American social psychologist Jonathan Haidt has spent the past decade building a case that the smartphone, more than any single technology before it, has quietly rewired how young people think, focus and feel. Speaking recently on the World Economic Forum’s Meet the Leader podcast, the New York University professor and author of The Anxious Generation offered a striking rule for reclaiming one’s mind each day: do not look at a phone first thing in the morning.
The morning that sets the day
Haidt’s argument, delivered to students in his flourishing course at NYU Stern School of Business, is disarmingly simple. The moment a person wakes and reaches for a phone, he argues, control of that day’s attention passes to whatever algorithm, notification or headline appears first. He described how giving oneself space upon waking to set intentions for the day produces a markedly better day, whereas checking a phone immediately hands control of one’s thinking, priorities and actions over to it for the rest of the day, guaranteeing constant interruption and an absence of deep work . He has also urged people to review the last five things they do before closing their eyes each night and ask honestly whether that is the life they want.
Crucially, Haidt does not believe willpower alone can fix this. He contends that individual resolve is simply outmatched by systems engineered for maximum engagement, meaning structural boundaries, not good intentions, are what actually change behavior.
A warning that goes beyond teenagers
Haidt’s earlier work concentrated on adolescent mental health, but his more recent public lectures, including one delivered at MIT, sharpen the claim considerably. He told his MIT audience that the introduction of internet-connected devices into classrooms has been a catastrophic mistake for education, warning that decades of academic progress have effectively been erased. Beyond the classroom, he has pointed to a global decline in democratic stability since the 2010s, which he links to online misinformation and digital fragmentation.
In separate remarks he has framed the phenomenon as “brain rot” a gradual erosion of sustained attention driven by short-form, dopamine-optimized content, distinct from any single platform and now compounded, he warns, by AI companions.
Why this matters for Ghana and West Africa
Haidt’s diagnosis was built on American classrooms, but the underlying mechanics travel. Ghana’s own researchers have begun documenting comparable patterns. A study of undergraduates at Valley View University in Accra examined what its authors called a “silent epidemic” of screen addiction and its effects on academic performance, while a national push toward one-tablet-per-student digital learning has been accompanied by warnings that expanded screen access, introduced without strong monitoring frameworks, tends to bring rising anxiety and shrinking attention spans among adolescents.
The concern is not new to the region. Education officials in Ghana and Malawi were describing what one Ghana Education Service director memorably termed “Mobile Phone Attention Deficiency Syndrome” among pupils as far back as the mid-2010s, even before smartphone penetration reached today’s levels. In Nigeria, teachers have described losing the classroom battle against short-form video entirely, noting that without any government policy on phone use in schools, students watch entertainment content under their desks with little a teacher can do to stop it.
What has changed since those early warnings are scale. Smartphone ownership among Ghanaian and Nigerian youth is now near-universal, and research across the region increasingly draws the same comparison Haidt draws globally: patterns of problematic phone use among young people that resemble behavioral addiction.
Preparing for the AI layer
Haidt’s newer warning is that artificial intelligence will not simply add another distraction to this landscape but will change the nature of cognition itself, particularly if AI systems increasingly do the thinking that humans once did for themselves. For African economies investing heavily in digital learning and AI-driven education tools as a shortcut to development, his caution carries a specific weight: technology adopted without deliberate boundaries around attention and habit formation may undercut the very human capital these investments are meant to build.
His prescription, at both the individual and policy level, is not rejection of technology but discipline around it: phone-free mornings, phone-free classrooms, and at least one genuinely offline day each week. For Ghanaian and Nigerian educators and policymakers already documenting the early symptoms Haidt describes, the more urgent question is not whether the smartphone era has changed how young people think, but how quickly frameworks can be built to manage that change before it hardens into habit.
Mustapha Bature Sallama.
Medical/ Science Communicator,
Private Investigator, Criminal investigation and Intelligence Analysis.
International Conflict Management and Peace Building.USIP
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References
World Economic Forum, Meet the Leader podcast Jonathan Haidt, “How leaders can fix focus in an AI Era,” https://www.weforum.org/podcasts/meet-the-leader/episodes/jonathan-haidt-happiness-focus-habits-ai/
World Economic Forum, “Jonathan Haidt says we need a digital day off every week,” https://www.weforum.org/stories/2025/03/jonathan-haidt-digital-detox-anxious-generation-radio-davos/
Notebookcheck, “Smartphones and social media causing decline in cognition and attention span, psychologist warns,” https://www.notebookcheck.net/Smartphones-and-social-media-causing-decline-in-cognition-and-attention-span-psychologist-warns.1250974.0.html
ModernGhana, “One Student, One Tablet in Ghana: A Digital Leap or a Premature Experiment?” https://www.modernghana.com/news/1490765/one-student-one-tablet-in-ghana-a-digital-leap.html
BusinessDay NG, “How smartphone addiction is limiting students, education outcomes – Experts,” https://businessday.ng/news/article/how-smartphone-addiction-is-limiting-students-education-outcomes-experts/
Porter, G. et al., “Mobile Phones and Education in Sub-Saharan Africa: From Youth Practice to Public Policy,” Journal of International Development, https://onlinelibrary.wiley.com/doi/full/10.1002/jid.3116
Ameyaw, S. et al., “Screen addiction, the silent epidemic,” African Quarterly Social Science Review,
