We were encouraged to see Los Angeles Unified School District -- the second-largest school district in the nation -- pass a landmark resolution in June 2026 committing to a formal Screen Time Policy with specific, enforceable limits. More locally, Atlanta Public Schools is moving forward with a drafted policy that establishes research-informed guidelines for student screen time during the school day while ensuring that instructional practices promote academic achievement, cognitive development, and student well-being, and future-ready learning experiences. 

Our Requests

We urge the DeKalb County School Board to adopt a comprehensive technology policy that includes the following:

Set specific, enforceable, age-appropriate screen time limits by grade level. Establish clear daily and weekly maximums for student screen use on district devices, with less screen time for younger students. Distinguish between instructional, passive, and non-instructional use. Screen time should be prioritized only when it provides educational value that cannot be replicated offline.

Provide parents with transparency and meaningful opt-out rights. Provide clear visibility for parents and guardians into instructional delivery, time spent on district devices and apps and the websites accessed. Provide an opt-out alternative for screen-based homework. Allow families to opt out of specific EdTech programs and student personal data sharing -- not just blanket consent forms -- and ensure alternative learning methods are always available.

Block non-educational platforms on district devices. Prohibit student-led access to YouTube, social media, and non-instructional gaming platforms like Roblox during the structured school day. Teachers may retain the ability to use appropriate video content for instruction, but unsupervised student access has no place in the classroom. Consider creating a website whitelist rather than blocking sites.

Ban device use during unstructured time and PE, allow for more physical movement. Prohibit device use during passing periods, lunch, snack time and recess for all grades. These moments of unstructured or physical time are critical for social development and should not be dominated by screens. We further request that 5-10 minute movement breaks be implemented after screen time sessions throughout all grades.

Provide clear guidelines prioritizing physical books and handwriting over tablets and Chromebooks. Prioritize the procurement and classroom use of physical textbooks, paper, and off-screen homework. Prioritize reading from print materials, such as books, magazines, and articles. Research consistently shows better comprehension and retention with print materials. Policies should actively encourage analog alternatives, especially for homework at the elementary and middle school level.

Eliminate devices for the youngest students. Remove digital devices from early education (Pre-K) through 1st grade classrooms, except where required for mandated assessments. Children at this stage of development need hands-on, in-person learning experiences above all else.

Eliminate student access to AI websites, software and apps. Generative AI undermines authentic learning, encourages academic dishonesty, and introduces serious concerns regarding accuracy, bias, and student data privacy. Schools should prioritize critical thinking, creativity, and direct student engagement rather than reliance on AI content or apps. Implement a moratorium on the use of artificial intelligence tools by students until its educational, ethical, and privacy impacts are fully understood.

Reduce 1:1 device programs in elementary school. Transition to shared laptop carts and computer labs for grades 2-5. Permanent 1:1 device assignment for young children is not supported by research and contributes to excessive cumulative screen exposure. Consider laptop carts and computer labs through 8th grade to reduce device loss and turnover.

Require typing and technology literacy instruction for students issued district devices. Students should receive age-appropriate instruction in essential digital skills including keyboarding or typing, internet safety and digital citizenship, online research and information evaluation. Providing technology without a corresponding mandate to teach technology skills creates an avoidable gap between access and proficiency.

Evaluate all EdTech contracts for educational value and student data privacy. Require independent review of EdTech products. Do not rely solely on vendor-supplied research. Ensure student data is protected and that contracts include accountability mechanisms. Mandate ongoing review of educational outcomes from technology use or adoption.

Prohibit screen time from being used as a reward, incentive, or behavioral reinforcement for students.