Get Guardian on GoogleTeachers across the country have been urged to change their approach to handling students and help them deal with growing Internet addiction, emotional stress and pressure from social media.
The call was made at the National Teachers’ Conference in Ibadan by the Administrative Manager of Jextoban Secondary Schools, Lagos, Dr Solesi Abayomi, who told hundreds of educators and church leaders that today’s students should not be labelled as problematic, but should be treated with patience, empathy, love and support.
Speaking at the conference, Abayomi presented alarming statistics on the time Nigerian students spend online, warning that the trend poses a major threat to their academic performance, mental health, and overall well-being.
According to him, Nigeria ranks among the top countries globally for time spent on social media, with individuals averaging more than 29 hours per week online.
He noted that the figure reflects a growing culture of excessive screen time among young people, driven largely by access to smartphones and affordable data.
He disclosed that a study conducted among 632 secondary school students in Ibadan found that nearly 45 per cent are addicted to the internet, particularly those with unrestricted access to browsing at both school and home.
Similarly, he cited a 2025 study which found that over 73 per cent of college students in Lagos State suffer from internet addiction, a condition closely linked to depression, anxiety and high levels of stress.
Abayomi explained that many students resort to their phone screens as a coping mechanism to deal with emotional pain, loneliness and instability, especially when their home environment is toxic.
He said the internet has become an escape route for many young people who feel neglected or misunderstood.
He warned that new-breed students, specifically Generation Z, born between 1997 and 2012, and Generation Alpha, born from 2013 onwards, are facing eight major interconnected challenges that require urgent attention from parents, teachers and society at large.
He listed the challenges as the erosion of traditional moral values, bullying and violence perpetrated online, drug and alcohol abuse, over-exposure to sexualised content on the internet, poor real-life communication and interpersonal skills, declining interest in traditional schooling and formal education, involvement in cybercrime and get-rich-quick schemes, and engagement in dangerous rituals for quick wealth.
According to him, these challenges are compounded by peer pressure, lack of parental supervision and the influence of unregulated digital content, leaving many young people vulnerable and confused.
To better support students, Abayomi challenged educators to implement four practical changes in their classrooms as part of a more compassionate and responsive approach to teaching.
First, he advised teachers to make a deliberate effort to learn each student’s name, listen to their personal challenges, and offer one-on-one counselling and guidance instead of relying solely on classroom lectures.
Second, he urged them to make lessons shorter, more interactive and engaging by incorporating student-created content such as videos and podcasts, and to openly discuss critical issues like digital health, online safety and financial literacy.
The educator added that teachers should teach moral and spiritual lessons in practical ways that address students’ everyday real-world problems, rather than presenting them as abstract concepts disconnected from their lived experiences.
Abayomi also stressed that schools must designate physical areas on school premises where the use of mobile phones is prohibited, so that students can have genuine face-to-face conversations, build social skills, and foster meaningful relationships.
He also encouraged educators to collaborate with positive student support groups such as Scripture Union and other faith-based and character-building clubs to provide peer support and mentorship.
He concluded that teachers play a critical role in helping students navigate the complexities of the digital age, adding that with intentional care and modern teaching methods, schools can become safe spaces where young people are guided to use technology responsibly and to develop into well-rounded individuals.
