May 31, 2025 • 15 mins
In the premiere episode of Finding Balance in the Digital World, host Cassie Dietrich, Public Information Officer for Dublin City Schools, sits down with Superintendent Dr. John Marschhausen to explore why the district is launching the Press Pause campaign.
They discuss growing concerns around student screen time, the impact of tech habits on learning and well-being, and the shared responsibility schools and families have in creating healthier digital boundaries. You’ll hear real-life examples, practical tips for parents, and ideas for starting meaningful conversations at home.
Up next: Kevin Patton joins us to talk about how screens affect sleep — and what families can do about it.
This conversation is just one of many. Visit www.dublinschools.net/press-pause to explore tools, resources, and actions you can take today to help your family Press Pause. Don’t forget to subscribe so you never miss a conversation.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Cassie (00:01):
In a world that never stops scrolling, sometimes the
healthiest thing we can do ispress pause.
Welcome to Finding Balance inthe Digital World, the Dublin
City School District's Summer2025 Parent Education podcast
series.
I'm Cassie Dietrich, publicInformation Officer for Dublin
City Schools and your host forthis series.
(00:23):
Each week we'll have realconversations with experts in
community voices about screentime, tech habits, and how we
can help our kids and ourselvestake back control in a
constantly connected world.
Let's press pause.
And start the conversation.
So today we're kicking off thiscampaign with Dr.
(00:43):
John Marsh Hausen,superintendent of Dublin City
Schools, Dr.
Marsh Hausen.
Before we talk about the whybehind this campaign, can you
just tell us a little bit abouthow you're connected to Dublin?
Aside from being thesuperintendent of the school
district?
John (00:55):
Well, I'm a resident of the school district.
I have a wife who has been ateacher here.
She'll be starting her 13th yearup at Eli Penney.
I also have the honor andprivilege of serving on the
chamber executive board, servingon the visit Dublin executive
board, and like no other placeI've worked.
(01:17):
The threads are all woventogether in Dublin and there's a
lot of intentionality In how asa community, we work together
with all of the differentorganizations, business,
government, faith-based supportbase, the food pantry.
Everybody is working towards acommon goal, which really makes
(01:41):
our Dublin community elite.
Cassie (01:43):
All right, so can you just tell me about the Press
Pause campaign, why Dublin CitySchools is doing it, and why
this has become a focus for us?
John (01:51):
I think when I'm asked what's the biggest concern I
have.
As a superintendent with 20years experience for the kids in
our school district.
Cassie (02:00):
Mm-hmm.
John (02:01):
I think the biggest concern is cell phones, followed
by social media, followed by analmost alternate reality.
Of where our students live andthink they should be.
And then we start putting AI ontop of that.
(02:22):
And when we look at student'sability to be in the now,
student's ability to build realrelationships and to, at a
personal level.
And build trust with the peoplethey should be building trust
with press Pause is anopportunity for us to partner
(02:45):
with parents as we head into oursummer months and then even
beyond as we return to schoolnext year, to equip parents with
some tools and some resourcesthat we as educators also often
need refreshed about and how tokeep kids safe.
What are appropriate limits onscreen time?
(03:09):
What age should we startstudents on social media?
How do we monitor theirInstagram and their TikTok and
all of the different apps thatthey're on?
And ultimately, how do we help?
Our young people turn into youngadults that are prepared for
(03:30):
success in the world thatthey're gonna step into.
Cassie (03:33):
Awesome.
I have a 13 and 15-year-old homeso this hits home for me very
closely.
And I find that often peoplesay.
It's not in our community orthey just try to divert and live
in a kind of a state of denial.
Can you talk about one or twoexamples of situations that have
actually happened here in Dublinthat we've had to deal with
related to social media and ourstudents?
John (03:54):
Well, I think there are two things that we're most
concerned about when we talkwith our Dublin police.
There are bad actors.
Actors out there who are lookingto pray and take advantage of
young people And we've had youngpeople in our community who have
fallen victim to bad actors,adults pretending to be
(04:17):
children.
Getting information, personalinformation from 13 year olds
and 15 year olds.
Because there are people whotrained to extract information
from them.
That puts young people at risk.
It puts them in risk of thingsthat we don't want to talk about
in Dublin, abduction, sexsextortion, all of these things.
(04:40):
Because when kids give upinformation.
That other people shouldn'thave.
It makes them vulnerable.
So number one, are those reallife things that are challenges.
And then number two are, we'vejust dealt recently with you can
(05:00):
create a fake social mediaaccount about someone, make it
posted, make it live, and usingai.
Make it look like someone sayingsomething they would never say,
which puts kids in such aposition of vulnerability.
(05:21):
And they come under attack byother groups and they didn't do
anything.
So as parents, we need to beengaged with our children's
social media accounts.
We need to help monitor.
We have to help them know what'sreal and what's not real.
And then we have to takeadvantage of the real
(05:42):
connections we have.
Because if something doesn'tlook right, it's probably not
right.
And how do we follow up withthat?
Cassie (05:49):
Yeah.
And can you talk about how,maybe decades or generations ago
parents would worry about whentheir kids were at parties or
out and about with friends andhow they still need to have that
same worry, but about who thepeople are associating with
online?
John (06:03):
Yeah.
I, I'm gonna sound really oldnow, but there was a time.
When students got a lot offreedom when they got their
driver's license when they were16 or 17, and up until that
time, mom and dad knew wheretheir kids were because they
were talking to other parents,or they were dropping their
child at a house or they were ina certain social group.
(06:27):
Now, unfortunately it seems likeparents are less engaged with
where their children are'causethey can track them on a phone
app or they can text anotherparent, or they feel like they
know where their kiddo is andsometimes the kids are smarter
than parents.
(06:47):
There are times that they mightnot be texting mom.
They might be texting anothernumber for a child.
'cause it's really easy to getanother texting app on your
phone that looks like it'ssomeone else and we don't follow
up like we used to follow up.
We're not dropping a child offand going in and having a.
Conversation.
(07:08):
We're not calling a home phoneon a landline that rings in the
kitchen.
Cassie (07:12):
Right.
John (07:13):
And the other big piece of this from a mental health
standpoint is these kids havethe phones next to their beds
twenty four seven, three sixtyfive, and they never get to
unplug when all we had was alandline.
There were a time when mom anddad could pick up and say, Hey,
(07:34):
get off the phone.
Cassie (07:35):
Right.
John (07:36):
And you had time to be away from the stress.
Your brain had a chance todecompress of everything that
happened during the day.
Now it's all the time, and weneed to create that opportunity
for downtime.
Cassie (07:52):
I agree.
So some parents might think thisis a school problem, not
something that starts at home.
But why is it important that ourfamilies are part of the
solution?
John (08:00):
Well, we have the privilege and responsibility of
having students with us forabout seven and a half hours a
day.
By the time they get to us andget back home the rest of the
time they're in the house and wehave too many kids.
Who retreat to a place in theirhome where they're out of sight,
(08:24):
so then they might be out ofmind and they're staring at
their device, they'recommunicating with.
We're not even quite sure whowe're using filters on the
pictures.
We post of ourselves to createalternate realities and we can't
do it all alone.
(08:45):
And anything that we do inschool needs to be reinforced at
home and vice versa.
And so this press pausecampaign, one of our ultimate
goals is for it to be aconversation starter.
You and I, Cassie, have been inmeetings together where adults
have said, but my kids saideverybody gets Instagram at 13
(09:08):
these are leaders in ourcommunity in some cases who are
saying.
John, when should kids getInstagram?
My hope is at neighborhoodbarbecues this summer and at
soccer camps and wherever ourparents are together, we can
start some conversations we'renot saying we have.
(09:30):
The hard, fast rules, but as acommunity, as communities of
parents, can you be together?
And can we set some norms?
And you've got your keycommunicators, we've got our
groups.
That we're open to thisconversation, but we need to
engage in the conversation.
Cassie (09:51):
We called it finding balance, right?
Because we know that people arestill gonna use the devices.
John (09:56):
Yes.
But
Cassie (09:56):
we want them to find the right balance so that kids
aren't on it all the time, oreven parents aren't on it all
the time.
John (10:03):
You and I are very mindful, we're probably not
taking a phone away from a sixthgrader who already has a phone.
Cassie (10:10):
Right,
John (10:11):
but can we help mom and dad put some parent controls on
that phone that may have limitsto how much it can be used
during the day?
Can we help mom and dad do somesmall things?
Like where are all your devicescharged in your home?
And I can't tell you how manytimes I hear students say, yeah,
but my phone's my alarm clock.
(10:33):
Yes, we live in Dublin, Ohio for10 99.
You can get on Amazon and get abattery powered alarm clock.
Cassie (10:39):
I didn't know they.
John (10:40):
You can do'em and like they're travel little battery
powered ones.
You can buy an alarm clock ifthat's what you need in your
room to get up in the morning.
Right.
I think the experts we talk toand some of the expert messages.
That will be part of our presspause series.
Kids shouldn't be having theircell phone in their room while
(11:02):
they're trying to sleep.
There are too many alerts,bings, pings, bongs, whatever
the sounds are that kids need tobe safely unplugged and in a
place that mom and dad can payattention.
Cassie (11:15):
Yeah.
John (11:15):
So we want these to be conversation starters, and
that's
Cassie (11:18):
a great segue because tomorrow we have Mr.
Kevin Patton coming to talkabout sleep and screen time.
So yeah,
John (11:24):
it's huge.
Cassie (11:25):
what's one message you think the board and yourself
would like for families to kindof get out of this press pause
campaign?
Just one.
The biggest takeaway,
John (11:33):
This may not be the biggest, but this is.
One of the things that I reallybelieve mom and dad's own the
phones mom and dad's.
Even if their kid's 18, if theypurchased the phone, if they're
paying for the plan, you have aright to see what's on your
child's phone all the time.
So I think it's critical thatwhen we look at phones and
(11:54):
devices, parents have access.
They set those access codes sothey can't be taken away by the
child.
And that mom and dad, if youhaven't started, I think they
should check phones on a dailybasis.
Look at the text threads.
Look at the social mediathreads, because our children
(12:16):
need guidance from us as adultsand as the mom and the dad, as
grandma and grandpa, as the.
Parents and the caregivers, wewanna help you set the norms in
your family to keep each childsafe and that's a family
(12:37):
decision at home, but we want tobe able to be part of that
conversation.
I think it starts with mom anddad need to have access.
Cassie (12:44):
Yeah.
And I think in many cases whatwe hear is when we do have
issues with phones.
That trickle into the schools.
When we contact parents, theydon't necessarily know that this
is what their kid's doingonline.
John (12:56):
Correct.
Cassie (12:56):
they're caught off guard
John (12:58):
and our fear is always when it's the police getting
into the phones, when it'slooking at things.
And we have parents who say, mykid would never, and that's a
dangerous statement'cause thebest kids make mistakes.
When we look at what happenswith young people, we wanna
(13:19):
teach our kids to be resilient.
We know children make mistakesall the time.
They're kids.
We just don't want thosemistakes to be life altering.
Right.
And as the adults and as aschool district.
Partnering with parents, if wecan help avoid life altering
mistakes, that's ultimately whatwe want to be able to do.
Cassie (13:42):
I agree a hundred percent.
John (13:44):
Mrs.
Diana Rigby, who's our boardpresident, when I met with Mrs.
Rigby earlier in the year andsaid, as board president, what's
kind of your focus this year?
And this is a passion for her.
And when people wonder like,what does the board do?
(14:04):
The board through conversationsa lot of times helps with this
kind of vision and direction.
And it's so timely and soimportant, as we look at the
role of cell phones in ourschools and with this generation
of young people, we're proud andtake the responsibility to be
(14:25):
partners in keeping our youngpeople in Dublin safe.
Cassie (14:28):
Well thank you for joining us.
Thank you for helping us launchthis campaign.
Everybody can visit our websiteto view episodes, see resources.
We have lots of research there,tips and tricks.
For example, at the next episodewe'll be talking to Kevin
Patton, as I said about sleepand screen time.
We are going to give parents thetools they need to be able to
set, focus mode or sleep mode ontheir child's cell phone, links
(14:52):
to, centralized.
Charging stations that you canpurchase and put in your home so
that all the phones are chargedin the same place every night
and your kid does not haveaccess to them.
John (15:02):
They even tuck away the wire so they don't have to look.
Yeah, like a tangled web.
Yeah.
They look really nice on yourcounter or wherever they are, if
they've gotten better.
Cassie (15:10):
If you're ready to shop on Amazon, we're gonna have the
link.
all right.
Well, remember a little pausegoes a long way.
We'll see you next time.
John (15:16):
Thanks, Cassie.
In a world that never stops scrolling, sometimes the
healthiest thing we can do ispress pause.
Welcome to Finding Balance inthe Digital World, the Dublin
City School District's Summer2025 Parent Education podcast
series.
I'm Cassie Dietrich, publicInformation Officer for Dublin
City Schools and your host forthis series.
(00:23):
Each week we'll have realconversations with experts in
community voices about screentime, tech habits, and how we
can help our kids and ourselvestake back control in a
constantly connected world.
Let's press pause.
And start the conversation.
So today we're kicking off thiscampaign with Dr.
(00:43):
John Marsh Hausen,superintendent of Dublin City
Schools, Dr.
Marsh Hausen.
Before we talk about the whybehind this campaign, can you
just tell us a little bit abouthow you're connected to Dublin?
Aside from being thesuperintendent of the school
district?
John (00:55):
Well, I'm a resident of the school district.
I have a wife who has been ateacher here.
She'll be starting her 13th yearup at Eli Penney.
I also have the honor andprivilege of serving on the
chamber executive board, servingon the visit Dublin executive
board, and like no other placeI've worked.
(01:17):
The threads are all woventogether in Dublin and there's a
lot of intentionality In how asa community, we work together
with all of the differentorganizations, business,
government, faith-based supportbase, the food pantry.
Everybody is working towards acommon goal, which really makes
(01:41):
our Dublin community elite.
Cassie (01:43):
All right, so can you just tell me about the Press
Pause campaign, why Dublin CitySchools is doing it, and why
this has become a focus for us?
John (01:51):
I think when I'm asked what's the biggest concern I
have.
As a superintendent with 20years experience for the kids in
our school district.
Cassie (02:00):
Mm-hmm.
John (02:01):
I think the biggest concern is cell phones, followed
by social media, followed by analmost alternate reality.
Of where our students live andthink they should be.
And then we start putting AI ontop of that.
(02:22):
And when we look at student'sability to be in the now,
student's ability to build realrelationships and to, at a
personal level.
And build trust with the peoplethey should be building trust
with press Pause is anopportunity for us to partner
(02:45):
with parents as we head into oursummer months and then even
beyond as we return to schoolnext year, to equip parents with
some tools and some resourcesthat we as educators also often
need refreshed about and how tokeep kids safe.
What are appropriate limits onscreen time?
(03:09):
What age should we startstudents on social media?
How do we monitor theirInstagram and their TikTok and
all of the different apps thatthey're on?
And ultimately, how do we help?
Our young people turn into youngadults that are prepared for
(03:30):
success in the world thatthey're gonna step into.
Cassie (03:33):
Awesome.
I have a 13 and 15-year-old homeso this hits home for me very
closely.
And I find that often peoplesay.
It's not in our community orthey just try to divert and live
in a kind of a state of denial.
Can you talk about one or twoexamples of situations that have
actually happened here in Dublinthat we've had to deal with
related to social media and ourstudents?
John (03:54):
Well, I think there are two things that we're most
concerned about when we talkwith our Dublin police.
There are bad actors.
Actors out there who are lookingto pray and take advantage of
young people And we've had youngpeople in our community who have
fallen victim to bad actors,adults pretending to be
(04:17):
children.
Getting information, personalinformation from 13 year olds
and 15 year olds.
Because there are people whotrained to extract information
from them.
That puts young people at risk.
It puts them in risk of thingsthat we don't want to talk about
in Dublin, abduction, sexsextortion, all of these things.
(04:40):
Because when kids give upinformation.
That other people shouldn'thave.
It makes them vulnerable.
So number one, are those reallife things that are challenges.
And then number two are, we'vejust dealt recently with you can
(05:00):
create a fake social mediaaccount about someone, make it
posted, make it live, and usingai.
Make it look like someone sayingsomething they would never say,
which puts kids in such aposition of vulnerability.
(05:21):
And they come under attack byother groups and they didn't do
anything.
So as parents, we need to beengaged with our children's
social media accounts.
We need to help monitor.
We have to help them know what'sreal and what's not real.
And then we have to takeadvantage of the real
(05:42):
connections we have.
Because if something doesn'tlook right, it's probably not
right.
And how do we follow up withthat?
Cassie (05:49):
Yeah.
And can you talk about how,maybe decades or generations ago
parents would worry about whentheir kids were at parties or
out and about with friends andhow they still need to have that
same worry, but about who thepeople are associating with
online?
John (06:03):
Yeah.
I, I'm gonna sound really oldnow, but there was a time.
When students got a lot offreedom when they got their
driver's license when they were16 or 17, and up until that
time, mom and dad knew wheretheir kids were because they
were talking to other parents,or they were dropping their
child at a house or they were ina certain social group.
(06:27):
Now, unfortunately it seems likeparents are less engaged with
where their children are'causethey can track them on a phone
app or they can text anotherparent, or they feel like they
know where their kiddo is andsometimes the kids are smarter
than parents.
(06:47):
There are times that they mightnot be texting mom.
They might be texting anothernumber for a child.
'cause it's really easy to getanother texting app on your
phone that looks like it'ssomeone else and we don't follow
up like we used to follow up.
We're not dropping a child offand going in and having a.
Conversation.
(07:08):
We're not calling a home phoneon a landline that rings in the
kitchen.
Cassie (07:12):
Right.
John (07:13):
And the other big piece of this from a mental health
standpoint is these kids havethe phones next to their beds
twenty four seven, three sixtyfive, and they never get to
unplug when all we had was alandline.
There were a time when mom anddad could pick up and say, Hey,
(07:34):
get off the phone.
Cassie (07:35):
Right.
John (07:36):
And you had time to be away from the stress.
Your brain had a chance todecompress of everything that
happened during the day.
Now it's all the time, and weneed to create that opportunity
for downtime.
Cassie (07:52):
I agree.
So some parents might think thisis a school problem, not
something that starts at home.
But why is it important that ourfamilies are part of the
solution?
John (08:00):
Well, we have the privilege and responsibility of
having students with us forabout seven and a half hours a
day.
By the time they get to us andget back home the rest of the
time they're in the house and wehave too many kids.
Who retreat to a place in theirhome where they're out of sight,
(08:24):
so then they might be out ofmind and they're staring at
their device, they'recommunicating with.
We're not even quite sure whowe're using filters on the
pictures.
We post of ourselves to createalternate realities and we can't
do it all alone.
(08:45):
And anything that we do inschool needs to be reinforced at
home and vice versa.
And so this press pausecampaign, one of our ultimate
goals is for it to be aconversation starter.
You and I, Cassie, have been inmeetings together where adults
have said, but my kids saideverybody gets Instagram at 13
(09:08):
these are leaders in ourcommunity in some cases who are
saying.
John, when should kids getInstagram?
My hope is at neighborhoodbarbecues this summer and at
soccer camps and wherever ourparents are together, we can
start some conversations we'renot saying we have.
(09:30):
The hard, fast rules, but as acommunity, as communities of
parents, can you be together?
And can we set some norms?
And you've got your keycommunicators, we've got our
groups.
That we're open to thisconversation, but we need to
engage in the conversation.
Cassie (09:51):
We called it finding balance, right?
Because we know that people arestill gonna use the devices.
John (09:56):
Yes.
But
Cassie (09:56):
we want them to find the right balance so that kids
aren't on it all the time, oreven parents aren't on it all
the time.
John (10:03):
You and I are very mindful, we're probably not
taking a phone away from a sixthgrader who already has a phone.
Cassie (10:10):
Right,
John (10:11):
but can we help mom and dad put some parent controls on
that phone that may have limitsto how much it can be used
during the day?
Can we help mom and dad do somesmall things?
Like where are all your devicescharged in your home?
And I can't tell you how manytimes I hear students say, yeah,
but my phone's my alarm clock.
(10:33):
Yes, we live in Dublin, Ohio for10 99.
You can get on Amazon and get abattery powered alarm clock.
Cassie (10:39):
I didn't know they.
John (10:40):
You can do'em and like they're travel little battery
powered ones.
You can buy an alarm clock ifthat's what you need in your
room to get up in the morning.
Right.
I think the experts we talk toand some of the expert messages.
That will be part of our presspause series.
Kids shouldn't be having theircell phone in their room while
(11:02):
they're trying to sleep.
There are too many alerts,bings, pings, bongs, whatever
the sounds are that kids need tobe safely unplugged and in a
place that mom and dad can payattention.
Cassie (11:15):
Yeah.
John (11:15):
So we want these to be conversation starters, and
that's
Cassie (11:18):
a great segue because tomorrow we have Mr.
Kevin Patton coming to talkabout sleep and screen time.
So yeah,
John (11:24):
it's huge.
Cassie (11:25):
what's one message you think the board and yourself
would like for families to kindof get out of this press pause
campaign?
Just one.
The biggest takeaway,
John (11:33):
This may not be the biggest, but this is.
One of the things that I reallybelieve mom and dad's own the
phones mom and dad's.
Even if their kid's 18, if theypurchased the phone, if they're
paying for the plan, you have aright to see what's on your
child's phone all the time.
So I think it's critical thatwhen we look at phones and
(11:54):
devices, parents have access.
They set those access codes sothey can't be taken away by the
child.
And that mom and dad, if youhaven't started, I think they
should check phones on a dailybasis.
Look at the text threads.
Look at the social mediathreads, because our children
(12:16):
need guidance from us as adultsand as the mom and the dad, as
grandma and grandpa, as the.
Parents and the caregivers, wewanna help you set the norms in
your family to keep each childsafe and that's a family
(12:37):
decision at home, but we want tobe able to be part of that
conversation.
I think it starts with mom anddad need to have access.
Cassie (12:44):
Yeah.
And I think in many cases whatwe hear is when we do have
issues with phones.
That trickle into the schools.
When we contact parents, theydon't necessarily know that this
is what their kid's doingonline.
John (12:56):
Correct.
Cassie (12:56):
they're caught off guard
John (12:58):
and our fear is always when it's the police getting
into the phones, when it'slooking at things.
And we have parents who say, mykid would never, and that's a
dangerous statement'cause thebest kids make mistakes.
When we look at what happenswith young people, we wanna
(13:19):
teach our kids to be resilient.
We know children make mistakesall the time.
They're kids.
We just don't want thosemistakes to be life altering.
Right.
And as the adults and as aschool district.
Partnering with parents, if wecan help avoid life altering
mistakes, that's ultimately whatwe want to be able to do.
Cassie (13:42):
I agree a hundred percent.
John (13:44):
Mrs.
Diana Rigby, who's our boardpresident, when I met with Mrs.
Rigby earlier in the year andsaid, as board president, what's
kind of your focus this year?
And this is a passion for her.
And when people wonder like,what does the board do?
(14:04):
The board through conversationsa lot of times helps with this
kind of vision and direction.
And it's so timely and soimportant, as we look at the
role of cell phones in ourschools and with this generation
of young people, we're proud andtake the responsibility to be
(14:25):
partners in keeping our youngpeople in Dublin safe.
Cassie (14:28):
Well thank you for joining us.
Thank you for helping us launchthis campaign.
Everybody can visit our websiteto view episodes, see resources.
We have lots of research there,tips and tricks.
For example, at the next episodewe'll be talking to Kevin
Patton, as I said about sleepand screen time.
We are going to give parents thetools they need to be able to
set, focus mode or sleep mode ontheir child's cell phone, links
(14:52):
to, centralized.
Charging stations that you canpurchase and put in your home so
that all the phones are chargedin the same place every night
and your kid does not haveaccess to them.
John (15:02):
They even tuck away the wire so they don't have to look.
Yeah, like a tangled web.
Yeah.
They look really nice on yourcounter or wherever they are, if
they've gotten better.
Cassie (15:10):
If you're ready to shop on Amazon, we're gonna have the
link.
all right.
Well, remember a little pausegoes a long way.
We'll see you next time.
John (15:16):
Thanks, Cassie.
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