Screens in Schools: What the New Screen-Time Debate Means for Edu

The screen-time debate is no longer confined to parenting advice. As states introduce legislation limiting devices in schools, and pediatric researchers rethink how digital environments affect development, educators are confronting a difficult question: when does technology support learning, and when does it undermine it?In the first part of this series, I examined the American Academy of Pediatrics’ updated guidance on children’s digital ecosystems and how screens can shape early development at home. The same principles now apply in another place where children spend much of their day: school.Screens are already a routine part of early childhood classrooms. In a 2025 RAND survey of pre-K teachers, roughly two-thirds reported using games on electronic devices in their classrooms. At the same time, a growing body of research is raising new questions about how different types of digital media affect children’s developing brains. One frequently cited Canadian longitudinal study followed nearly 2,500 children between 24 and 36 months old and found that higher levels of screen time were associated with missed developmental milestones on screening tests at ages 36 to 60 months. That means that we’re seeing the developmental effects of increased toddler screen time as early as one year later. Other studies suggest that certain types of media may be particularly overstimulating for young children. Fast-paced content designed to capture attention usually features rapid scene changes, constant motion, bright colors and loud sound effects. I love shows like Netflix’s “Word Party” for the language acquisition skills it teaches, but its features can overwhelm developing brains and temporarily disrupt executive functions such as attention, emotional regulation and self-control (ask me how I know). These design features are meant to hold viewers’ attention, but the result can sometimes be what many parents recognize instantly: the moment when their sweet child suddenly turns into what I jokingly call a “screen monster.” I have three of them. I can’t imagine a classroom full of screen monsters. As new technology becomes even more embedded in our lives, screens have become more pervasive in both homes and classrooms. And because technology changes so frequently, it’s helpful for educators to understand how instructional technology choices can either support or disrupt healthy digital environments for students.I know this tension well, both as a parent and as a behavioral science and public health researcher. In the first part of this column series, I wrote about how screens have both helped and challenged my own family as we navigated parenting during the pandemic. Like most parents and teachers, we are still figuring it out. I’ve written previously about how short-form video addiction has made its way to Gen Z and Gen Alpha. And I recently reported the results of a research project we did at EdSurge that showed that prohibiting devices doesn’t really meet its intended goal. Devices, screens, algorithms and technology in general have mutated from a household question to an education policy issue.NEWSLETTERSSTAY AHEAD IN EDUCATION.Sign up for EdSurge newsletters for timely news, insights and analysis.The Emerging Landscape of Technology RegulationFrom a public health perspective, digital media is becoming part of the broader developmental environment shaping childhood development. In education, conversations about technology traditionally have focused on the digital divide and ensuring equitable access to devices and internet connectivity. That conversation is shifting.Researchers are now examining how digital environments affect sleep, attention, emotion regulation and social development. Population-level research suggests that heavy or poorly designed media exposure can contribute to sleep disruption, emotional dysregulation and difficulty disengaging from devices. Remember, screen monsters are lurking with their snotty noses and sippy cups. Now, these concerns are beginning to influence policy.Across several states, lawmakers are proposing restrictions on student device usage during the school day, including bans on smartphones and new scrutiny of edtech that uses personalized algorithms to maximize engagement. Since many edtech companies have enhanced or marketed their AI-powered features, the competition to capture and hold students’ attention has likely stiffened. This is a significant shift. Historically, digital technology, social media and the Internet has been one of the least regulated environments with, arguably, among the greatest effects on both children’s and adults’ lives. Technological change often moves faster than public policy and data, leaving lawmakers and educators to respond after new tools become widespread.Now the regulatory landscape appears to be catching up and entering the environments children already inhabit.So What Should Educators Do?What started as a deeply personal parenting dilemma has become a much larger question for schools. As pediatric researchers update guidance on children’s digital environments, and states debate limits on student screen exposure, educators are being asked to reconsider how technology shapes the cognitive environments where children learn.The debate often falls into extremes. Some people argue that screens are ruining learning. Others claim that technology is the future of education.The research suggests that the truth lies somewhere in the middle.This is one of those test questions where “all of the above” fits best. How screens affect children depends heavily on context, content and duration of use. A passive, fast-paced digital experience is very different from an interactive lesson where students discuss ideas, solve problems or collaborate with peers.It can be tempting to respond to uncertainty by rejecting technology altogether. And I don’t fault that perspective, because I believe that response comes from a desire to protect kids from unpredictable harm. But the reality is that there is no one-size-fits-all approach for every child, classroom, school or community. Public health offers a useful framework for thinking about this challenge: harm reduction.When an exposure is widespread and difficult to eliminate, reducing risk is often more effective than banning it outright. Seatbelts and car seats made riding in cars and buses safer, instead of banning vehicles to reduce vehicular accidents. That’s a classic harm-reduction strategy. Similarly, screens are unlikely to disappear from classrooms. The more productive question is how educators can create guardrails that reduce potential harms while preserving the benefits of digital tools. I think students would keep using devices, anyway. What’s school without TikTok dances nowadays? That means choosing technology that supports interaction rather than passive consumption, and balancing digital activities with discussion and hands-on learning. The personalized algorithms in edtech are becoming more common, but the science suggests that it’s best to avoid tools designed primarily to maximize screen engagement.As states debate new regulations on student screen exposure, educators and school leaders will increasingly be asked to make decisions about how technology shapes the environments where children learn.The research offers a useful starting point: children’s brains learn best through interaction, conversation, manageable stimulation, productive struggle, and moments of curiosity that make ideas stick.Technology can support those experiences. But it cannot and will not replace the relationships between students and the adults who teach and care for them.The real question for schools is not whether screens belong in classrooms, but whether they help students think, or simply keep them clicking and scrolling.

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