Therapist warns board about cognitive, social harms of heavy classroom and homework screen use; urges limits and parental choice

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 presenter recommended: Susan Dunaway, a private-practice clinician and consultant, outlined a set of practical steps in a talk and slide deck: moderation of student screen time, use devices only for functions that paper cannot provide, a recommended daily school-day-plus-homework screen cap (she suggested “no more than two hours”), teacher and parent education on screen effects, policies that allow parents to remove devices for their child when problematic, technology-free classes and a curriculum teaching attention, impulse control and “what screens undo.” Dunaway also quoted Silicon Valley executives who limit family device exposure for their own children and cited recent research linking self-harm, depression and attention changes to rising screen exposure since 2015.

Board discussion: Board members raised concerns about parental consent and opt-out logistics, equity (some parents rely on devices to support children when caregivers work), ad-supported free apps that show inappropriate content, and vendor-driven school contracts. Dunaway replied that some districts use non-internet cell phones or restricted devices for younger students and recommended district limits on default homework deadlines (to discourage kids working late into the night). Several board members said they have heard parents and teachers report increased attention problems and behavioral issues they associate with heavy device use; others suggested additional state guidance and suggested piloting alternatives that emphasize books and interpersonal activities.

What’s next: Board members suggested continued discussion and follow-up items; several members asked staff to consider guidance on device policies, opt-out procedures and curriculum on healthy tech habits.

Ending: Presenters and board members agreed the topic will need ongoing attention as local districts balance instruction, equity and student well-being.