“In simple terms, many young minds are being trained for speed rather than depth.”
I WRITE this not only as an academic but as a concerned educator who witnesses daily how the cognitive landscape of our youths is changing, often quietly and often painfully.
In recent years, more students have been coming to consultation hours with an unexpected concern. They are not asking about grades or theories. Instead, they describe an unsettling inability to focus.
Many speak of reading just a few sentences before their minds seem to “slide off the page”. Others describe feeling restless or anxious when they try to stay away from their phones for more than a few minutes.
These are not disengaged students; they are capable, motivated and genuinely distressed by what they are experiencing.
What they are describing is often referred to online as “brain rot”. Although this is not a formal psychiatric diagnosis, it reflects a real psychological pattern that educators are increasingly observing. It refers to the cognitive effects of prolonged exposure to short-form digital content such as TikTok videos, Instagram reels and YouTube shorts, which are designed to deliver rapid bursts of stimulation every few seconds.
These platforms repeatedly activate dopamine, the brain chemical associated with pleasure and motivation. Over time, the brain becomes conditioned to expect constant novelty and immediate reward. The result is a reduced tolerance for effortful thinking.
Activities that require sustained attention, such as reading, problem-solving or critical analysis, begin to feel mentally exhausting or even uncomfortable. In simple terms, many young minds are being trained for speed rather than depth.
As a result, educators are witnessing a gradual erosion of cognitive endurance. University learning depends on the ability to sit with complexity, to persist through difficulty and to engage deeply without instant feedback. These are precisely the capacities being undermined.
Parents play a critical role in addressing this issue. Home environments can either reinforce these digital habits or help counterbalance them. Based on research and classroom experience, several steps may help.
First, establish regular phone-free periods. Set clear boundaries – such as no phones during meals, before bedtime or during study time – to give the brain space to recalibrate and reduce its reliance on constant stimulation.
Second, allow children to experience boredom. Boredom is not a problem to be solved; it is the foundation of creativity and independent thinking. When every quiet moment is filled with a screen, children lose the opportunity to imagine, reflect and problem-solve on their own.
Third, encourage long-form engagement. When screen use is unavoidable, prioritise longer and more coherent content, such as documentaries, extended videos or books, rather than endless short clips. Following a sustained narrative helps rebuild attention span and comprehension.
Finally, model healthy digital habits. Children observe adult behaviour closely. When parents are constantly scrolling while interacting with them, it silently teaches that screens take precedence over human connection.
The good news is that cognitive recovery is possible. Attention can be rebuilt gradually with small and consistent changes. The human brain remains adaptable, even in a highly digital world.
The question before us is not whether technology is good or bad; it is whether we are guiding young people to use it intentionally or allowing it to quietly reshape how they think.
If we want a generation capable of deep reasoning, critical reflection and meaningful engagement with the world, we must act now before distraction becomes the default state of mind.
Dr Wu Shin Ling is from the School of Psychology, Sunway University. Comments: [email protected]
