> Damn near anything is "addictive" in that environment - books, doodling, origami, annoying people around you, etc. False. If any of that were addictive, the

> Damn near anything is "addictive" in that environment - books, doodling, origami, annoying people around you, etc. False. If any of that were addictive, the student would continue doing it even when other options exist, and continue doing it despite negative consequences. > Schools are very artificial environments with a massive lack of stimulation Correct but misguided. Schools are artificial environments with imposed constraints. You're supposed to derive stimulation from being interested in the nature of the world around you, but that's boring, so at least derive stimulation from entertaining yourself within the constraints. Everyone here has a story about hacking the school computers to play Doom (a learning experience and achievement, however subversive), but 30 years from now, none of these kids are going to be talking about how awesome it was to mindlessly watch TikTok during math class. None of them will remember what they even watched. The phone has endless "stimulating" content, but it's not stimulating you to actually do anything but repetitively scroll through content you'll quickly forget. It's junk food for the brain, and only "stimulating" in the way stool softeners stimulate a bowel movement-- you shit it out long before you absorb anything of nutritional value.