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Therapist warns board about cognitive, social harms of heavy classroom and homework screen use; urges limits and parental choice
Summary
A consultant warned the State Board that widespread classroom and homework screen use can reduce attention, comprehension and empathy, and urged district policies limiting classroom and homework screen time, parent opt-outs and curriculum to teach healthy interactions with technology.
A consultant and clinician who has worked with schools and families urged the State Board April 9 to reconsider broad use of screens in classrooms and to develop policies and curricula that reduce harms associated with high levels of screen exposure.
Why it matters: The presenter argued that heavy screen use diminishes sustained attention and deep reading, contributes to anxiety, self-harm and risk-taking in adolescents, and can change physiological responses to stress. She called on school districts and the board to treat “EdTech” choices as policy questions that should be evaluated for unintended harms, not only benefits.
What the…
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