Parents and teachers raise concerns over growing screen use in schools

Almost every activity is mediated through a screen/ File: i3- Technologies

The debate has intensified following a recent editorial in The Guardian, which examined the impact of technology on children’s wellbeing. In response, readers from across the education community shared their experiences, many describing a rapid and, in their view, poorly justified expansion of screen use in schools.

One parent of two primary school children described how their school recently introduced a one-to-one iPad scheme, with most classwork now completed on devices. Alongside this, parents are expected to navigate multiple apps for communication, payments, and even tracking reading progress.

“Many parents are uneasy,” the parent said. “Screen time is increasing in schools just as concerns about its impact are growing.”

Critics argue that while digital tools are often promoted as innovative, there is limited evidence that they improve educational outcomes. Instead, some point to emerging research suggesting potential downsides, including reduced concentration, weaker literacy skills, and shorter attention spans. In classrooms, they say, devices can become distractions rather than aids. Traditional skills such as handwriting, sustained reading, and face-to-face discussion risk being sidelined when lessons are mediated through screens.

The issue has also created tension at home. Parents who try to limit screen time say their efforts are undermined by school policies that require constant device use during the day.

“Healthy boundaries become almost impossible,” one parent noted, “when schools normalise continuous screen exposure.”

Some educators share these concerns. A primary school teacher reported that lessons in their school are now largely delivered through PowerPoint presentations, with pupils spending significant portions of the day looking at screens. They described a noticeable shift away from more interactive and creative teaching methods.

“There used to be more variety and dynamism in lessons,” the teacher said. “Now it’s increasingly slide-based and passive.”

Others raise questions about data privacy and the growing use of platforms like Google Classroom, which expanded rapidly during the Covid-19 pandemic. Critics worry about the long-term implications of data collection on children. Campaigners also point to international examples. In Sweden, for instance, there has been a move back toward traditional learning methods such as printed books and handwriting, amid concerns about the effects of digital learning.

Meanwhile, education advocates like Jared Cooney Horvath argue that excessive reliance on devices may hinder cognitive development. Drawing on international assessments such as PISA, PIRLS, and TIMSS, some researchers claim that heavy screen use in classrooms can negatively affect academic progress.

Still, not all technology is under scrutiny. Many agree that digital tools can be valuable for reducing teachers’ administrative workload. The concern, they say, lies specifically with pupil-facing technology and its growing dominance in daily learning. As schools continue to invest heavily in devices and software, critics are calling for a more evidence-based approach—one that prioritizes children’s development over technological enthusiasm.

For now, the debate remains unresolved, with parents, teachers, and policymakers grappling over a central question: are screens enhancing education, or quietly reshaping it at a cost?