Children should be allowed to get bored (2013)
Many parents and technologists argue that children need unstructured, even boring, time to develop creativity, self-reliance, and the ability to tolerate discomfort—yet phones, tablets, on-demand video, and packed schedules make that increasingly rare. Commenters weigh the benefits of limiting screens and organized activities against the realities of modern parenting, peer pressure, and safety concerns, drawing parallels to issues like junk food and dopamine-driven apps. Several note that the same constant stimulation affects adults, eroding downtime needed for reflection and contributing to stress and burnout.
Value of boredom
- Many see boredom as a normal human state and a key driver of curiosity, creativity, and self-directed play.
- Boredom is compared to hunger: uncomfortable but motivating; the problem is how easy it is now to numb it instantly.
- Several parents report that once kids push through a “complainy” phase, they switch into highly imaginative play (Lego, drawing, inventing games, storytelling).
- Some frame boredom as a privilege: if you’re bored, you’re not cold, hungry, or in danger.
Screens and constant stimulation
- Consensus that phones, tablets, streaming, and games make boredom harder to reach; some say “allowing” boredom effectively means actively blocking devices.
- Parents describe nuanced attempts: permitting coding tools but not YouTube, or specific games but not recommendation feeds, and finding platforms actively work against healthy limits.
- Others argue simply saying “no” is feasible, though many parents counter it’s emotionally and practically hard.
- Debate over how much marketing drives kids’ desire for devices vs. peer imitation and seeing adults’ tech use.
Parenting challenges and boundaries
- Some children demand rationales for limits; “because I said so” rarely works.
- Pre-planned limits (e.g., fixed TV episodes) are seen as more successful than ad‑hoc “one more” negotiations.
- Overscheduling (tutors, sports, lessons every day) is criticized for leaving no unstructured time; yet many such parents believe they’re optimizing their kids’ futures.
Risk, safety, and unsupervised play
- Numerous nostalgic stories of unsupervised, risky childhood activities (construction sites, train tracks, storm drains) viewed by some as formative, teaching boundaries and risk.
- Others push back, citing broken bones, fatal accidents, and survivorship bias; argue you can teach resilience without extreme danger.
- Sought middle ground: not helicoptering, but “programming the environment” so boredom happens in safer, stimulating settings.
Boredom, reflection, and mental health
- Several connect constant stimulation to burnout, anxiety, and inability to sit quietly or self-reflect.
- Opinions diverge on whether quiet reflection reliably reduces stress; some report benefits, others note it can initially worsen anxiety or depression.
Adults and the attention economy
- Many note “it’s not just kids”: adults also avoid boredom via endless feeds.
- Some intentionally disconnect (vacations without connectivity, chatting with strangers, staring out windows) and find it restorative, though returning to highly online work can feel demotivating.