Hononegah students launch ‘The Digital Reset’ to rethink screen habits
Phones go everywhere now. Three Hononegah students are asking what that means for focus, balance, and everyday life.
There was a time when boredom meant riding bikes until the streetlights came on or calling a friend’s house and hoping the right person answered. Phones stayed in one place then. You used them, hung them up, and walked away.
For today’s youth, that separation doesn’t really exist. Phones go everywhere — between classes, to practice, home, to bed. Screens are woven into nearly every part of daily life.
That constant presence is what led three students at Hononegah Community High School— Zakary Vaughan, Joey Tuzinkewicz and Maddix Franklin — to start The Digital Reset, a student-run project created as part of their entrepreneurship class.
“The Digital Reset began in our entrepreneurship class after I noticed how much time students spend on screens,” Vaughan said. He shared the idea with his teammates, and as they began researching the topic, patterns started to emerge. “We saw how screen overuse affects focus, mental health, and relationships.”
The group describes a “digital reset” in simple terms.
“To us, a digital reset means intentionally stepping away from screens during free time and being more present in everyday life,” Vaughan said. “It’s about creating balance, not completely avoiding technology.”
For Vaughan, the issue became harder to ignore in everyday settings.
“Seeing people in public places focused on their phones instead of the people around them stood out to me,” he said. “Learning that the average person spends about seven hours a day on screens also showed how serious the issue is.”
As the students continued digging into the topic, one thing surprised them all.
“What surprised us most was how many people recognize the problem but feel unsure about how to change their habits,” Vaughan said.
The group is careful to acknowledge that technology isn’t something students can simply walk away from.
“We understand technology is necessary for school and work,” he said. “Our focus is on reducing screen use during free time by encouraging healthier choices.”
Working on the project has also changed how Vaughan approaches his own habits.
“I’ve become more aware of my screen time and now try to spend more time on offline activities like helping at home or spending time with family,” he said.
The students also hope the project pushes back on assumptions adults sometimes make.
“Many adults think students don’t want to disconnect,” Vaughan said. “But a lot of us are aware of the downsides and want better balance.”
For students who have grown up with screens always nearby, The Digital Reset encourages taking a closer look at everyday digital habits.
A website built to support the idea
As part of the project, the students built a website that turns those conversations into something people can actually use.
The site allows users to set a daily screen-time goal, log minutes spent on screens, and track progress through simple weekly charts. A dashboard shows daily totals and streaks, offering a quick snapshot of habits over time.
The platform also includes optional challenges, digital badges, and a community feed where users can share progress, ask questions, or exchange tips. A resources section features articles focused on digital well-being and family connection.
The site leaves goal-setting and participation up to the user.
Why student-led efforts matter
Mental health specialist and psychology educator Daria Zalivnova, who works closely with adolescents, said projects like The Digital Reset tend to land differently when they come from students themselves.
“When advice about screen time comes from adults, it can feel like a rule being imposed,” Zalivnova said. “When students lead the conversation based on their own experience with distraction, social pressure, and mental fatigue, it becomes a peer-to-peer discussion about agency and self-care.”
That difference matters, she pointed out.
“They’re not just following guidelines,” Zalivnova said. “They’re learning how to build their own internal compass for digital well-being.”
In her work with teens and families, Zalivnova sees a familiar pattern.
“The most common theme isn’t addiction — it’s ambivalence,” she said. “Teens know their phones connect them, but they also recognize how exhausting constant scrolling can be. Families often feel stuck because the phone is both necessary and a source of tension.”
She said the students’ focus on intentional use — especially during free time — reflects how many young people are already thinking about technology.
“Balance isn’t about counting minutes,” she said. “It’s about asking whether a device is helping you in that moment or getting in the way.”
What comes next
Although the entrepreneurship class ends this school year, the students plan to continue working on The Digital Reset through the summer and into next school year.
They encourage people to start small.
“A realistic first step is setting aside one hour each day without screens and using that time to focus on real-world activities,” Vaughan said.
As part of the project, the students are collecting community feedback to better understand how people of different ages experience screen use. Responses submitted through the group’s online form will help shape the next phase of The Digital Reset.
