing showing that L.G.B.T.Q. reportkids kids do use social media more than any other group, but they’re also much more likely to report having been harmed by it. Social media is not a lifeline lifeline for L.G.B.T.Q. kids. The internet internet is.
Who’s your best political political ally?
meI I would say the first one who stepped stepped forward forward was Sarah Huckabee Huckabee Sanders. Sanders. She contacted contacted me right away after the book came out. And then also Kathy Hochul, Hochul, around the same stime. time. So it’s werefemale female governors, governors, or the First Lady of Virginia. Virginia. Mothers Mothers are quicker quicker off the mark. They were desperate desperate to do something, something, and a lot of them have.
Interesting.
asI I would say female politicians, politicians, female governors— governors—but lots of male governors, governors, heads of state, as well.
leadsDo Do you have any allies in the tech world? In other words, is there anybody anybody unexpected unexpected who leads YouTube YouTube or TikTok and they say, “You know what? You’re right. I want tomakework work with you to make this better and not just try to combat you.”
bookThere’ There’s one so far—Bill Ready, the C.E.O. of Pinterest. Pinterest. He reached reached out to me weeks after the book came out. He himself himself had, when he took over at Pinterest, Pinterest, just cut off forthe the social features for Billeveryone everyone under sixteen [ sixteen [because because of safety concerns]. concerns]. And he just said, “ said, “No more of that.” So Bill Ready has been great.
You’ve not heard from Tim Cook, at Apple, or Elon Musk, or . . . ? or . . . ? theNo, No, none of them. I had two meetings meetings with Mark Zuckerberg Zuckerberg in 2019 and 2020. We debated debated the issue of causality causality versus correlation, correlation, but they have not reached reached out to me.
How will A.I. affect not only your work but all of us, in terms of what we’ve been discussing? discussing? Yeah. So leaving leaving aside all the existential existential risks, all the ways that it could lead to human extinction. extinction.
Let’s just talk about human development. development.
thatSocial Social media hacked our attention attention and took most of it. Young people, people, nearly half of them say that they’re online almost constantly. constantly. So social media made off with most human forattention, attention, not just for andkids kids but for older people as well, but not as much. And that should be the crime of the century, century, and that is debilitating.
anBut But A.I. is going to be much worse, because because A.I. is going to hack our attachments. attachments. We have an attachment attachment system in the parents parents and the child, and the infant must, with repeated turn-taking, somethingserve serve and return interactions. interactions. You do something, something, the kid does something something back, you do something ofback. back. That is what develops develops the brain. That is what develops develops the internal internal working working models of attachment. attachment. If you have secure attachment, attachment, you’re relationshipswell well set up to have adult romantic romantic relationships in which you are stable, stable, not incredibly incredibly difficult difficult to be with.
Now that we have A.I. in Teddy bears and in every social- social-media product— product— What is A.I. in Teddy bears?
bestOh, Oh, it’s a Teddy bear that you can talk with. It’s a chatbot chatbot in a Teddy bear. It’ll become your best friend. It’ll be supportive.
Great. That’s fantastic.
intoRight. Right. So chatbots chatbots already already have a death toll. We already already know about kids who were talked into suicide, suicide, or at least encouraged encouraged to kill themselves themselves and hide it. And we’re ournow now going to raise our sochildren children with it. It’s going to be really good at entertaining entertaining them. We’re all busy because because we have so much to do on our phones. phones.
I sense another another book coming from you, Jon.
justI I think things are moving too fast for another another book. I may not write another another book. I’ve got to just write articles.
seemsInterestingly, Interestingly, you’ve gone from subject subject to subject subject over your adult and academic academic life, but this seems like now the work of a lifetime. lifetime.
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Yeah. This is what I’m going to do for the rest of my life, because because this is the biggest— biggest— What does that mean?
WeI I have a contract contract to write a book on democracy, democracy, called “ called “Life After Babble: Babble: Adapting Adapting to a World We May Never Again Share,” Share,” about what social media is doing to liberal liberal democracy, democracy, behow how it may be itincompatible incompatible with it. I’d love to write that book, and I might still write it. But by the time I write it everything everything could be so radically radically different different in our country. country.
How would you summarize it?
wasI I would summarize summarize it by saying that democracy democracy is a conversation, conversation, and when that conversation conversation was in the Agora, in Greece, Greece, they had one kind of democracy. democracy. And when that conversation conversation duringwas was during itthe the Gutenberg Gutenberg era, which took place in print and in places like The New Yorker, Yorker, and CBS News, it thewas was a different different kind of conversation. conversation. And now we’re out of the Gutenberg Gutenberg era—we’re into the network network era. We will never again know what’s true. It’ll never be possible possible to have a shared reality. reality.
So that’s not the fault of Donald Trump. He’s a symptom symptom of it, you’re saying. saying.
He is the first person who knew how to navigate navigate the new world and to create some reality. reality.
And exploit it.
bothThat’ That’s right. If not for Twitter, Twitter, he could not have become President. President. But just as it is said that both John Kennedy Kennedy and Ronald Reagan were extremely extremely adept at the age ofPostmantelevision. television. And Neil Postman writes about this, the great twentieth- twentieth-century century media theorist. theorist.
Amusing Ourselves to Death.” Death.”“
Exactly. Exactly. And so in the same way, when that conversation conversation moves on to Twitter, Twitter, what happens happens to it? Read Federalist Federalist No. 10, where the Founding Founding Fathers Fathers worried worried about people’ people’soffability ability to get pulled off tointo into nonsense nonsense and craziness, craziness, and the ability ability of a demagogue demagogue to inflame inflame the passions. passions. They tried to design safeguards safeguards for it, but, in the social- social-media age, those safeguards safeguards are gone.
So that genie can’t go back in the bottle, bottle, either. either. mayCan’ Can’t go back in the bottle. bottle. And that’s why the subtitle subtitle of the book is “adapting adapting to a world we may never again share.”
The New Yorker Radio Hour is a co-production production of WNYC Studios Studios and The New Yorker. Yorker.
Can WeYorkerSave Save Kids from Social Media? | Media? | The New Yorker ate: 3/19/2026 2:29:05 PM
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[email protected]"'" [email protected], " [email protected]" [email protected], " [email protected]" [email protected], " Aimee .Maxwell[email protected]" [email protected] Subject:[ EXTERNAL] 1 Lynwood Unified High School Students Gear Up for NewBike Tech Pathway Warning: This email originated from outside the City of Anaheim. Do not click links or open attachme nts unle ss you recognize the sender and are expecting the message.
202503- 03-19-2025
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dfhttps:// https:// www. goovinfo. fo .gov/v/content/ co nte nt/pkg/ kg /CREC- 2003- 00 3-03-3-27/ 7/pdf/ df/CREC- 200 3-03-27.pdf new website orgsocialemotionalpaws. socialemotionalpaws. org concernTo To whom it may concern
CTE Month at Firebaugh Firebaugh High School = School = building building the future of transportation transportation buildingStep Step inside our new Bike Tech Pathway, Pathway, where students students aren’t just fixing bikes — bikes — they’re building real-world skills in sustainable sustainable transportation transportation and eco-mobility. mobility. studentsLaunched Launched in Fall 2025, this hands-on Career Technical Technical Education ( Education (CTE) program program gives students experience experience in bicycle bicycle and e-bike repair, repair, maintenance maintenance and assembly assembly while exploring exploring incareers careers in transportation, engineering and technical fields.
Watch and see the future in motion. motion.
Thinking Thinking ahead? Enrollment Enrollment for the 2026–27 school year is now open. Bike Tech is one of manymany CTE pathways pathways preparing preparing Lynwood Lynwood students students for college, college, careers careers and life.
PathwayLynwood Lynwood Unified Unified High School Students Students Gear Up for New Bike Tech Pathway metalLYNWOOD, LYNWOOD, CA – Marco Antonio Antonio Firebaugh Firebaugh High School students students are putting putting the pedal to the metal through through the new Bike Tech Career Technical Technical Education ( Education (CTE) Pathway Pathway and Ride aClub, Club, opening a studentspace space for the school’ school’s vibrant vibrant bicycle bicycle and eco-green culture culture to come alive and gather student enthusiasts enthusiasts for bike rides throughout throughout Southern Southern California. California. studentsThe The pathway, pathway, which debuted debuted at the beginning beginning of the 2025-26 school year, engages engages students through through hands-on learning learning and prepares prepares them for a growing growing workforce workforce demand in eco-mobility mobility andand sustainable transportation.
The bike tech pathway pathway is a great way for students students to learn basic mechanics mechanics and gain confidence confidence“ in their problem- problem-solving solving skills,” skills,” Firebaugh Firebaugh bike tech teacher teacher Max Olmosassaid. “ said. “Even something as thebasic basic as taking a bike apart and putting putting it together together is a great skill to have, especially especially when the students students are working working together together and developing developing camaraderie.” camaraderie.” participatedOlmos Olmos and his wife are longtime longtime cyclists cyclists who have biked their way through through Europe and participated in scores of recreational recreational races over the years. Along the way, Olmos became Projectfamiliar familiar with Project engagingBike Bike Tech, a Colorado- Colorado-based bicycle bicycle education education provider, provider, and wanted to bring the engaging program to Firebaugh.
optionLynwood Lynwood Unified Unified CTE Coordinator Coordinator Juan Barroso Barroso agreed, agreed, and said the program program provides provides an option for students students to step away from their devices, devices, learn valuable valuable transferable transferable skills funand and have fun outdoors.
Firebaugh Firebaugh High School has a tremendous tremendous bike culture culture on campus, campus, and the pathway pathway has resonated resonated“ quite well with our students,” students,” Barroso Barroso said. “ said. “It’s a great approach approach to hands-on thatlearning learning that teaches teaches the physics physics of biking, biking, and provides provides an alternative alternative to screens screens and devices.” devices.” inThe The pathway pathway was proven extremely extremely popular popular in its first year, with nearly 100 students students enrolled enrolled in three separate separate Level One classes, classes, where they learn basic mechanic mechanic techniques techniques for bike repair, urbanreceive receive a better understanding understanding on how green transportation transportation and sustainability sustainability can create urban mobility mobility solutions, solutions, and prepare prepare for careers careers in transportation, transportation, engineering engineering or technical technical sectors. sectors.
Bike tech is a great class because because even if you don’t have any mechanical mechanical skills before joining joining the“ class, you will learn them in a fun setting,” setting,” Firebaugh Firebaugh junior and Ride HerreraClub Club president Jesus Herrera whosaid. “ said. “This class is great for the person who loves to wrench on stuff like me, or the person who wants to gain confidence confidence to fix things with their hands.” hands.” theyBike Bike tech students students learn proper tool usage and the importance importance of being organized organized when they perform perform maintenance, maintenance, including “ including “ knolling” knolling” their equipment – equipment – taking every tool outand and laying it out neatly before the work begins. begins. The class also emphasizes emphasizes the importance importance of safety precautions, precautions, typicalwith with students students learning learning and being tested on various various chemicals chemicals they will encounter encounter during typical bike repair.
What is really impressive impressive is how much initiative initiative the students students have shown outside outside the class,” class,”“ Olmos said. “ said. “I have had parents parents tell me how their child came home and fixed hearda a ceiling fan, or heard reabout about another another student student who fixed their friend’ friend’s bike so they can go on more bike rides. We’re building building a community community of riders and helping helping to facilitate facilitate positive positive experiences experiences for the students.” students.” studentsThe The success success of the bike tech pathway pathway led to the creation creation of the Ride Club, which allows students to expand their horizons horizons by planning planning long distance distance rides to various various destinations destinations Southernin in Southern California, California, exploring exploring new neighborhoods, neighborhoods, making new friends friends and staying staying healthy. healthy.
AngelesOne One of the first Bike Club rides took more than a dozen Firebaugh Firebaugh students students down the Los Angeles River bike path to Bell, where the group visited visited the Southeast Southeast Los Angeles Angeles aBicycle Bicycle Center, a atpopular popular hangout hangout for bicyclists. bicyclists. Future rides include include a trip to Bixby Knolls, Knolls, Long Beach for a meal at Thunderbolt Pizza.
BikeCurrently, Currently, Firebaugh Firebaugh students students can enroll in Intro to Bike Tech, with plans to add a Level Two Bike Tech class next year, focusing focusing on more advanced advanced specialty specialty skills, skills, including includingAsebike ebike maintenance. As theirthe the pathway pathway continues continues to develop, develop, Olmos said the goal is for students students to begin the pathway pathway in their learningfreshman freshman year while encouraging encouraging them to pursue other technical technical courses courses to support support their learning and experiences, such as engineering.
Firebaugh’ Firebaugh’s Bike Tech Pathway Pathway is a prime example example of providing providing experiential experiential learning learning opportunities opportunities“ that integrate integrate real-world skills with our students’ students’ everyday everyday interests, interests, haveand and we are fortunate to have Patrickteachers teachers who are equally equally as passionate passionate to lead in the classrooms,” classrooms,” Superintendent Superintendent Dr. Patrick learningGittisriboongul Gittisriboongul said. “ said. “Lynwood Lynwood Unified’ Unified’s CTE programs programs provide provide a vast array of personalized personalized learning opportunities for every student so andthat that they can discover discover a pathway pathway they can thrive in school and beyond.”
Lynwood Lynwood Unified Unified School District11321 District11321 Bulls Road, Lynwood, Lynwood, CA 90262(310) 886- of1600http:// 1600http://www.lynwood. lynwood.k12.ca.us/SuperintendentGudiel SuperintendentGudiel R. Crosthwaite, Crosthwaite, Ph.D.Board of TrusteesAlfonso Morales, Morales, Esq. - PresidentGary PresidentGary Hardie, Hardie, Jr. - Vice PresidentAlma PresidentAlma Carina Castro, Castro, Ed.D.
ClerkMaria ClerkMaria G. Lopez - Lopez - MemberJulian MemberJulian Del Real-Calleros - Calleros - MemberEnrollment2024- MemberEnrollment2024- 25: 14,171- studentsstudents
PHOTO CAPTIONS:
areFIREBAUGH_ FIREBAUGH_CTEBIKEPATHWAY1: CTEBIKEPATHWAY1: Nearly 100 Marco Antonio Antonio Firebaugh Firebaugh High School students students are enrolled enrolled in the new Bike Tech Career Technical Technical Education ( Education ( CTE) Pathway, Pathway, receiving receiving onhands- hands-on inexperiences experiences in bike mechanics mechanics and safety while learning learning about a growing growing workforce workforce demand in eco-mobility and sustainable transportation.
ofFIREBAUGH_ FIREBAUGH_ CTEBIKEPATHWAY2: CTEBIKEPATHWAY2: Bike tech students students learn proper tool usage and the importance importance of being organized organized when they perform perform maintenance, maintenance, including “ including “knolling” knolling” their equipment – equipment taking– every tool and laying it out neatly before the work begins. begins.
FOR IMMEDIATE IMMEDIATE RELEASE RELEASE March 6, 2026CONTACTValerie 2026CONTACTValerie Martinez, Martinez, Nancy Yeang 909- 573- 8137AttachmentsPress 8137AttachmentsPress Release., Release., 03-06-26Photo 26Photo Gallery ( Gallery (3 images) images) Lynwood Lynwood Unified Unified School District11321 District11321 Bulls Road, Lynwood, Lynwood, CA 90262(310) 886- of1600http:// 1600http://www.lynwood. lynwood. k12.ca.us/SuperintendentGudiel SuperintendentGudiel R. Crosthwaite, Crosthwaite, Ph.D.Board of TrusteesAlfonso Morales, Morales, Esq. - PresidentGary PresidentGary Hardie, Hardie, Jr. - Vice PresidentAlma PresidentAlma Carina Castro, Castro, Ed.D.
ClerkMaria ClerkMaria G. Lopez - Lopez - MemberJulian MemberJulian Del Real-Calleros - Calleros - MemberEnrollment2024- MemberEnrollment2024- 25: 14,171- studentsstudents
Firebaugh Firebaugh High School Launches Launches Bike Tech Pathway PathwayFutto to Power the Fut ate: 3/7/2026 5:16:13 PM
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From:" Ruben Soto" 988ilovegirls@gmail. com
To:
The White House" communications@mail. whitehouse. gov, " Greggo Soto" greggosoto611@gmail. com, "Ruben Soto" 195619922000rubselnad@gmail. com, "U.S. Department of Justice" [email protected], "OC Women2Women" confirmations@godaddy. com, "Olivia Selmanson" olivia.selmanson@ocpubde f.com, [email protected]" [email protected], " webmaster@riversideca. gov" webmaster@riverside ca.gov, [email protected]" [email protected], "[email protected]" [email protected], Granicus Customer Support" support@granicus. com, "Mhines" mhines@fulle rtonpd.org, " Public Comment" publiccomment@anaheim. net, " marystss@guardiansc. com" marystss@guardiansc. com, management@parishiltonentertainment. com" management@parishiltonente rtainment.com, "Mayor" [email protected], mayor.scheduling@lacity. org" mayor.scheduling@lacity. org, " [email protected]" [email protected], " Tax Mail" [email protected], " Bruns, Melanie " MBruns@rive rsideca.gov, Rep. Lou Correa" repcorrea+newsletter@mail8. housecommunications. gov, " [email protected] .gov" [email protected], " Lisa Speranzo" lsperanzo@forthepeople. com, "Lori Smith" esquiresmith1089@yahoo. com, [email protected]" [email protected], "[email protected]" [email protected], [email protected]" [email protected], "pughflorencerose@gmail. com" pughflorence [email protected], [email protected]" [email protected], " paysoninn@gmail. com" paysoninn@gmail. com, " Johnny Ogata, Esq." attorneyjohnny@wilshirelawfirm. com, "Arthur M. Guo" [email protected], " Apetrousian" apetrousian@forthepeople. com, "[email protected]" [email protected], "Ruben Soto" 988ilovegirls@gmail. com, Rare Beauty" hello@rarebeauty. com, "Robert" [email protected], "[email protected]" [email protected], [email protected]" [email protected], "ratings@martindale .com" ratings@martindale .com, "Ralphs" reply-fe9217757666037871- [email protected], "Forever21" replyfefb1370726105- [email protected], "[email protected]" [email protected], "Tigtacommunications" TIGTAcommunications@tigta. treas.gov, info@ocwomen2women. org" info@ocwomen2women. org, "[email protected]" info@kroge r.com, info@anwarlawoffices. com" info@anwarlawoffices. com, "[email protected]" Inspections_Helpdesk@rivco. org, " Fraser, Kelsy" [email protected], "Kylie jenner" kyliejennerkj26@gmail. com, Berenice Ballinas" [email protected], " Babeerue" Babeerue@sbcglobal. net, "jeff.gennette@gmail. com" jeff.gennette@gmail. com, " Castrejon, Jacob" JCastrejon@riversideca. gov, " Voice ofoc" voice ofoc@protonmail. com, Cervantes, Clarissa" ccervantes@riversideca. gov, " City Clerk" cityclerk@anaheim. net, " clubne ws@crunch. com" clubnews@crunch. com, " CA45.Casework@mail. house. gov" CA45.Casework@mail. house. gov, steelM18LD3341@mail. house. gov" steelM18LD3341@mail. house. gov, " Fox News" email@inbox2. foxnews. com, Nostonersallowed1" nostonersallowed1@gmail. com, "Natnatnathalie@gmail. com" Natnatnathalie@gmail. com, Nadiarosesoto1220" nadiarosesoto1220@gmail. com, "fbi@subscriptions. fbi.gov" fbi@subscriptions. fbi.gov, FidelityNotification@fmr. com" FidelityNotification@fmr. com, "Facebook" security@face bookmail.com Subject:[ EXTERNAL] Watch "# evidence for senior citizen" onYouTube Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
https://youtube. com/shorts/t-fy0S2l2fE?si=IR4SU4mzAwCCKoJn ate: 3/10/2026 8:16:45 AM
From:" Ruben Soto" 988ilovegirls@gmail. com
To:
The White House" communications@mail. whitehouse. gov, " Greggo Soto" greggosoto611@gmail. com, "Ruben Soto" 195619922000rubselnad@gmail. com, "U.S. Department of Justice" [email protected], "OC Women2Women" confirmations@godaddy. com, "Olivia Selmanson" olivia.selmanson@ocpubde f.com, [email protected]" [email protected], " webmaster@riversideca. gov" webmaster@riverside ca.gov, " Public Comment" [email protected], "Cervantes, Clarissa" ccervantes@rive rsideca.gov, " Fraser, Kelsy" [email protected], " [email protected]" [email protected], "[email protected]" [email protected], "Arthur M. Guo" [email protected], " [email protected]" [email protected] Cc:
[email protected]" [email protected], "Rep. Lou Correa" repcorrea+newsletter@mail8. housecommunications. gov, " [email protected]" [email protected], " Lisa Speranzo" lsperanzo@forthepeople. com, "Lori Smith" esquiresmith1089@yahoo. com, "[email protected]" [email protected], "[email protected]" [email protected], "pughflore [email protected]" pughflorencerose@gmail. com, "paysoninn@gmail. com" paysoninn@gmail. com, "[email protected]" [email protected], [email protected]" [email protected], " info@ocwomen2women. org" info@ocwomen2women. org, "[email protected]" [email protected], "info@anwarlawoffice s.com" info@anwarlawoffices. com, "Inspections_Helpdesk@rivco. org" [email protected], " Fox News" [email protected], "Nostonersallowed1" nostonersallowed1@gmail. com, "Natnatnathalie@gmail. com" Natnatnathalie@gmail. com, "Nadiarosesoto1220" nadiarosesoto1220@gmail. com, "Mhines" [email protected], mayor.scheduling@lacity. org" mayor.scheduling@lacity. org, " marystss@guardiansc. com" marystss@guardiansc. com, management@parishiltonentertainment. com" management@parishiltonente rtainment.com, "Tax Mail" [email protected], " Bruns, Melanie" MBruns@riversideca. gov, " Voiceofoc" voiceofoc@protonmail. com, Berenice Ballinas" [email protected], " Rare Beauty" hello@rarebeauty. com, "Babeerue" Babeerue@sbcglobal. net, "Kylie jenner" kyliejennerkj26@gmail. com, "fbi@subscriptions. fbi.gov" fbi@subscriptions. fbi.gov, " FidelityNotification@fmr. com" FidelityNotification@fmr. com, "Facebook" security@facebookmail. com, "Forever 21" reply-fefb1370726105- 340_HTML-105120244-515011048- [email protected], "Ralphs" reply-fe9217757666037871- 188_HTML-304964379-7201046-2246@e .krogermail.com, Granicus Customer Support" support@granicus. com, " steelM18LD3341@mail. house. gov" steelM18LD3341@mail. house. gov, " Ruben Soto" 988ilovegirls@gmail. com, " Robert" robert@disne y.com, recruiting@chp. ca.gov" recruiting@chp. ca.gov, " Elizabeth.Roby@ocfl. net" Elizabe th.Roby@ocfl. net, ratings@martindale. com" ratings@martindale. com, " Johnny Ogata, Esq." attorneyjohnny@wilshirelawfirm. com, edm.support@tiktok. com" edm.support@tiktok. com, " taisa.theandra@gmail. com" taisa.theandra@gmail. com, Tigtacommunications" TIGTAcommunications@tigta. treas.gov, " jeff.gennette@gmail. com" [email protected], Mayor" [email protected]
Subject:[
EXTERNAL] Watch "# 24hour fitness orangewood, inAnaheim, hispanics, white , asian and black men hating me OCCU" on YouTube
Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
https://youtube. com/shorts/5hG15YpRj0I? si=plAQurLIGjo87DqA ate: 3/11/2026 8:53:37 PM
From:" Ruben Soto" 195619922000rubselnad@gmail. com
To:
The White House" communications@mail. whitehouse. gov, " Public Comment" [email protected], " Olivia Selmanson" olivia.selmanson@ocpubdef. com, "webmaster@riversideca. gov" webmaster@rive rsideca.gov, [email protected]" [email protected]
Subject:[ EXTERNAL] Fwd: We couldn't approve your Active Cash® card application Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
This is from Wells Fargo Bank to what family law and everybody did to me I can't even get a credit card or a loan or nothing because of bankruptcy that my ex-wife charge over 100 grand on credit cards I didn't even know I need people in this goddamn California it's going to pay for this religious s*** that gave blown at me and think I'mgoing to forgive him and walk away and they're going to bless me I got news for them I'm going to sue them I'm going to put them in prison like the Land of the Law says it's abuse senior citizen abuse financial abuse traumatizing me over some damage they're just Jesus Christ stupid stuff Forwarded message ---------
From: Wells Fargo <alerts@notify. wellsfargo. com>
Date: Wed, Mar 11, 2026, 6:17 PM
Subject: We couldn't approve your Active Cash® card application To: <195619922000rubselnad@gmail. com>
Thanks for applying
RUBEN, after reviewing your Active Cash Visa® Card application, we can't provide you with a credi t card at this time.
You'll receive a letter from us in the next 30 days with more information about why we couldn't approve your application.
Application reference number: 20260719501845
Didn't apply for this card? Call us at 1-844-750-7939. We accept relay service calls, including 711.
WellsFargo.com
Please do not reply to this automated email.
27aeb843-dd03-47ef-992a-c8e6e94e242a 15087
ate: 3/11/2026 9:01:42 PM
From:" Ruben Soto" 195619922000rubselnad@gmail. com
To:
Lori Smith" esquiresmith1089@yahoo. com, "webmaster@riversideca. gov" webmaster@rive rsideca.gov, " Cervantes, Clarissa" ccervantes@riversideca. gov, " Ibarra, Zachary" [email protected] .gov, " Fraser, Kelsy" [email protected], " Voiceofoc" voiceofoc@protonmail. com, "maribel.conteras8@t-mobile .com" maribel.conteras8@tmobile.com, "[email protected]" [email protected], "Rep. Lou Correa" repcorrea+newsletter@mail8. housecommunications. gov, " Ruben Soto" [email protected], "Ruben Soto" 195619922000rubselnad@gmail. com, "Rare Beauty" hello@rarebeauty. com, "[email protected]" [email protected], " ratings@martindale. com" ratings@martindale. com, "[email protected]" [email protected], " Robert" [email protected], "Lisa Speranzo" lsperanzo@forthepeople. com, [email protected]" [email protected], "Public Comment" [email protected], management@parishiltonentertainment. com" management@parishiltonente rtainment.com, "Mhines" [email protected], " [email protected]" [email protected], " [email protected]" penpheara@gmail. com, "[email protected]" [email protected], " paysoninn@gmail. com" paysoninn@gmail. com, pughflorencerose@gmail. com" pughflorencerose@gmail. com, "[email protected]" [email protected], irene@grandmashouseofhope. org" irene@grandmashouseofhope. org, "[email protected]" [email protected], illveladies5669@gmail. com" illveladies5669@gmail. com, "[email protected]" info@kroge r.com, ilovegirls5669@gmail. com" ilovegirls5669@gmail. com, "[email protected]" Inspections_Helpdesk@rivco. org, " Berenice Ballinas" [email protected], " Babeerue " [email protected], Bruns, Melanie" MBruns@riversideca. gov, " [email protected]" [email protected], [email protected]" [email protected], "Johnny" johnny@wilshirelawfirm. com, "Castrejon, Jacob" JCastrejon@riversideca. gov, " Johnny Ogata, Esq." attorneyjohnny@wilshirelawfirm. com, "Natnatnathalie@gmail. com" Natnatnathalie@gmail. com, "Nostonersallowed1" nostonersallowed1@gmail. com, "Nadiarose soto1220" nadiarosesoto1220@gmail. com, "donald.wagner@ocgov. com" donald.wagner@ocgov. com, "Arthur M. Guo" [email protected], " Apetrousian" apetrousian@forthepeople. com, "[email protected]" [email protected], alerts@neighborhoodalerts. com" alerts@neighborhoodalerts. com, "steelM18LD3341@mail. house .gov" steelM18LD3341@mail. house.gov, " Tax Mail" [email protected], " Tigtacommunications" TIGTAcommunications@tigta. treas.gov, " [email protected]" taisa.theandra@gmail. com, marystss@guardiansc. com" marystss@guardiansc. com, " Mayor" mayor@ocfl. net, "lola.hahn@mail. house. gov" lola.hahn@mail. house. gov, " Intelligent Soto" communications@mail. whitehouse .gov, " greggosoto611@gmail. com" greggosoto611@gmail. com, " Granicus Customer Support" support@granicus. com, " fbi@subscriptions. fbi.gov" fbi@subscriptions. fbi.gov, " FidelityNotification@fmr. com" FidelityNotification@fmr. com, " Forever 21" replyfefb1370726105- [email protected], "Ralphs" reply-fe9217757666037871- [email protected]
Subject:[ EXTERNAL] Fwd: We couldn't approve your Active Cash® card application Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
Forwarded message ---------
From: Ruben Soto <195619922000rubselnad@gmail. com>
Date: Wed, Mar 11, 2026, 8:53 PM
Subject: Fwd: We couldn't approve your Active Cash® card application To: The White House < communications@mail. whitehouse. gov>, Anaheim Mayor Email <publiccomment@anaheim. net>, Olivia Selmanson olivia.selmanson@ocpubdef. com>, <webmaster@riversideca. gov>, <Media@ocdapa. org> This is from Wells Fargo Bank to what family law and everybody did to me I can't even get a credit card or a loan or nothing because of bankruptcy that my ex-wife charge over 100 grand on credit cards I didn't even know I need people in this goddamn California it's going to pay for this religious s*** that gave blown at me and think I'mgoing to forgive him and walk away and they're going to bless me I got news for them I'm going to sue them I'm going to put them in prison like the Land of the Law says it's abuse senior citizen abuse financial abuse traumatizing me over some damage they're just Jesus Christ stupid stuff Forwarded message ---------
From: Wells Fargo <[email protected]>
Date: Wed, Mar 11, 2026, 6:17 PM
Subject: We couldn't approve your Active Cash® card application To: <195619922000rubselnad@gmail. com>
hanks for applying
RUBEN, after reviewing your Active Cash Visa® Card application, we can't provide you with a credit card at this time.
You'll receive a letter from us in the next 30 days with more information about why we couldn't approve your application.
Application reference number: 20260719501845
Didn't apply for this card? Call us at 1-844-750-7939. We accept relay service calls, including 711.
WellsFargo.com
Please do not reply to this automated email.
27aeb843-dd03-47ef-992a-c8e6e94e242a 15087
ate: 3/13/2026 11:04:31 AM
From:" Ruben Soto" 988ilovegirls@gmail. com
To:
The White House" communications@mail. whitehouse. gov, " Ruben Soto" 195619922000rubse [email protected], "Greggo Soto" greggosoto611@gmail. com, "U.S. Department of Justice" [email protected], "OC Women2Women" confirmations@godaddy. com, "Olivia Selmanson" olivia.selmanson@ocpubdef. com, "[email protected]" [email protected], " webmaster@riversideca. gov" webmaster@riversideca. gov, " [email protected]" donald.wagner@ocgov. com, "Mhines" [email protected], " Public Comment" [email protected], marystss@guardiansc. com" marystss@guardiansc. com, "management@parishiltone ntertainme nt.com" management@parishiltonentertainment. com, "mayor.scheduling@lacity. org" [email protected], " Mayor" [email protected], " Tax Mail" [email protected], " Bruns, Melanie" MBruns@riverside ca.gov, [email protected]" [email protected], " Rep. Lou Correa" repcorrea+newsletter@mail8. housecommunications. gov, " Lori Smith" esquiresmith1089@yahoo. com, "Lisa Speranzo" lsperanzo@forthepeople. com, "[email protected]" [email protected] .gov, " legal@ane dot.com" [email protected], "[email protected]" [email protected], "Nostonersallowe d1" nostonersallowed1@gmail. com, "Natnatnathalie@gmail. com" Natnatnathalie @gmail.com, "Fox News" [email protected], "Nadiarosesoto1220" nadiarosesoto1220@gmail. com, "Cervante s, Clarissa" ccervantes@riversideca. gov, " City Clerk" [email protected], " [email protected]" [email protected], Castrejon, Jacob" JCastrejon@riversideca. gov, " [email protected]" [email protected], Granicus Customer Support" support@granicus. com, "communications@macys. com" communications@macys. com, Berenice Ballinas" [email protected], " Rare Beauty" hello@rarebeauty. com, "Babeerue" Babeerue@sbcglobal. net, " Fraser, Kelsy" [email protected], "Kylie jenner" [email protected], info@ocwomen2women. org" info@ocwomen2women. org, "[email protected]" info@kroge r.com, [email protected]" Inspections_Helpdesk@rivco. org, "info@anwarlawoffices. com" info@anwarlawoffices. com, "pughflorencerose@gmail. com" pughflorencerose @gmail.com, "[email protected]" [email protected], " paysoninn@gmail. com" paysoninn@gmail. com, "Johnny Ogata, Esq." attorneyjohnny@wilshirelawfirm. com, "Ruben Soto" 988ilovegirls@gmail. com, "Robert" robert@disne y.com, [email protected]" [email protected], " ratings@martindale. com" ratings@martindale .com, [email protected]" [email protected], "Ralphs" reply-fe9217757666037871- 188_HTML-304964379- 7201046- 2246@e. krogermail. com, " taisa.theandra@gmail. com" taisa.theandra@gmail. com, " Tigtacommunications" TIGTAcommunications@tigta. treas.gov, " steelM18LD3341@mail. house. gov" steelM18LD3341@mail. house. gov, Voiceofoc" voiceofoc@protonmail. com, " Arthur M. Guo" AMGuo@anaheim. net, " Ape trousian" apetrousian@forthepeople. com, " adam.shaw2@fox. com" adam.shaw2@fox. com, " fbi@subscriptions. fbi.gov" fbi@subscriptions. fbi.gov, " FidelityNotification@fmr. com" FidelityNotification@fmr. com, "Facebook" security@facebookmail. com, "Forever 21" reply-fefb1370726105- 340_HTML-105120244-515011048- [email protected], "[email protected]" [email protected], "jeff.gennette@gmail. com" [email protected]
Subject:[ EXTERNAL] Watch "$ consequences for your actions" onYouTube Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
https://youtube. com/shorts/Oc2lyklEE9E? si=0irXkRNLdsZ8iKNx ate: 3/13/2026 11:03:54 PM
From:" Ruben Soto" 988ilovegirls@gmail. com
To:
The White House" communications@mail. whitehouse. gov, " Ruben Soto" 195619922000rubse [email protected], "Greggo Soto" greggosoto611@gmail. com, "U.S. Department of Justice" [email protected], "OC Women2Women" confirmations@godaddy. com, "Olivia Selmanson" olivia.selmanson@ocpubdef. com, "[email protected]" [email protected], " webmaster@riversideca. gov" webmaster@riversideca. gov, " [email protected]" donald.wagner@ocgov. com, "[email protected]" [email protected], "Fraser, Kelsy" [email protected], Lori Smith" esquiresmith1089@yahoo. com, "Rep. Lou Correa" [email protected]. gov, [email protected]" [email protected], " [email protected]" [email protected], Public Comment" publiccomment@anaheim. net, " [email protected]" [email protected], " [email protected]" [email protected], "[email protected]" [email protected], " Arthur M. Guo" [email protected], " [email protected]" [email protected], "jeff.gennette@gmail. com" [email protected], "Berenice Ballinas" [email protected], " Rare Beauty" hello@rarebeauty. com, "Bruns, Melanie" MBruns@riversideca. gov, " Babeerue" Babeerue@sbcglobal. net, "Voiceofoc" voiceofoc@protonmail. com, Cervantes, Clarissa" ccervantes@riversideca. gov, " City Clerk" [email protected], " Robert" [email protected], [email protected]" [email protected], " Forever 21" reply-fefb1370726105- 340_HTML-105120244-515011048- [email protected], "Ralphs" reply-fe9217757666037871- 188_HTML-304964379-7201046-2246@e .krogermail.com, fbi@subscriptions. fbi.gov" fbi@subscriptions. fbi.gov, " Fox News" [email protected], info@ocwomen2women. org" info@ocwomen2women. org, "[email protected]" info@kroge r.com, [email protected]" Inspections_Helpdesk@rivco. org, "info@anwarlawoffices. com" info@anwarlawoffices. com, "Ruben Soto" 988ilovegirls@gmail. com, "ratings@martindale .com" ratings@martindale. com, Lisa Speranzo" lsperanzo@forthepeople. com, "[email protected]" mayor.scheduling@lacity. org, steelM18LD3341@mail. house.gov" steelM18LD3341@mail. house.gov, " taisa.theandra@gmail. com" [email protected], "Tax Mail" [email protected], " Tigtacommunications" TIGTAcommunications@tigta. treas.gov
Subject:[ EXTERNAL] Watch "# legally iwill destroy Boss Auto ,thats right Robert" on YouTube Warning: This email originated from outside the City of Anaheim. Do not click links or open attachme nts unle ss you recognize the sender and are expecting the message.
https://youtube. com/shorts/s1yeNrQdys4? si=MRDMZ8WUVHpTLnKF ate: 3/14/2026 12:13:29 AM
From:" Ruben Soto" 988ilovegirls@gmail. com
To:
The White House" communications@mail. whitehouse. gov, " Greggo Soto" greggosoto611@gmail. com, "Ruben Soto" 195619922000rubselnad@gmail. com, "U.S. Department of Justice" [email protected], "OC Women2Women" confirmations@godaddy. com, "Olivia Selmanson" olivia.selmanson@ocpubde f.com, [email protected]" [email protected], " webmaster@riversideca. gov" webmaster@riverside ca.gov, [email protected]" [email protected], "Kylie jenner" [email protected], "Fraser, Kelsy" [email protected], " Lori Smith" esquiresmith1089@yahoo. com, "Lisa Speranzo" lsperanzo@forthe people.com, [email protected]" [email protected], " Public Comment" [email protected], management@parishiltonentertainment. com" management@parishiltonente rtainment.com, "Tax Mail" [email protected], " Bruns, Melanie" MBruns@riversideca. gov, " marystss@guardiansc. com" marystss@guardiansc. com, "[email protected]" [email protected], " Granicus Customer Support" support@granicus. com, "Ruben Soto" 988ilovegirls@gmail. com, "steelM18LD3341@mail. house.gov" steelM18LD3341@mail. house.gov, " mayor.scheduling@lacity. org" [email protected], " Rare Beauty" hello@rarebeauty. com, "[email protected]" [email protected], " ratings@martindale. com" ratings@martindale. com, "Robert" [email protected], "[email protected]" [email protected], " Ralphs" reply-fe9217757666037871- [email protected], "Forever21" replyfefb1370726105- [email protected], "[email protected]" [email protected], "Tigtacommunications" TIGTAcommunications@tigta. treas.gov, " Cervante s, Clarissa" ccervantes@riversideca. gov, " [email protected]" [email protected], "Berenice Ballinas" [email protected], "info@ocwomen2women. org" info@ocwomen2wome n.org, "info@kroge r.com" [email protected], "info@anwarlawoffices. com" info@anwarlawoffices. com, "[email protected]" Inspections_Helpdesk@rivco. org, " [email protected]" [email protected], " pughflorence [email protected]" pughflorencerose@gmail. com, "paysoninn@gmail. com" paysoninn@gmail. com Subject:[ EXTERNAL] Watch "it this my mental health or guys still being immature" onYouTube Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
https://youtube. com/shorts/6fsO5vYqp80? si=B6giQ2j9SB5dyR9u ate: 3/16/2026 1:08:12 PM
From:" Ruben Soto" 988ilovegirls@gmail. com
To:
The White House" communications@mail. whitehouse. gov, " Greggo Soto" greggosoto611@gmail. com, "Ruben Soto" 195619922000rubselnad@gmail. com, "U.S. Department of Justice" [email protected], "OC Women2Women" confirmations@godaddy. com, "Olivia Selmanson" olivia.selmanson@ocpubde f.com, [email protected]" [email protected], "Arthur M. Guo" [email protected], " Public Comment" publiccomment@anaheim. net, " webmaster@riversideca. gov" webmaster@rive rsideca.gov, " Fraser, Kelsy" [email protected], "[email protected]" [email protected] Subject:[ EXTERNAL] Watch "$# not around the kids, screw uall" onYouTube Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
https://youtube. com/shorts/klRdXy2gXHg? si=ROb4kC8VyrT_ pse_ ate: 3/17/2026 5:07:11 AM
From:" Ruben Soto" 195619922000rubselnad@gmail. com
To:
The White House" communications@mail. whitehouse. gov, " Public Comment" [email protected], webmaster@riversideca. gov" webmaster@riversideca. gov, " Olivia Selmanson" olivia.selmanson@ocpubdef. com, [email protected]" [email protected], " [email protected]" [email protected], Mhines" [email protected], " marystss@guardiansc. com" marystss@guardiansc. com, management@parishiltonentertainment. com" management@parishiltonente rtainment.com, [email protected]" [email protected], " Tax Mail" [email protected], " Bruns, Melanie" MBruns@riversideca. gov, " penpheara@gmail. com" penpheara@gmail. com, " [email protected]" [email protected], "[email protected]" [email protected], " pughflorence [email protected]" pughflorencerose@gmail. com, "paysoninn@gmail. com" paysoninn@gmail. com, "irene@grandmashouse ofhope.org" irene@grandmashouseofhope. org, "illveladies5669@gmail. com" illveladies5669@gmail. com, "[email protected]" [email protected], "Ibarra, Zachary" [email protected], " info@kroge r.com" [email protected], ilovegirls5669@gmail. com" ilovegirls5669@gmail. com, "[email protected]" Inspections_Helpdesk@rivco. org, " greggosoto611@gmail. com" greggosoto611@gmail. com, "[email protected]" [email protected], "Granicus Customer Support" support@granicus. com, "[email protected]" [email protected], "Johnny" [email protected], "Johnny Ogata, Esq." attorneyjohnny@wilshirelawfirm. com, "Fraser, Kelsy" [email protected], "Kylie jenner" kyliejennerkj26@gmail. com, fbi@subscriptions. fbi.gov" fbi@subscriptions. fbi.gov, " FidelityNotification@fmr. com" FidelityNotification@fmr. com, Facebook" security@facebookmail. com, "Forever 21" reply-fefb1370726105- 340_HTML-105120244-515011048- [email protected], "Ralphs" reply-fe9217757666037871- 188_HTML-304964379-7201046-2246@e .krogermail.com, Lori Smith" esquiresmith1089@yahoo. com, "Ruben Soto" 988ilovegirls@gmail. com, "Lisa Speranzo" lsperanzo@forthepeople. com, "Ruben Soto" 195619922000rubselnad@gmail. com, " steelM18LD3341@mail. house.gov" steelM18LD3341@mail. house.gov, " Arthur M. Guo" [email protected], " Apetrousian" apetrousian@forthepeople. com, "[email protected]" [email protected], "alerts@neighborhoodalerts. com" alerts@neighborhoodalerts. com, "[email protected]" [email protected], "Rep. Lou Correa" repcorrea+newsletter@mail8. housecommunications. gov, " Cervantes, Clarissa" ccervantes@riverside ca.gov, " Castrejon, Jacob" JCastrejon@riversideca. gov, " City Clerk" [email protected], " [email protected]" CA45.Casework@mail. house. gov, " Natnatnathalie@gmail. com" Natnatnathalie @gmail. com, " Nadiarose soto1220" nadiarosesoto1220@gmail. com, " Nostonersallowed1" nostonersallowed1@gmail. com, " leads@wilshire lawfirm.com" leads@wilshirelawfirm. com, " lola.hahn@mail. house. gov" lola.hahn@mail. house .gov, " legal@ane dot.com" legal@anedot. com, " Vivian Johnson" vivanjohnson54455@gmail. com, " Voice ofoc" voice ofoc@protonmail. com, [email protected]" [email protected], "Robin Z" [email protected], "Berenice Ballinas" [email protected], " Rare Beauty" hello@rarebeauty. com, "Babeerue" Babeerue@sbcglobal. net, ratings@martindale. com" ratings@martindale. com, "[email protected]" [email protected], " Robert" [email protected], "[email protected]" [email protected], "taisa.theandra@gmail. com" [email protected], "Tigtacommunications" TIGTAcommunications@tigta. treas.gov Subject:[ EXTERNAL] Watch "#$financial abuse from family lawanybody else involved what they did to me " onYouTube Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
https://youtube. com/shorts/lAhKTRhaGJA? si=JCzkXEHv56PPP- oO ate: 3/18/2026 6:11:44 AM
From:" Ruben Soto" 988ilovegirls@gmail. com
To:
The White House" communications@mail. whitehouse. gov, " Greggo Soto" greggosoto611@gmail. com, "Ruben Soto" 195619922000rubselnad@gmail. com, "U.S. Department of Justice" [email protected], "OC Women2Women" confirmations@godaddy. com, "Olivia Selmanson" olivia.selmanson@ocpubde f.com, [email protected]" [email protected], " webmaster@riversideca. gov" webmaster@riverside ca.gov, [email protected]" [email protected], "[email protected]" [email protected], [email protected]" [email protected], "Rep. Lou Correa" repcorrea+newsletter@mail8. housecommunications. gov, " Fox News" [email protected], "Nostonersallowed1" nostonersallowed1@gmail. com, "Public Comment" publiccomment@anaheim. net, "Mhines" [email protected], marystss@guardiansc. com" marystss@guardiansc. com, "management@parishiltone ntertainme nt.com" management@parishiltonentertainment. com, "mayor.scheduling@lacity. org" [email protected], " Tax Mail" [email protected], " Bruns, Melanie" MBruns@riversideca. gov, " [email protected]" [email protected], " Mayor" [email protected], " Natnatnathalie @gmail.com" Natnatnathalie@gmail. com, Nadiarosesoto1220" nadiarosesoto1220@gmail. com, "Berenice Ballinas" [email protected], " Rare Beauty" hello@rarebeauty. com, "Babeerue" Babeerue@sbcglobal. net, " Voiceofoc" voiceofoc@protonmail. com, "City Clerk" [email protected], " Cervantes, Clarissa" ccervantes@riversideca. gov, " [email protected]" [email protected], "Granicus Customer Support" support@granicus. com, "communications@macys. com" communications@macys. com, "Castrejon, Jacob" JCastrejon@riversideca. gov, " [email protected]" [email protected], " Ruben Soto" 988ilovegirls@gmail. com, "Lisa Speranzo" lsperanzo@forthepeople. com, "Lori Smith" esquiresmith1089@yahoo. com, "Robert" [email protected], [email protected]" [email protected], " ratings@martindale. com" ratings@martindale .com, [email protected]" [email protected], "Ralphs" reply-fe9217757666037871- 188_HTML-304964379- [email protected], "Forever 21" reply-fefb1370726105- 340_HTML-105120244-515011048- [email protected], "info@ocwomen2women. org" info@ocwomen2wome n.org, "info@kroge r.com" [email protected], info@anwarlawoffices. com" info@anwarlawoffices. com, "[email protected]" Inspections_Helpdesk@rivco. org, "[email protected]" [email protected], " [email protected]" [email protected], "[email protected]" [email protected], "[email protected]" [email protected], pughflorencerose@gmail. com" pughflorencerose@gmail. com, " paysoninn@gmail. com" paysoninn@gmail. com, " Johnny Ogata, Esq." attorneyjohnny@wilshirelawfirm. com, " taisa.theandra@gmail. com" taisa.theandra@gmail. com, Tigtacommunications" TIGTAcommunications@tigta. treas.gov, " fbi@subscriptions. fbi.gov" fbi@subscriptions. fbi.gov, Fraser, Kelsy" KFraser@rivco. org, " FidelityNotification@fmr. com" FidelityNotification@fmr. com, " Kylie jenner" kyliejennerkj26@gmail. com, "Arthur M. Guo" [email protected], " Apetrousian" apetrousian@forthepeople. com, [email protected]" [email protected]
Subject:[ EXTERNAL] Boss auto, Robert, Fullerton police department ,toker town gang stealing...
Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
https://youtube. com/watch?v=xUg7I5gVc- M&feature= shared ate: 3/18/2026 7:01:31 AM
From:" Ruben Soto" 988ilovegirls@gmail. com
To:
The White House" communications@mail. whitehouse. gov, " Greggo Soto" greggosoto611@gmail. com, "Ruben Soto" 195619922000rubselnad@gmail. com, "U.S. Department of Justice" [email protected], "OC Women2Women" confirmations@godaddy. com, "Olivia Selmanson" olivia.selmanson@ocpubde f.com, [email protected]" [email protected], " webmaster@riversideca. gov" webmaster@riverside ca.gov, [email protected]" [email protected], "donald.wagner@ocgov. com" [email protected], Fraser, Kelsy" [email protected], "Kylie jenner" kyliejennerkj26@gmail. com, "Rep. Lou Correa" repcorrea+newsletter@mail8. housecommunications. gov, " [email protected]" [email protected], " Lisa Speranzo" lsperanzo@forthepeople. com, "Lori Smith" esquiresmith1089@yahoo. com, "[email protected]" [email protected], "[email protected]" [email protected], "Public Comment" publiccomme [email protected], [email protected]" [email protected], " pughflorencerose@gmail. com" pughflorence [email protected], [email protected]" [email protected], "paysoninn@gmail. com" paysoninn@gmail. com, [email protected]" [email protected], " Ruben Soto" 988ilovegirls@gmail. com, mayor.scheduling@lacity. org" mayor.scheduling@lacity. org, " Granicus Customer Support" support@granicus. com, Robert" [email protected], "Rare Beauty" hello@rarebeauty. com, "[email protected]" [email protected], ratings@martindale. com" ratings@martindale. com, "[email protected]" [email protected], "Ralphs" reply-fe9217757666037871- [email protected], "Forever21" replyfefb1370726105- [email protected], "jeff.gennette@gmail. com" [email protected], "Mhines" [email protected], " marystss@guardiansc. com" marystss@guardiansc. com, management@parishiltonentertainment. com" management@parishiltonente rtainment.com, "Tax Mail" [email protected], " Bruns, Melanie" MBruns@riversideca. gov, " info@ocwomen2women. org" info@ocwomen2women. org, "[email protected]" [email protected], "info@anwarlawoffice s.com" info@anwarlawoffices. com, "Inspections_Helpdesk@rivco. org" [email protected], "Arthur M. Guo" [email protected], " Apetrousian" apetrousian@forthepeople. com, "Johnny Ogata, Esq." attorneyjohnny@wilshirelawfirm. com, "[email protected]" [email protected], "Voiceofoc" voiceofoc@protonmail. com, "Berenice Ballinas" [email protected], " Babeerue " [email protected], " Fox News" [email protected], "Nostonersallowed1" nostonersallowed1@gmail. com, "Nadiarosesoto1220" nadiarosesoto1220@gmail. com, " Natnatnathalie@gmail. com" Natnatnathalie @gmail. com, " taisa.theandra@gmail. com" taisa.theandra@gmail. com, " Tigtacommunications" TIGTAcommunications@tigta. treas.gov, " Castrejon, Jacob" JCastrejon@riversideca. gov, " City Clerk" cityclerk@anaheim. net, " Cervante s, Clarissa" ccervante s@riversideca. gov, communications@macys. com" communications@macys. com, " CA45.Case work@mail. house. gov" [email protected], " steelM18LD3341@mail. house.gov" steelM18LD3341@mail. house .gov Subject:[ EXTERNAL] Watch " @ Ruben Big dog gets under everybody' s skin, u marshmallows" onYouTube Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
https://youtube. com/shorts/KAIUtK8wAFM? si=I7Run7j5cJrjZWv1 ou don't often get email from lagunajackie@aol. com. Learn why this is important Date: 3/8/2026 7:06:54 PM
From:" Jackie Lamirande" lagunajackie@aol. com
To:" Public Comment" [email protected]
Subject:[ EXTERNAL] Short Documentary onOC Animal Care
Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
Companion Animal Protection Society Releases Short Documentary Entitled ACAPS Investigation of OC Animal Care https://fullertonobserver. com/2026/03/05/companion- animal- protection- society-releases- short- documentary- entitled- a-caps- investigation- of-ocanimal- care/ Shelter mismanagement and failure by the county to conform to a strategic plan and audits have resulted in animal suffering.
You can view the 15-minute video here: A CAPS Investigation of OC Animal Care Former OCAC Volunteer
OC Resident
Jackie Lamirande
Be the change you want to see in the world” - Gandhi
ate: 3/9/2026 6:18:16 PM
From:" Desiree Hayes" desireehayesphotography@gmail. com To:" Public Comment" [email protected]
Subject:[ EXTERNAL] Chicken ordinance
You don' t often get email from des ireehayes photography@gmail. com. Learn why this is important at https :// aka. ms /LearnAboutSenderIdentification ] Warning: This email originated from outs ide the City of Anaheim. Do not click links or open attachments unles s you recognize the sender and are expecting the mes sage.
Hello,
I am a La Mirada res ident that jus t read about your upcoming meeting on backyard chickens in Anaheim. Las t year, La Mirada approved 6 chickens for all single family dwellings on property lot sizes over 5000 sq ft with a 5 ft setback from property lines and 10 ft setback from any human inhabited dwelling. We were able to get 6 chicks under thes e new rules and it has been such a pos itive experience for our family. My husband built us an adorable coop, we us e a sand bottom and a coop scoop ( like a giant kitty litter scoop) and clean it daily. There are no smells . They go to bed naturally at suns et and are quiet all night long. They wake up at 7 but becaus e we have no roos ters , the nois e is minimal. They do make some nois e when laying an egg ( egg song) but it does n’ t las t long and is quieter than a barking dog. Ins ide the hous e, we can barely hear it. We are able to feed our family fres h eggs on a daily basis and can share a few with the neighbors . I have given our neighbors my phone number in cas e they ever hear nois e and they both told me they wouldn’ t have known I even have chickens if I hadn’ t told them. They are als o a great hobby for mental health, kids , etc. Buena Park als o recently allowed 6 hens, I think La Mirada us ed their same rules . Pleas e cons ider allowing your single family res idences 6 hens as well, it will improve the lives of your res idents . ( 8 would be ideal for enough eggs for a family of 4 but 6 is better than nothing! ) Thank you for your cons ideration,
Des iree Hayes ( and the six hens : Dottie, Penny, Pippi, Olive, and Maeve) Sent from my iPhone
ate: 3/9/2026 9:37:13 PM
From:" Paula Carter" [email protected]
To:" Public Comment" [email protected]
Subject:[ EXTERNAL] Chicken ordinance
You don' t often get email from aepmd@icloud. com. Learn why this is important at https :// aka. ms/ LearnAboutSenderIdentification ] Warning: This email originated from outs ide the City of Anaheim. Do not click links or open attachments unles s you recognize the sender and are expecting the mes sage.
Jus t sending in a mes sage of support for more lenient chicken ordinances in Anaheim, due to the economic downturn and the continued ris ing in grocery prices .
I think back to my grandma during WWII when the government encouraged all homes to rais e chickens for eggs and to rais e a victory garden. Mos t avid gardeners who rais e their own vegetables ) would view chickens as a great addition to the garden.
Other communities like La Mirada allow up to 6 hens with only 10 ft between dwellings and a chicken coop. Of cours e roos ters are only allowed for larger lots .
Jus t adding my 2 cents !
Thank you
P. Carter
Sent from my iPhone
ou don't often get email from estimator@ptithermal. com. Learn why this is important Date: 3/10/2026 9:09:27 AM
From:" Estimator" estimator@ptithermal. com
To:" Public Comment" [email protected]
Subject:[ EXTERNAL] Change the chicken ordinance
Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
Most cities in OC allow 5-6 backyard chickens, but Anaheim allows one bird per 1,800 square feet, with 50 foot setbac ks. That makes it impossible for Anaheim residents to raise chickens for eggs.
Buena Park changed its chicken ordinance to 6 hens and 10 foot setbacks in 2024 with a lot of effort and enthusias m from the mayor and city council. La Mirada made less restrictive changes in 2025. Fullerton and Brea don' t lim it hens, and cities like Cypress, Santa Ana, Costa Mesa, Yorba Linda, HB, Garden Grove, etc. have much more reasonable chic ken ordinances than Anaheim.
Please consider revising the code with a chicken ordinance on behalf of its residents that is much m ore reas onable and in line with that of other cities in SoCal.
Regards,
Joseph Rios
8533 Chetle Ave.
Santa Fe Springs, CA. 90670
PH: 562- 789- 0202
Cell: 562- 706- 1306
Fax: 562- 789- 0202
www. ptithermal. com
Please note that our new shipping/ receiving/ will call hours will be M – F from 9:00am to 4:00pm and will be closed for lunch from 1:00pm to 2:00pm. Will call orders must be ordered at least 2 hours prior to arrival. **** ou don't often get email from itsevalieu@gmail. com. Learn why this is important Date: 3/11/2026 10:37:33 AM
From:" Eva L." [email protected]
To:" Public Comment" publiccomment@anaheim. net
Subject:[ EXTERNAL] Writing inSupport of Changes to Chicken Ordinance Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
Hello,
I am an Anaheim resident and I support the changes to the Chicken Ordinance in Anaheim to match what the surrounding cities have ( 5-6 chickens) instead of the 1 chicken per 1800 sqft. Please change the ordinance to help residents be able to raise more chickens to support their household costs as prices are only increasing for groceries.
Sincerely,
Eva L.
ate: 3/12/2026 11:45:19 AM
From:" Michael Mavrovouniotis" michaelmavrovouniotis@gmail. com To:" Public Comment" publiccomment@anaheim. net
Subject:[ EXTERNAL] public comment for city council - regarding OC animal shelter Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
See article below. The article refers to an OC Board of Supervisors meeting. You can watch the video here:
http://ocgov.granic us.com/player/ clip/5593?view_id=8&redirect= true Click on item 4 in the agenda… or use the slider to get to 38:05 into the meeting.
Voice of OC, March 11, 2026
Advocates Demand Reform at California Animal Shelters, Including Orange County https:// voiceofoc .org/2026/03/california- animal-shelters- reform/ Excerpts:
One of the major concerns mentioned in the cease and desist letters is the concept of “reduced/ managed intake” that minimizes the overall number of animals coming into the shelter in an attempt to reduce euthanasia.
Managed intake often involves shelters turning away animals or encouraging members of the public to keep the animal themselv es, put it back where it was found or contact a rescue organization.
OC Animal Care, the county-run animal shelter in Orange County, received a cease and desist letter dated Feb. 13.
The county shelter — which has been the subject of numerous grand jury investigations and resident protests over the past several years — practices managed intake for stray cats.
Read: Grand Jury: OC Animal Shelter Needs Updated Policies to Stop Killing More Animals] The shelter does not accept healthy stray cats. Instead, it only accepts sick , injured or underage cats.
Virga said this could be a violation of the Hayden Act, a 1998 state law that outlines certain requirements for animal shelters like mandatory veterinary care and holding periods for stray animals.
To read the cease and desist letter sent to OC Animal Care, click here.
Orange County Superv isors also weighed in on the shelter’ s conditions during their Feb. 24 meeting.
Superv isor Janet Nguyen said the shelter has made improvements over the past year, but it’s a work in progress.
Please know that we appreciate you, but there is still some work to be done,” she said at that meeting.
Nguyen said animal shelter staff are working on a report regarding the 2018 strategic plan and asked for an update within the next 30 days.
Superv isor Vicente Sarmiento thank ed residents for pushing for improv ements at the shelter and said staf f should issue regular updates to make sure OC Animal Care is meeting goals laid out in the strategic plan.
I think we need to do something on a periodic basis, almost as a dashboard, and make sure we’ re able to see how we’ re doing on these different concerns that we have that are outlined in the strategic plan,” he said.
Shelters should be learning from their mistak es and moving forward and adopting the more enlightened approaches that some of the other shelters in other areas are adopting,” Dales said. “ We’ re not seeing that in California on the whole.” ou don't often get email from cesargblanco18@gmail. com. Learn why this is important Date: 3/16/2026 12:55:58 AM
From:" ManMan1M" cesargblanco18@gmail. com
To:" Public Comment" [email protected]
Subject:[ EXTERNAL] Regarding Homelessness Help
Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
Hello valued city hall worker, or to any other lovely person currently reading, my name is Cesar, and I've been a resident of Orange County practically my whole life.
Since its inception, California has had homelessness, that part's never going to change, no matter the place. However, in 2025, "California saw a 9% reduction in unsheltered homelessness, a 24% reduction in youth homelessness since 2019, and over 90,000 californians moved into permanent housing since 2023" after investing in homelessness service providers.
So, I believe that the City of Anaheim should continue its support in financing homelessness programs and possibly increase its help, while it is within reason.
It is clear that giving financial support to these homelessness programs, for California at least, has helped decrease the influence of the problem, so let's not stop this support and continue on with helping the public in this way. ou don't often get email from julieshinis@gmail. com. Learn why this is important Date: 3/7/2026 12:54:24 PM
From:" Julie Shin" julieshinis@gmail. com
To:" Ashleigh Aitken" [email protected]
Cc:" Public Comment" [email protected]
Subject:[ EXTERNAL] Changes to Chicken Ordinance to allowforAdequate Backyard Homesteading Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
Hello Mayor Aitken,
I hope this message finds you well.
With the outbreak of another war and rising food costs, I am very concerned about the extremely restrictive chicken ordinance in the city of Anaheim, CA.
Suburban backyard homesteading is extremely important for families to be able to source their own food in times of trouble.
Economic downturn, cost of food skyrocketing, and disruption to supply chain logistics are here, with huge upticks around the corner in the entire USA.
I am asking you and the Board of the city ofAnaheim to consider the examples of other cities in Orange County that have more reasonable chicken ordinances.
1 bird per 1800 square feet and 50 feet setbacks make it impossible for anyone to raise chickens in this city. Chickens are flock animals and cannot live alone - there need to be at least 2. A family needs 5 to 6 hens to get an adequate amount of eggs per week. And very few people have a distance of 50 feet between them and their neighbors in the backyard.
The city of Buena Park, in 2024, listened to resident requests and created a very reasonable chicken ordinance for its families. Yorba Linda, Fullerton, Brea, Costa Mesa... these cities all have very fair and reasonable chicken ordinances.
Please consider changing the chicken ordnance for the city very soon, as we are in an economic cycle that predicts economic depression and shortages now and over the very near future.
Thank you very much,
Julie Shin
3219 W Lincoln Ave
Anaheim CA 92801
714-697-5073
ou don't often get email from tempdragon@hotmail. com. Learn why this is important Date: 3/20/2026 6:01:23 PM
From:" M Li" tempdragon@hotmail. com
To:" Public Comment" publiccomment@anaheim. net
Subject:[ EXTERNAL] NO to Hens or Chickens inBackyards
Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
City Leaders,
I saw that individuals are advocating for a Chicken Ordinance to allow individuals to keep 5-6 hens in their backyards.
Based on health and safety reasons as well as aesthetics, Ibelieve if this is allowed it will negatively affect the quality of life in the neighborhood.
It will cause disagreement among neighbors, which invariably will cause law enforcement to be involved. Anaheim Police is already busy with other important matters. Let's not add more to their plate. Also property values might be impacted if one tries to sell their house with neighbors keeping chickens in the backyard.
Irespectfully submit this email to voice my opposition to this idea.
Thank you for your consideration.
Anaheim Resident,
M. Li
ate: 3/20/2026 8:47:56 PM
From:" Michael Sherman" [email protected]
To:" Public Comment" [email protected]
Subject:[ EXTERNAL] Chicken keeping ordinance
You don' t often get email from the1plantguy@icloud. com. Learn why this is important at https :// aka. ms/ LearnAboutSenderIdentification ] Warning: This email originated from outs ide the City of Anaheim. Do not click links or open attachments unles s you recognize the sender and are expecting the mes sage.
To the Anahiem city Council for cons ideration,
The technology of chicken keeping has changed over the years and the food supply has been threatened fairly recently with Covid and now wars . It is important to have some semblance of food Security wherever that’ s pos sible. During Covid, I had a flock of five birds and I was able to keep them for over five years without my neighbors knowing. Becaus e I kept the coop as a carbonaceous diaper. In other words , I us ed mulch or wood shavings to abs orb the nitrogen caus ed or sourced from the chicken manure eliminating the smell. I petitioned to my city with similar arguments and they agreed with me in that we should be allowed to keep a decent number of chickens on the property. If in fact it would not pos e a nuis ance to other residences , and it does not. Chickens are not very loud and they only make nois e when they lay an egg. It is les s offens ive than a dog barking throughout the day by far. My city changed their animal, keeping codes to allow for chickens without obtaining a permit and up to 10 chickens with a permit even on RD 4.5 res idential zoning. It has been nice having 10 chickens to get about eight eggs on average every day.
Pleas e cons ider allowing the res idents of Anahiem, the freedom and liberty to pursue what makes them happy without affecting the people around them. It is abs olutely pos sible, and it is quite eas y.
Michael Sherman
714- 642- 7245
Sent from my iPhone
ate: 3/21/2026 8:25:51 AM
From:" Ruben Soto" 195619922000rubselnad@gmail. com
To:
The White House" communications@mail. whitehouse. gov, " Public Comment" [email protected], webmaster@riversideca. gov" webmaster@riversideca. gov, " Olivia Selmanson" olivia.selmanson@ocpubdef. com, [email protected]" [email protected], "Arthur M. Guo" [email protected], "fbi@subscriptions. fbi.gov" fbi@subscriptions. fbi.gov, " Fraser, Kelsy" [email protected], " Mhines" mhines@fulle rtonpd.org, " Bruns, Melanie" MBruns@riversideca. gov, " Tax Mail" [email protected], " Rep. Lou Correa" repcorrea+newsletter@mail8. housecommunications. gov, " Ruben Soto" [email protected], [email protected]" [email protected], " [email protected]" [email protected], "Lori Smith" esquiresmith1089@yahoo. com, "Ruben Soto" 195619922000rubselnad@gmail. com, "[email protected]" penpheara@gmail. com, "[email protected]" [email protected], "[email protected]" [email protected], " [email protected]" [email protected], " paysoninn@gmail. com" paysoninn@gmail. com, Nadiarosesoto1220" nadiarosesoto1220@gmail. com, "Berenice Ballinas" [email protected], " Babeerue" Babeerue@sbcglobal. net, " Rare Beauty" hello@rarebeauty. com, "[email protected]" donald.wagner@ocgov. com, "[email protected]" [email protected], "[email protected]" [email protected], "Tigtacommunications" TIGTAcommunications@tigta. treas.gov, greggosoto611@gmail. com" greggosoto611@gmail. com, "[email protected]" jeff.gennette@gmail. com, Granicus Customer Support" support@granicus. com, "irene@grandmashouse ofhope.org" irene@grandmashouseofhope. org, "illveladies5669@gmail. com" illveladies5669@gmail. com, "[email protected]" [email protected], "Ibarra, Zachary" [email protected], " info@kroge r.com" [email protected], ilovegirls5669@gmail. com" ilovegirls5669@gmail. com
Subject:[
EXTERNAL] Fwd: Illegal Alien from Mexico Charged with Carjacking inOrange County and with Illegally Reentering the U.S. Following Deportation
Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
Forwarded message ---------
From: FBI <fbi@subscriptions. fbi.gov>
Date: Thu, Mar 19, 2026, 12:31 PM
Subject: Illegal Alien from Mexico Charged with Carjacking in Orange County and with Illegally Reentering the U.S. Following Deportation To: <195619922000rubselnad@gmail. com>
FBI Los Angeles News
Illegal Alien from Mexico Charged with
Carjacking in Orange County and with
Illegally Reentering the U.S. Follow ing
Deportation
A twice-deported illegal immigrant from Mexico has been federally charged with carjacking a restaurant employee in Orange County last month.
March 9, 2026
Full Press Release
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ate: 3/22/2026 1:42:39 PM
From:" Ruben Soto" 988ilovegirls@gmail. com
To:
The White House" communications@mail. whitehouse. gov, " Ruben Soto" 195619922000rubse [email protected], "Greggo Soto" greggosoto611@gmail. com, "U.S. Department of Justice" [email protected], "OC Women2Women" confirmations@godaddy. com, "Olivia Selmanson" olivia.selmanson@ocpubdef. com, "[email protected]" [email protected], " webmaster@riversideca. gov" webmaster@riversideca. gov, " Rare Beauty" hello@rarebeauty. com, Berenice Ballinas" [email protected], " Babeerue" Babeerue@sbcglobal. net, " Bruns, Melanie" MBruns@riversideca. gov, " Rep. Lou Correa" repcorrea+newsletter@mail8. housecommunications. gov, " Fox News" [email protected], "Natnatnathalie@gmail. com" Natnatnathalie@gmail. com, "Nostonersallowed1" nostonersallowed1@gmail. com, "Nadiarosesoto1220" nadiarosesoto1220@gmail. com, "Arthur M. Guo" [email protected], " Public Comment" [email protected], " Johnny Ogata, Esq." attorneyjohnny@wilshirelawfirm. com, "Apetrousian" apetrousian@forthepeople. com, "[email protected]" [email protected], "Ruben Soto" 988ilovegirls@gmail. com, "Lori Smith" esquiresmith1089@yahoo. com, [email protected]" [email protected], " Robert" [email protected], "[email protected]" [email protected], "ratings@martindale. com" ratings@martindale. com, "Ralphs" reply-fe9217757666037871- [email protected], "Forever 21" reply-fefb1370726105- 340_HTML-105120244- [email protected], "[email protected]" taisa.theandra@gmail. com, "Tigtacommunications" TIGTAcommunications@tigta. treas.gov, " Tax Mail" [email protected], " jeff.gennette@gmail. com" [email protected], "greggo soto" sotogreggo19562000@gmail. com, "Granicus Customer Support" support@granicus. com, "Mhines" [email protected], " marystss@guardiansc. com" marystss@guardiansc. com, management@parishiltonentertainment. com" management@parishiltonente rtainment.com, mayor.scheduling@lacity. org" mayor.scheduling@lacity. org, " [email protected]" [email protected], " Mayor" [email protected], "Kylie jenner" kyliejennerkj26@gmail. com, "Fraser, Kelsy" [email protected], "[email protected]" [email protected], "Castrejon, Jacob" JCastrejon@riversideca. gov, " Cervantes, Clarissa" ccervantes@riversideca. gov, " City Clerk" [email protected], [email protected]" [email protected], "communications@macys. com" communications@macys. com, [email protected]" [email protected], " [email protected]" donald.wagner@ocgov. com, "Voiceofoc" voiceofoc@protonmail. com, "Lisa Speranzo" lsperanzo@forthe people.com, lola.hahn@mail. house. gov" lola.hahn@mail. house. gov, " leads@wilshirelawfirm. com" leads@wilshirelawfirm. com, legal@anedot. com" legal@anedot. com, " piar@dss. ca.gov" piar@dss. ca.gov, " pughflorence rose@gmail. com" pughflorencerose@gmail. com, " paysoninn@gmail. com" paysoninn@gmail. com, " info@ocwome n2wome n.org" info@ocwomen2women. org, " info@kroger. com" info@kroger. com, " info@anwarlawoffice s.com" info@anwarlawoffices. com, "Inspections_Helpdesk@rivco. org" [email protected], fbi@subscriptions. fbi.gov" fbi@subscriptions. fbi.gov, " FidelityNotification@fmr. com" FidelityNotification@fmr. com, Facebook" security@facebookmail. com, "steelM18LD3341@mail. house.gov" steelM18LD3341@mail. house.gov Subject:[ EXTERNAL] Watch "# breaking in my storage facility, no permission" on YouTube Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
https://youtube. com/shorts/HDaorQLd9gM? si=j93RIrSm- upXIodR ate: 3/22/2026 11:38:55 PM
From:" Ruben Soto" 195619922000rubselnad@gmail. com
To:
The White House" communications@mail. whitehouse. gov, " Public Comment" [email protected], webmaster@riversideca. gov" webmaster@riversideca. gov, " Olivia Selmanson" olivia.selmanson@ocpubdef. com, [email protected]" [email protected]
Subject:[ EXTERNAL] Fwd: Whitehouse correspondence
Attachment: 20251221_214054.jpg;
Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
Forwarded message ---------
From: Ruben Soto <iloveladies5669@gmail. com>
Date: Mon, Dec 29, 2025, 3:53 AM
Subject: Fwd: Whitehouse correspondence
To: <195619922000rubselnad@gmail. com>, Ruben Soto <iloveladies5669@gmail. com>, <988ilovegirls@gmail. com> Forwarded message ---------
From: Ruben Soto <iloveladies5669@gmail. com>
Date: Sun, Dec 21, 2025, 9:44 PM
Subject: Whitehouse correspondence
To: greggosoto611@gmail. com <greggosoto611@gmail. com>, Ruben Soto <iloveladies5669@gmail. com>, 195619922000rubselnad@gmail. com <195619922000rubselnad@gmail. com>, 988ilovegirls@gmail. com <988ilovegirls@gmail. com>
ate: 3/23/2026 12:06:23 AM
From:" Ruben Soto" 195619922000rubselnad@gmail. com
To:
The White House" communications@mail. whitehouse. gov, " Public Comment" [email protected], webmaster@riversideca. gov" webmaster@riversideca. gov, " Olivia Selmanson" olivia.selmanson@ocpubdef. com, [email protected]" [email protected], " Ruben Soto" 988ilovegirls@gmail. com, "Ruben Soto" 195619922000rubselnad@gmail. com, "Bruns, Melanie" MBruns@riverside ca.gov, " Arthur M. Guo" [email protected]
Subject:[ EXTERNAL] Fwd: Wells Fargo Branch Transaction Record Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
Forwarded message ---------
From: Wells Fargo Online <alerts@notify. wellsfargo. com> Date: Tue, Mar 3, 2026, 11:22 AM
Subject: Wells Fargo Branch Transaction Record
To: <195619922000rubselnad@gmail. com>
Your transaction record
Here is the electronic transaction record you requested from aWells Fargo branch.
Wells Fargo Bank
Transaction Receipt
Branch #0000635 21 eWithdrawal
Cash eWithdrawal Amount(s)
CHK XXXXXX7232 $ 300. 00
Cash eWithdrawal Total $300. 00
Fee Total $ 0.00
Cash Dispenser/Recycler
100 $ 300. 00
Sub total $ 300. 00
Cash Paid to Customer
300. 00
Transaction # 047 0056
11: 22AM 03/03/26
Thank you, MIRELLA
If you have questions, please call us at 1-800-TO-WELLS (1-800-869-3557). We're available 24 hours a day, 7 days a week.
wellsfargo.com | Security Center | Contact Us
Please donotreplytothis automatedemail.
74f0bd82-6ef1-424c-8c3d-99f6a08562dc 701
ate: 3/23/2026 12:19:31 AM
From:" Ruben Soto" 195619922000rubselnad@gmail. com
To:
The White House" communications@mail. whitehouse. gov, " webmaste r@riverside ca.gov" webmaster@riversideca. gov, " Olivia Selmanson" olivia.selmanson@ocpubde f.com, "[email protected]" [email protected], "Arthur M. Guo" [email protected], " Public Comment" publiccomme [email protected], Ruben Soto" 195619922000rubselnad@gmail. com, "Mhines" mhines@fulle rtonpd.org, " Bruns, Melanie" MBruns@riversideca. gov, " Tax Mail" [email protected], " greggosoto611@gmail. com" greggosoto611@gmail. com, "[email protected]" [email protected], "[email protected]" donald.wagner@ocgov. com, "[email protected]" [email protected], "Cervantes, Clarissa" ccervantes@riversideca. gov, " City Clerk" [email protected], " Johnny Ogata, Esq." attorneyjohnny@wilshirelawfirm. com, "[email protected]" [email protected], "Rep. Lou Correa" repcorrea+newsletter@mail8. housecommunications. gov, " [email protected]" [email protected], Fraser, Kelsy" [email protected], "[email protected]" [email protected], " fbi@subscriptions. fbi.gov" fbi@subscriptions. fbi.gov
Subject:[
EXTERNAL] Fwd: Completed: Ruben G. Soto, Your Lawyer Is Ready To Investigate Your Claim - Click To Get Started
Attachment:
MMCA_PI_V03082021.pdf;HIPAA Medical Request Page 1 .doc.pdf;HIPAA Page 2.docx.pdf;Final Inhouse Services Disclosure 7.15.22.docx.pdf;Summary.pdf;
Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
Forwarded message ---------
From: Morgan & Morgan Contracts via DocuSign <dse_na2@docusign. net> Date: Wed, Jan 11, 2023, 12:08 AM
Subject: Completed: Ruben G. Soto, Your Lawyer Is Ready To Investigate Your Claim - Click To Get Started To: Ruben G. Soto <195619922000rubselnad@gmail. com>
Your document has been completed
VIEW COM PLETED DOCUM ENTS
Morgan & Morgan Contracts
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All parties have completed Ruben G. Soto, Your Lawyer Is Ready To Investigate Your Claim - Click To Get Started.
Thank you for choosing Morgan & Morgan!
Our 800 trial attorneys across the country have decades of experience securing billions of dollars for hundreds of housands of clients. Click Here to see how we have helped other clients just like you! Your dedicated attorney and case management team will work to ensure you get the support you need during the life of your potential claim. However, before they can proceed, we need you to sign a few doc uments. Pleas e sign all documents by clicking "" Review Documents"" above. If you have any questions please call ( 800) 555- 6666.
FIVE REASONS TO CHOOSE MORGAN & MORGAN:
1. You get a firm that has recovered more than $ 13 billion for our clients.
2. You don’ t pay anything unless we win for you.
3. You have a legal team that will fight for you. We have experienced trial attorneys who won’ t settle for low- ball offers that won’ t cover your bills.
4. You’ re retaining a firm with the size and resources to bully the bullies - we’ ll hire experts and investigators who could help your potential claim.
5. You will be able to reach your legal team at any time if you have questions. W e’re open 24/ 7.
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ote: a Copy of this Authorization Shall Be Treated as an Original
MORGAN & MORGAN
AUTHORIZATION FOR RELEASE OF PROTECTED HEALTH INFORMATION (PHI) UNDER
HEALTH INSURANCE PORTABILITY AND ACCOUNTABILITY ACT (HIPAA) Records Requested in Electronic Format per 45 CFR 164.524(c)(2)(ii)
1. The undersigned patient, named below, hereby executes this authorization in compliance with the Federal Health Insurance Portability and Accountability Act, HIPAA, 45 CFR 164.104 , 45 CFR 164.508 and 45 CFR 164.524.
2. This authorization is directed to the following healthcare service provider including its agents, employees and associates):
3. The above-named healthcare service provider is requested to release the protected health information (PHI) that is described below, to the patient’ s attorney:
Morgan & Morgan
Attn:
4. The records include, but are not limited to, the following items:
Records Requested in Electronic Format per 45 CFR 164.524(c)(2)(ii)
5. The protected health information released herein is specifically as follows:
DocuSign Envelope ID: F1177965- 3880-4F8E-A305-BEFB317D84A0 ote: a Copy of this Authorization Shall Be Treated as an Original All medical information of any nature whatsoever, from any source whatsoever, which is maintained by you in your records regarding the referenced patient and which is requested by my attorneys. If you are a physician or out-patient clinic, you are authorized to send your entire chart upon their request, including not only the records dictated or written up by you, but also insurance records, handwritten notes, telephone memoranda, outside records, correspondence, or any other tangible item maintained in my chart.
If you are a hospital, you are authorized to release my complete records including x -rays or similar studies, office notes, face sheets, discharge summaries, history and physical, consultation notes, intra -operative records, anesthesia records, operative reports, recovery room, pathology reports, medication administration records, EKG reports, EKG strips, EEG reports, EEG strips, therapy notes, orders, progress notes, laboratory results, nurses notes, vital sign sheets, intake/output records, reports of all x-rays, mammograms, CT scans, MRIs or PET scans, emergency room records, transfer records, operative reports, anesthesia records, admitting summary, discharge summary, discharge instructions, personal property list, in-patient records, out-patient records, clinic records, correspondence, photographs, videotapes, telephone messages, computer generated information, medical bills, pharmacy and drug records, health insurance forms, insurance claim forms, insurance payment forms, Medicaid or Medicare records, concerning any medical treatment that I have received from you, at your institution, or which you keep in the regular course of business. I hereby authorize release of all records regarding mental health, psychiatric, chemical dependency or HIV. A photo static copy of this authorization shall be as valid as the original.
In accordance with the provisions of 45 CFR §164.524(c)(3)(ii), I specifically request that copies of my medical records be transmitted to my attorney identified in paragraph 3 above, as my designee, and mailed to the address shown in that paragraph, and that the RECORDS BE PROVIDED IN ELECTRONIC FORMAT (PDF format on CD media), as required by 45 CFR §164.524(c)(2)(ii).
REQUIRED DISCLOSURES - 45 CFR 164.508(c)
A. This protected health information is to be used for the following purpose: A civil legal claim or proceeding.
B. This authorization may be revoked by a signed and properly dated written revocation, delivered to the healthcare provider named above, provided that this release cannot be revoked as to protected health information that had been previously released in reliance on this document.
C. The undersigned acknowledges that a refusal to sign this form will not result in a denial of healthcare by the hospital or any other healthcare provider and that this release has not been coerced by a healthcare entity or any of its business associates.
D. The undersigned acknowledges that once the PHI is disclosed, it may be re -disclosed to individuals or organizations that are not subject to the federal privacy regulations such as expert witnesses, litigants, insurance companies, and even may become public record if filed with a court of law.
E. This authorization will be effective for the entire duration of the legal matters related to the accident which involved the patient and occurred on ( month/day/year), unless earlier revoked in writing.
Patient’ s Signature Signature of Authorized Representative (Parent, Legal Guardian or Personal Representative)
Patient’ s Name Witness
Patient’ s Date of Birth Dated
Patient’ s Social Security Number
DocuSign Envelope ID: F1177965- 3880-4F8E-A305-BEFB317D84A0
DISCLOSURE AND CONSENT
In the course of representation by MORGAN & MORGAN it may be necessary to retain service providers to perform services that are necessary and/ or beneficial to your case. These services include, but are not limited to, investigation services to conduct independent investigations, medical records retrieval, police report retrieval, accident report retrieval, communication services, transcription services, optical character recognition ( OCR) services, and trial support services. MORGAN & MORGAN employs trained employees and investigators to perform the above services and to conduct investigations when necessary, at the direction of MORGAN & MORGAN. You have the right to direct your attorneys to retain an outside vendor or investigation service if you desire. Unless you direct otherwise, in writing, your attorneys will utilize MORGAN AND MORGAN investigators and employees to perform such services and to conduct such investigations as your attorneys may deem necessary.
The shareholders of MORGAN & MORGAN have established a cost schedule available to you upon request) which is competitive with the charges of outside vendors in the market of the services listed above. MORGAN & MORGAN believes that it will be in your best interest to utilize in-house staff and investigators for certain services determined by your attorneys. The benefits of doing so include quality of service, control of the service, timeliness of provision of such services, and cost containment. In order to utilize its in-house services in your representation, MORGAN & MORGAN makes this disclosure that you will be charged for investigative services as a cost item and that the amount charged may exceed MORGAN & MORGAN’s actual cost of providing the service.
The undersigned client(s) have read the above disclosure, have been given the opportunity to ask questions and to consult with independent counsel regarding the use of MORGAN & MORGAN staff or third-party vendors as well as to provide investigative and other services in your case, and hereby consents to utilization of in-house staff and investigators from MORGAN & MORGAN for such services as the attorneys may direct.
DATE CLIENT
DATE CLIENT
DocuSign Envelope ID: F1177965- 3880-4F8E-A305-BEFB317D84A0 1/ 11/ 2023
ertificate Of Completion
Envelope Id: F117796538804F8EA305BEFB317D84A0 Status: Completed Subject: Ruben G. Soto, Your Lawyer Is Ready To Investigate Your Claim - Click To Get Started Source Envelope:
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Holder: Morgan & Morgan Contracts
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Signer Events Signature Timestamp
Ruben G. Soto
[email protected]
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Payment Events Status Timestamps
ate: 3/22/2026 11:08:19 AM
From:" durfeycraig778@gmail. com" durfeycraig778@gmail. com To:
Craig ADurfey'" [email protected], "stephaniek@ggcity. org" stephanie [email protected], senator.umberg@senate. ca.gov" senator.umberg@senate. ca.gov, " Don Barnes" [email protected], "' George Brietigam'" georgeb@ggcity. org, " [email protected]" [email protected], "' Lisa Kim'" [email protected], [email protected]" [email protected], " [email protected]" [email protected], [email protected]" [email protected], "' Teri Rocco'" [email protected], "' Public Records Request'" [email protected], " [email protected]" [email protected], "' Liz Vasquez'" [email protected], "SEDN.committee@senate. ca.gov" SEDN.committee@se nate.ca.gov, SHEA.Committee@senate. ca.gov" SHEA.Committee@senate. ca.gov, "' PIO Departme nt'" [email protected], Bob Harden'" [email protected], "' Dina Nguyen'" [email protected], "' Lan Nguyen'" [email protected], Walter Muneton'" [email protected], " [email protected]" [email protected], " [email protected]" [email protected], " yeseniam@ggcity. org" [email protected], "response@ocgov. com" response@ocgov. com, Gabriela Mafi'" [email protected], " [email protected]" [email protected], " hlarum@cityofirvine. org | cityofirvine.org" hlarum@cityofirvine. org | cityofirvine.org, "irvinecitycouncil@cityofirvine .org" irvinecitycouncil@cityofirvine. org, " City.Council@surfcity- hb.org" City.Council@surfcity- hb.org, Assemblymember.Muratsuchi@assembly. ca.gov" Assemblymember.Muratsuchi@asse mbly.ca.gov, "' Jeffrey Layland'" [email protected], " Public Comment" [email protected], "Superinte [email protected]" Superintendent@cde. ca.gov, " ocbe@ocde. us" ocbe@ocde. us, "' Nick Dibs'" nickdibs1@gmail. com, "' Devon Atkinson'" datkinson@ocde. us, " [email protected]" [email protected], " REPLOUCORREA@MAIL. HOUSE.GOV" REPLOUCORREA@MAIL. HOUSE.GOV, "SENATOR.GONZALEZ@senate. ca.gov" SENATOR.GONZALEZ@senate. ca.gov, "'" JONATHAN@GGPD. ORG"'" [email protected], " [email protected]" admin@voiceofoc. org, "' JimTortolano'" orangecountytribune@gmail. com, "Assemblymember.Davies@assembly. ca.gov" Assemblymember.Davies@assembly. ca.gov, " [email protected]" [email protected], assemblymember.daly@assembly. ca.gov" assemblymember.daly@assembly. ca.gov, [email protected]" [email protected], " [email protected]" [email protected], "' Cherif, Wanda'" [email protected], "'" Whill@Cityofirvine .org"'" Whill@cityofirvine. org, "'" [email protected]"'" [email protected], "'" CM@cityofirvine .org"'" cm@cityofirvine. org, "' Teri Rocco'" teri.rocco@ggusd. us, "' Lan Nguyen'" lan.nguye n@ggusd. us, "' Bob Harden'" bob.harden@ggusd. us
Subject:[ EXTERNAL] Lasting brain rot effects from being chronically online | 60 Minute s Australia03- 22 Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
03- 22- 2026
P.R. D. D.C.)(
CHILDRENPARENTS PARENTS FOR THE RIGHTS OF DEVELELOPMENTALLY OPMENTAL LY DISABLEDED CHIL DREN CRAIG A. DURFEYEY FOUNDER FOUNDER OF P.R.D.D.C.
42P. P.O.BOX 200101 GARDEN GROVE, CA 92884 2
8CELL CEL L 714- 14 -321-1-8238 23
COMCADURFEY@GMAIL. CADURFEY@ GMAIL. COM
COMSOCIALEMOTIONALPAWS. SOCIAL EMOTIONALPAWS. COM
DURFEYFACEBOOK: FACEBOOK: CRAIG DURFEY
U ..S. HOUSE OU SE OF CONGRESS GRESS H2 40 4 - HONORING HONORING CRAIG DURFEYDURFEY FOROR HIS FIGHT IG HT AGAINST AGAINST AUTISM ... AU TISM ... Ms. ORETTALORETTA L SANCHEZSANCHEZ of Californ California. ia.
dfhttps:// https:// www. goovinfo. fo .gov/v/content/ co nte nt/pkg/ kg /CREC- 2003- 00 3-03-3-27/ 7/pdf/ df/CREC- 200 3-03-27.pdf new website orgsocialemotionalpaws. socialemotionalpaws. org concernTo To whom it may concern
Lasting brain rot effects from being chronically online | 60 Minute s Australia KZOy7d8WJcTl9T5Mhttps:// https:// youtu. be/XBedpPCv5c4? si=KZOy7d8WJcTl9T5M ou don't often get email from julieshinis@gmail. com. Learn why this is important Date: 3/22/2026 2:06:32 PM
From:" Julie Shin" julieshinis@gmail. com
To:" Public Comment" publiccomment@anaheim. net
Subject:[ EXTERNAL] [Visual Flyer Embedded] Supporting Updates to the AnaheimChicken Ordinance Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
Dear Mayor and City Council Members,
I’m a resident reaching out ahead of the upcoming council discussion on the chicken ordinance.
I’ve attached a simple comparison showing how nearby cities like Buena Park, La Mirada, and Orange allow 4–6 hens with reasonable setbacks.
Buena Park even updated their ordinance in 2024 to allow 6 hens with only a 10 ft setback. naheim’ s current rules are significantly more restrictive than surrounding cities, and I hope the council will consider modernizing the ordinance to better reflect current standards in Orange County and SoCal.
A small update ( such as allowing 5–6 hens with reasonable setbacks) would make a meaningful difference for residents while still maintaining neighborhood compatibility.
Thank you for your time and consideration.
Sincerely,
Julie Shin
Anaheim Resident
714-697-5073
ate: 3/24/2026 7:17:55 AM
From:" Maria Cruz" ecmaria2929@gmail. com
To:" Public Comment" publiccomment@anaheim. net
Subject:[ EXTERNAL] No more silence! Justice forAlbert Arzola! You don' t often get email from ecmaria2929@gmail. com. Learn why this is important at https :// aka. ms/ LearnAboutSenderIdentification ] Warning: This email originated from outs ide the City of Anaheim. Do not click links or open attachments unles s you recognize the sender and are expecting the mes sage.
Mayor Aitken and Members of the Anaheim City Council,
I am writing to demand jus tice for the police killing of Albert Arzola. I demand the full, unedited body camera footage from all officers , the immediate releas e of the autops y report, the names of the officers involved, and the immediate firing of the officer who shot Albert to death.
Albert was ambus hed by two Anaheim PD officers who leapt out of an unmarked vehicle and chased him to his hous e. One officer shot him in the back, killing him in front of his family. They threatened to shoot his family and then detained them at the scene for hours . They delayed medical attention for ten minutes and dragged Albert’ s lifeles s body onto the sidewalk.
Albert was doing nothing wrong and was not a threat to anyone. He was only 19-years- old and recently graduated from Katella High School. He was a hard- working res ident of Anaheim who took pride in his job and as pired to a career in culinary arts. He was a beloved son, family member and friend with a bright future ahead of him. Albert should be alive today!
I demand the full body camera footage of all officers from the incident. I demand the release of the autopsy report. I demand the names of the officers involved. And I demand that the officer who shot Albert be fired immediately.
Jus tice for Albert Arzola!
Sent from my iPhone
ou don't often get email from erikaarmenta994@gmail. com. Learn why this is important Date: 3/24/2026 12:41:34 PM
From:" Erika Armenta" erikaarmenta994@gmail. com
To:" Public Comment" publiccomment@anaheim. net
Subject:[ EXTERNAL] No more silence! Justice forAlbert Arzola! Warning: This email originated fromoutside the City of Anaheim. Do not click links or open attachme nts unless you recognize the sender and are expecting the message.
Mayor Aitken and Members of the Anaheim City Council,
I am writing to demand justice for the police killing ofAlbert Arzola. I demand the full, unedited body camera footage from all officers, the immediate release of the autopsy report, the names of the officers involved, and the immediate firing of the officer who shot Albert to death.
Albert was ambushed by two Anaheim PD officers who leapt out of an unmarked vehicle and chased him to his house. One officer shot him in the back, killing him in front of his family. They threatened to shoot his family and then detained them at the scene for hours. They delayed medical attention for ten minutes and dragged Albert’ s lifeless body onto the sidewalk.
Albert was doing nothing wrong and was not a threat to anyone. He was only 19-years- old and recently graduated from Katella High School. He was a hard- working resident of Anaheim who took pride in his job and aspired to a career in culinary arts. He was a beloved son, family member and friend with a bright future ahead of him. Albert should be alive today! I demand the full body camera footage of all officers from the incident. I demand the release of the autopsy report. I demand the names of the officers involved. And I demand that the officer who shot Albert be fired immediately.
Justice for Albert Arzola! The family deserves transparency and justice.
Jail killer cops
ate: 3/24/2026 3:53:01 PM
From:" durfeycraig778@gmail. com" durfeycraig778@gmail. com To:
Craig ADurfey'" [email protected], "[email protected]" [email protected], "' Teri Rocco'" [email protected], " stephaniek@ggcity. org" stephaniek@ggcity. org, " [email protected]" senator.umberg@senate. ca.gov, " Don Barnes" [email protected], "' Bob Harden'" [email protected], "' Lan Nguyen'" [email protected], "' George Brietigam'" [email protected], " [email protected]" [email protected], Lisa Kim'" [email protected], " [email protected]" [email protected], [email protected]" [email protected], "' Public Records Request'" [email protected], [email protected]" [email protected], "' LizVasquez'" [email protected], SEDN.committee@senate. ca.gov" SEDN.committee@senate. ca.gov, " SHEA.Committee@senate .ca.gov" SHEA.Committee@senate. ca.gov, "' PIO Department'" [email protected], "' Dina Nguyen'" [email protected], "' Walter Muneton'" [email protected], " [email protected]" [email protected], [email protected]" [email protected], " [email protected]" yeseniam@ggcity. org, " [email protected]" response@ocgov. com, "' Gabriela Mafi'" [email protected], "' Nick Dibs'" nickdibs1@gmail. com, [email protected]" [email protected], " irvinecitycouncil@cityofirvine .org" irvinecitycouncil@cityofirvine. org, " City.Council@surfcity- hb.org" City.Council@surfcity- hb.org, "' Jeffrey Layland'" [email protected], " Public Comment" [email protected], "Superinte [email protected]" Superintendent@cde. ca.gov, " ocbe@ocde. us" ocbe@ocde. us, "' Raul Leyva'" [email protected], "' Devon Atkinson'" datkinson@ocde. us, " [email protected]" [email protected], " publicworks@ggcity. org" publicworks@ggcity. org, SENATOR.GONZALEZ@senate. ca.gov" SENATOR.GONZALEZ@senate .ca.gov, "'" JONATHAN@GGPD. ORG"'" [email protected], " [email protected]" admin@voiceofoc. org, "' JimTortolano'" orangecountytribune@gmail. com, Cherif, Wanda'" [email protected], "'" Whill@Cityofirvine. org"'" Whill@cityofirvine .org, Assemblymember.Muratsuchi@assembly. ca.gov" Assemblymember.Muratsuchi@asse mbly.ca.gov, Assemblymember.Davies@assembly. ca.gov" Assemblymember.Davies@asse mbly.ca.gov, [email protected]" [email protected]
Subject:[
EXTERNAL] Shipyards desperately need welders, pipefitters, and other skilled workers. But this work is grueling and dangerous.
Warning: This email originated from outside the City of Anaheim. Do not click links or open attachme nts unle ss you recognize the sender and are expecting the message.
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isShipyards Shipyards desperately desperately need welders, welders, pipefitters, pipefitters, and other skilled skilled workers. workers. But this work is 4bIyPnkgrueling grueling and dangerous. dangerous. https:// https://cbsn.ws/4bIyPnk 1817203112298687https:// https://www.facebook.com/reel/1817203112298687 lawNew New Mexico jury says Meta harms children’ children’s mental health and safety, safety, violating violating state law theThe The jury determined determined Meta violated violated parts of the state’s Unfair Practices Practices Act on accusations accusations the company company hid what it knew about the dangers dangers of child sexual exploitation exploitation on andits its platforms and impacts on child mental health. health. trialNew New Mexico jury finds Meta violated violated consumer consumer protection protection law at trial safetyabout about child safety
ou don't often get email from sheilaevepham@gmail. com. Learn why this is important Date: 3/24/2026 4:14:33 PM
From:" Sheila Pham" sheilaevepham@gmail. com
To:" Public Comment" [email protected]
Subject:[ EXTERNAL] Chicken Ordinance of Anahiem
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I support people being able to own about 4-6 hens, no rooster with 5ft setback from property line, or a reasonable number like 30ft from a house/residential dwelling. Chickens are wonderful animals that provide eggs and fertilizer for the gardens. They don't make loud noises at night like a barking dog. They are entertaining and enriching. As long as people maintain their yard like how they pick up after a dog, chickens are not dirty and stinky as people believe.