One of the qualities I most admire in any society is the willingness to change course when new evidence emerges. It is surprisingly difficult for institutions, governments and even individuals to admit that an idea which once appeared progressive may require reconsideration. Yet throughout history, some of the most important advances have occurred when people have been willing to pause, reflect and ask whether a different path might better serve the next generation.
This is one reason why I have been fascinated by developments in Sweden over recent years. For decades, Sweden was regarded as one of the most technologically advanced education systems in the world. Digital learning was embraced enthusiastically. Tablets became commonplace. Screens became increasingly integrated into classrooms. Technology was viewed as an essential part of preparing young people for a rapidly changing future.
The intention behind this shift was entirely understandable. We live in a digital world and young people need to be digitally competent. The challenge, however, is that somewhere along the way a subtle assumption emerged that more technology would automatically produce better educational outcomes. Increasingly, evidence began suggesting that the reality was more complex.
Concerns started to emerge around reading comprehension, concentration, attention span and the quality of deep learning. Teachers observed growing difficulties with sustained focus. Researchers began exploring the impact of screen-based learning on cognitive development. Parents reported increasing struggles with distraction, sleep and emotional regulation. None of these issues could be attributed solely to technology, yet together they raised an important question about whether something essential was being overlooked.
What followed was both surprising and encouraging.
Rather than continuing along the same path, Sweden began reintroducing greater emphasis on printed books, handwriting and physical learning materials. This was not a rejection of technology. It was a recognition that children are human beings before they are digital citizens and that human development follows principles that remain remarkably consistent regardless of technological change.
Children learn through movement. They learn through relationships. They learn through direct experience. They learn through conversation, exploration, play, reflection and engagement with the physical world around them. Their brains develop in partnership with their bodies. Their sense of identity emerges through interaction with real people and real environments. Their capacity for attention grows through opportunities to practise attention.
These observations may sound obvious, yet they carry profound implications for the challenges facing young people today.
The growing number of young people struggling with anxiety, overwhelm and disengagement cannot be understood solely through the lens of education or employment. It must also be understood through the lens of development. We are witnessing a generation growing up in an environment unlike any previous generation has experienced. Information is abundant. Stimulation is constant. Comparison is relentless. Opportunities for reflection, stillness and genuine connection often struggle to compete with the demands of the digital world.
When we consider the increasing number of young people who are finding it difficult to engage with education, employment or training, it becomes important to ask whether the issue extends beyond qualifications and skills. Perhaps we are also witnessing the consequences of environments that make it increasingly difficult for young people to develop the capacities required for thriving.
Attention is a capacity.
Self-regulation is a capacity.
Emotional awareness is a capacity.
The ability to tolerate discomfort, uncertainty and challenge is a capacity.
These capacities do not emerge automatically. They are developed through experience, relationships and practice. They are strengthened when young people have opportunities to connect with themselves, with others and with the world around them in meaningful ways.
As artificial intelligence and technology continue to transform society, it is tempting to focus exclusively on preparing young people for a digital future. Yet perhaps the greater challenge is ensuring that they remain deeply connected to the qualities that make them human. Compassion, creativity, wisdom, self-awareness and the ability to form meaningful relationships are becoming more valuable rather than less valuable in a technological age.
Sweden’s willingness to reconsider its approach offers an important lesson for all of us. Progress does not always mean moving faster towards the future. Sometimes progress requires stepping back and asking what human beings have always needed in order to flourish. When we have the courage to ask that question honestly, we often discover that the answers are both timeless and remarkably hopeful.