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Belton parent urges option for paper work for neurodivergent students using school devices
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Summary
At a Belton ISD board meeting, a parent said his neurodivergent son struggles with school‑issued devices and asked the board to allow paper options for certain assignments, particularly math, citing executive‑functioning difficulties.
A Belton parent told the Board of Trustees on Monday, April 2025 that school‑issued devices impose cognitive barriers for some students and urged the district to offer paper alternatives for certain assignments.
Kyle Pierce, a Belton father of four and parent of a sixth grader at Belton Middle School, said his son River is neurodivergent and struggles with assignments given on district devices. Pierce described the challenge as an executive‑functioning issue rather than a behavioral problem and asked trustees to provide an option to complete work on paper.
"These aren't behavioral issues," Pierce said. "They're executive functioning issues, and that's an important distinction." He told the board that devices designed for multitasking and entertainment make it difficult for some students to focus and that scribe‑style online responses can create frustration and errors for students who need to write or show work on paper.
Pierce urged the district to provide a moderator or the option to complete more assignments, particularly math work, on paper. "I'm not here asking to eliminate technology," he said. "I'm asking for a moderator, for the option to complete more assignments, especially in subjects like math on paper."
The board acknowledged the comment and told Pierce staff would follow up. The exchange took place during the meeting’s public comment period for non‑agenda items; trustees did not take immediate action during the session.
Context and scope Pierce said state data show a high prevalence of neurodivergence — he characterized it as "nearly 1 in 5 children" — and framed his request as one that would help students who understand content but are hindered by device‑based delivery or by interface design that does not accommodate their executive‑functioning needs. The parent asked the board for practical accommodations rather than a wholesale removal of classroom technology.
What the board can do next The board did not vote or take formal action on the request during the meeting. Board staff indicated they would follow up with Pierce to discuss options. Any policy or widespread procedural change to allow paper alternatives for district assessments or assignments would require staff review and, if appropriate, an administrative recommendation to the board for consideration.
