While the teacher has been praised by some quarters for “thinking outside the box,” many professionals felt her approach crossed an ethical line.
Children often turn to screens for emotional reasons—boredom, loneliness, anxiety, or to seek stimulation.
Synopsis: A teacher’s well-intentioned skit to teach children about the negative effects of excessive mobile phone use backfired after the students were seen terrified.
A well-intentioned classroom skit by a teacher in Karnataka has reignited a debate around how best to educate children about digital overuse and mobile phone addiction.
In a video, which has now been viewed over a million times, a teacher from Karkala, Vandana Rai. blindfolds a student with red-ink stained bandages to symbolically portray the “loss of eyesight” due to prolonged screentime.
The demonstration, in which the teacher wails out of feigned fear and places mobile phones in front of children, asking, ‘Do you want to see? Do you want to watch the phone? Oh, she lost her eyes!’”
It left several children visibly shaken—some reportedly in tears—and has since drawn sharp criticism from mental health experts, early educators, and concerned parents.
While Rai has been praised by some quarters for “thinking outside the box,” many professionals felt her approach crossed an ethical line. Rai, though deleted the video and apologised for the content, told the media that she will continue to make such awareness in children, and the school doesn’t have any issue with her style of teaching.
“Fear doesn’t teach—it shocks,” said Dr Manoj Sharma, who heads the technology addiction clinic at NIMHANS, SHUT Clinic. “It activates a fight, flight, or freeze response. In that state, a child’s brain is not learning; it’s protecting itself. This kind of emotional overwhelm doesn’t result in insight—it results in trauma, confusion, or even numbness.”
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Viral video and its aftermath
In the video initially shared by Rai on her account shows a young Class 2 girl blindfolded with red paint-stained cotton bandage to dramatise the loss of eyesight due to excessive mobile use. The teacher and the assistant staff can be heard wailing, saying that the girl had lost her eyesight.
The girl was made to stand in front of each child, with mobile phone being held against their faces, questioning if “they want to watch mobile phones”.
During the exercise, several children can be seen trembling and some others crying—highlighting both the emotional power and potential harm of the method. The visual is stark and unsettling. Some children are seen visibly uncomfortable, as a few begin crying, and one child appears to tremble, overwhelmed by the intensity of the scene.
Other students look shocked and distressed. The video captured the raw emotional reaction and ended with the teacher’s message being delivered—not through discussion or dialogue, but through a symbolic and fear-inducing performance.
The video was originally shared on the teacher’s Instagram account, where she praised the impact of the skit, saying the children understood the message in a way they wouldn’t have through traditional methods. The dramatic scene, however, went viral, triggering a polarising response online—some praising her creativity, others condemning the use of emotional manipulation to convey a lesson.
Interestingly, several similar videos have emerged from different parts of India, showing parents and teachers staging emotionally disturbing skits to “scare” children away from excessive screen use. In one video, a parent smeared thick black kajal around the sleeping child’s eyes, and later waking them up and pretending their eyes had darkened permanently due to watching mobile videos.
In another, a family staged a fake doctor visit where a child was told they would be given an injection as a punishment for using a phone. In both cases, the children were visibly distressed—crying, confused, or frozen in fear. These clips have gained traction online, with some social media users praising the ingenuity of these methods, while others, including educators and child psychologists, expressed deep concern.
“Children deserve to be taught with truth and empathy, not theatrics and trauma,” said Dr Ravikanth Tangella, Child and Adolescent psychiatrist.
“Fear-based interventions might momentarily shock a child into obedience, but the long-term impact could be anxiety, distrust, or even emotional dysregulation. It makes them more confused. Small kids can’t always tell what’s real and what’s pretend,” he added.
Experts argued that these methods not only erode trust between adults and children but may also create confusion about what’s real and what’s not and even affect their emotions in band manner.
Dr Ravindra Mohan, Director at Trinethra Eye Care in Chennai said, “Mobile phones are nowhere as harmful as made out by this mock exercise. Sooner or later, the kids find out, and that is the end of any benefits the whole drama will result in. Kids see their families using this device for everything at all times so the logical mind of a child is going to recognise the dissonance and disregard this unpleasant information.”
Following several discussions and debate, the teacher took to social media to apologise for the video and also deleted it. However, the shared video has gone viral and can still be found on Instagram.
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Between awareness and anxiety: A blurred line
The core issue was not in the topic—but in delivery. Mobile addiction in children is rising, and the harmful effects of excessive screen time on sleep, posture, social interaction, and even vision are well-documented. But experts warned that using visual horror, dramatics, or myth-like consequences could backfire.
Some users online echoed this concern, pointing out that the girl in the video, who was blindfolded in class, was seen walking around normally later. “That inconsistency can confuse children,” said one parent online. “They might start thinking grown-ups just make up stories to control them.”
Rather than resorting to fear and emotional ambush, experts suggest more effective, respectful alternatives. Conversations rooted in truth, honesty, and mutual respect go a long way in shaping children’s understanding.
If fear isn’t the answer, what is? Here’s what psychologists and child educators recommend instead:
Start with honest conversations
Children today are smarter and more curious than ever. Instead of using threats or metaphors, use facts. Sit down and explain how screens affect the eyes, sleep patterns, attention spans, and emotional health.
“You don’t need drama to connect with a child,” said Ramesh S N, an early educator and parenting coach. “You need eye contact, trust, and empathy. Ask them what they like on the phone, how it makes them feel, and gently guide them to see the pros and cons themselves.”
Dr Tangella said, “if you want kids to understand, we have to explain things calmly and kindly,” One can say, “too much screen can make your eye tired,” or “let’s keep the phone away during dinner so we can talk. When we use stories, routines, or fun ways to teach, kids listen better.”
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Use role-modelling, not rules alone
Children mimic adult behaviour. A parent or teacher constantly scrolling on a phone while asking a child to “put that mobile away” sends a conflicting message.
“Children do as you do, not as you say,” said Dr Manoj. “Try implementing screen-free family hours, device-free mealtimes, and encourage outdoor activities or hobbies together.”
Create boundaries, not bans
Banning mobiles altogether rarely works. Instead, involve children in setting screen-time limits—giving them agency in the decision makes them more likely to follow it. Use apps that monitor usage, turn off notifications during study time, and reward digital discipline.
Incorporate digital literacy in schools
Instead of fear-led campaigns, schools can run interactive modules on digital hygiene—how to balance tech use, avoid online risks, and understand their digital footprints.
“Education should empower, not scare,” said Dr Ramesh. “Let’s teach children how to be responsible digital citizens, not just fearful users,”
Address the emotional needs
Children often turn to screens for emotional reasons—boredom, loneliness, anxiety, or to seek stimulation. If adults understand why the screen has become so addictive, they can intervene more meaningfully.
Involving them in setting screen time limits, instead of imposing rules arbitrarily, can help build a sense of responsibility.
Schools too have a role to play by integrating digital literacy into their curriculum. Teaching children how to balance technology use, avoid online risks, and understand the importance of rest and outdoor play can empower them with self-regulation instead of fear.
“The goal should not be to demonise technology,” said Dr Sharma. “It’s about teaching children how to use it wisely, when to switch off, and how to listen to their body and mind.”
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An intent worth applauding–a method worth rethinking
To be fair, teacher Rai’s intent was noble, experts said. She was grappling with a real problem and attempting to reach her students in a way that left an impression. It’s the method—not the message—that is under scrutiny.
“There’s no shame in trying something unconventional,” said a senior school principal in Mangaluru, requesting anonymity. “But we also need to reflect. Teaching is not just about getting attention—it’s about nurturing trust and growth.”
Meanwhile, the teacher apologised in front of media for the video. However, she added that “my school and the parents are okay with the way the video is done. The content is fine with them. It was criticised by people outside the school and some great people, known scholars have advised to delete it and I have done so,” she said.
When asked about how she got the idea, Rai said it was a LKG student’s parent who requested for such a video to create awareness in children about the damage mobile phone use can cost.
(Edited by Majnu Babu).
