5 hours ago
6
Your recent coverage of children’s screen use (How screen time affects toddlers: ‘We’re losing a big part of being human’, 22 January) highlights an issue that still receives remarkably little attention: the amount of screen time built into the school day. While politicians debate bans on social media for under‑16s, and teachers report children trying to swipe the pages of books, it is puzzling that the question of screen time in schools is left out of discussions.
Every morning, most primary school children are greeted by an electronic whiteboard glowing in the classroom, often left on all day. Lessons are delivered as slides, tablets are used for activities, and many schools require homework to be completed online.
When it rains, “wet play” means more screen‑based entertainment. Movement breaks are delivered via YouTube routines. The message is clear: learning, leisure and even physical activity all happen on a screen.
Unsurprisingly, children internalise this as normal. We know excessive screen time harms children’s development and mental and physical health, just as we know free play and time in nature are greatly beneficial. Yet, under curriculum pressures, real‑world interactions are replaced by on-screen content. No social media ban will compensate for an education system that conditions four‑year‑olds to turn to screens for every task. Parents are urged to limit screens at home, but no equivalent guidance seems to exist for schools.
As a parent, I am not calling for the abolition of technology, but for its purposeful, mindful use. Our children deserve an education that prioritises people, conversations, outdoor play and hands‑on exploration. We need to start asking: how much screen time is my child exposed to at school, and why?
Kristyna Skriczka
London
I am writing in response to your article on the impact of screen time on young children, to share my perspective as an educator experienced in working closely with children with and without special needs across a wide range of ages.
Current research consistently shows that early and prolonged exposure to screens is associated with negative outcomes in children’s cognitive, linguistic, and socio-emotional development. Excessive screen use in the early years has been linked to reduced language acquisition, poorer attention and executive functioning, difficulties with emotional regulation, and weaker social engagement skills. These effects are observed across diverse developmental profiles, not only among children with identified needs.
In my professional experience, these findings are reflected daily. I increasingly observe children struggling to process, produce and meaningfully use information, alongside challenges with attention, communication, social interaction and emotional regulation.
Excessive screen use is also replacing human interaction, reducing opportunities for children to develop language, emotional skills and social connections. Over time, it may encourage individualistic behaviours and a preference for instant gratification over patience, collaboration and curiosity.
At the same time, this issue cannot be framed as parental failure. Families face significant pressures, and screens often become a necessary coping tool. Technology will not disappear; the challenge lies in balance, awareness and shared accountability. Parents need clear, accessible information about developmental risks alongside practical alternatives. Responsibility must also extend to content producers and platforms.
Thank you for bringing this important issue to public attention. Your article contributes meaningfully to a necessary and timely conversation about how we support children’s development and families in an increasingly digital world.
Arianny Avrile Saviñòn
New York, US
