Bipartisan sponsors call to limit K–5 screen time, end routine 1:1 devices; experts and parents testify
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Summary
Representatives Burns and Terry presented the Hands on Learning Restoration Act (HB 2230 and HB 2978), which would make books, paper and pencil the default for K–5 instruction, restrict daily screen time and end routine 1:1 device issuance; dozens of educators, physicians and parents testified in favor, citing declines in reading scores and concerns about mental health and special‑education substitution.
Representatives Tricia Burns and Marlene Terry told the House Elementary and Secondary Education Committee that House Bill 2230 and House Bill 2978 — the Hands on Learning Restoration Act — are bipartisan attempts to "restore balance, common sense and childhood to Missouri classrooms." The sponsors said the bills would set default classroom tools for kindergarten through fifth grade to books, paper and pencil rather than routine 1:1 devices, recommend limits on screen time (the bill text discussed a 45‑minute maximum), and promote handwriting instruction including cursive.
Representative Burns cited declining fourth‑grade NAEP reading scores and research she said links handwriting practice to memory and learning. Representative Terry and other sponsors argued the bills are corrective measures to reduce time on devices that they and many witnesses said displace teacher‑led instruction.
A diverse group of witnesses supported the bills. A special‑education attorney warned that replacing teacher‑led instruction with software can create legal liability under federal special‑education law; a Springfield physician and school‑board member described district data showing a drop in ELA proficiency during the shift to 1:1 devices and credited a partial reversal of that trend after his district scaled back device use and restored textbooks and handwriting practice: "Those ELA numbers...in 2017 were 57 to 61 percent advanced or proficient; by 2022 that range dropped to 40 to 49. Now we're back up to 56 percent," he said.
Teachers, parents and disability advocates told the committee they have observed increased distraction, decline in fine motor and handwriting skills and overreliance on online programs. The Missouri NEA representative told members that teachers report loss of executive function among students and urged legislative action complementary to last year's cell‑phone ban. Several testifiers asked the committee to craft special‑education exemptions carefully so that individualized instruction is not replaced by apps.
Committee members probed the prescriptive elements of the bill (45‑minute recommendation, 70% paper‑work target) and raised concerns about local control and library budgets. Sponsors said the figures are starting points intended to spark discussion and that they will work with stakeholders to refine details.
What’s next: The committee heard testimony but did not vote on the bills during the session; sponsors and witnesses signaled willingness to participate in workshops and working groups to refine the proposals.