The overuse and misuse of screen time for students have profound implications on their education and well-being. Studies conducted by institutions like the American Academy of Pediatrics, Center for Humane Technology, NYU Stern's Tech and Society Lab and Common Sense Media reveal that excessive screen time can hinder cognitive development, reduce memory retention, and negatively affect students’ focus and social skills. Moreover, too much screen time can lead to increased levels of anxiety and depression among young users. 

We acknowledge the importance of technology in modern education, especially given the adaptation challenges during the pandemic. We also recognize that devices may be essential for learning for students with learning needs related to IEPs and 504 plans, or who use devices for augmentative/alternative communication. However, it is crucial for Oak Park District 97 to reevaluate its current policies on screen usage for children. Why is D97 still handing iPads to Kindergarteners? When will the District provide resources and training to equip parents for living with these devices? (Online resources related to device use in D97 are out-of-date and incomplete.) We need actionable measures that focus on balancing technology use with traditional learning methods, especially for younger students still developing foundational learning habits. It is now well known that screens are addictive by design, and D97 parents and teachers need more support to address this challenge.

Here are some additional steps we propose:

1. Listen and support teachers in this process: Teachers have expressed several needs, from getting better support to be more tech savvy than their students and effectively manage screen addiction/misuse in their classrooms, to providing better training using existing digital learning platforms before rolling out new ones. They also have the need for physical classroom items: cabinets to stow screens out of sight, and to charge all devices at school (many devices are sent home because classrooms/grade levels do not have charging capabilities at school). They need policies that support keeping personal electronic devices stowed away from bell to bell, since parents are sending children with smartphones and unlocked smartwatches even in elementary school.

2. Implement parent training workshops: Host sessions for parents to better understand and effectively manage educational technology, enabling them to support their children's learning more effectively. Local PTOs have been looking into this and taking action, including a presentation at Whittier Elementary’s April 2026 PTO meeting. Screen Sense Oak Park is exploring ways to share helpful information with teachers and families while we await action from the district. (We have discussed how this may fall more on PTOs.)

3. Ongoing data collection: Are weekly screen reports sent to principals being appraised or monitored? Conduct a district-wide evaluation to assess the current usage of screen time in classrooms across grades, focusing on identifying potential misuse and its impacts on student learning and engagement. Screen Sense Oak Park is already exploring data collection to better quantify and outline what is currently happening on district devices during school hours. Specific questions our community conversation would like to explore include questions listed below.

We know why iPads were handed out even to kindergarteners in 2020 during the global pandemic. But why are we still doing this six years later in spite of what science is showing us? By uniting as a community, we can prioritize our children's healthy development and ensure that technological advancements in education serve them positively. Join us in urging the Oak Park District 97 school board to take meaningful steps towards achieving a balanced approach to screen time in education.

Questions to Consider as We Evaluate the Role of Screens in D97 Education:

• How much time on average per day are students spending on each core subject on devices vs. non-device learning? Does this vary from class to class? Are there grade-level norms?

• As a community, and as a district, how can we better support teachers in shifting away from iPad use? How are teachers taught to use technology in the classroom? Is it supposed to augment learning or is it the primary means of education? How pressured do teachers feel to incorporate more apps  and digital learning platforms?

• How are tech boundaries created and enforced from an IT standpoint? Why are students able to go “incognito” when on Safari? What criteria define a website as “educational” vs. being blocked?)