Petition for Intentional Technology Use in Chicago Public Schools

A campaign from Schools Beyond Screens - Chicago CPS

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Recent supporters:
Matt Pulley 3 days ago

Why This Matters

The largest school districts in the country, led by the recent resolution passed by LA Unified School District, are starting to move on classroom screen time -- setting hard grade-level limits, blocking YouTube and gaming platforms on school devices, eliminating devices for the youngest students, and requiring weekly screen reports to parents.

This isn't happening because administrators woke up and decided to act. It's happening because parents organized, showed up, and made it impossible to ignore.

Chicago Public Schools Board of Education has the same authority right now. They do not need to wait for state guidance or federal standards. Dozens of districts have already acted. What they need to hear is that their own community is paying attention and expects them to lead.

This petition gives them exactly that signal. The letter is based on real resolutions that have already passed -- the same structure, the same core asks, adapted so any community can put it in front of their board.

 
[DRAFT REVIEW -- ANY SIGNATURES WILL BE REMOVED BEFORE PUBLISHING]

Dear CPS Board of Education,
We are writing to urge Chicago Public Schools to take bold action on the growing crisis of excessive screen time in our schools.
Children in America already spend an average of nine hours per day on screens outside of school. Rather than counterbalancing this trend, many districts have unintentionally compounded it through unchecked use of classroom devices, 1:1 device programs, and EdTech platforms with little accountability. The American Academy of Pediatrics has linked excessive screen time to vision problems, anxiety, depression, addictive behavior, reduced attention span, and lower academic achievement. This is not a future risk. It is happening to our children now.  Furthermore, in terms of building learning communities, limiting screen time increases friendship building, healthy interactions involving processing emotions, taking turns, and empathy.  Healthy children and classrooms thrive on multi sensory learning that encourages fine motor and speech development. 
We were encouraged to see Los Angeles Unified School District -- the second-largest school district in the nation -- pass a landmark resolution in early 2026 committing to a formal Screen Time Policy with specific, enforceable limits. LAUSD's leadership demonstrates that districts of any size can take meaningful action. We are asking Chicago Public Schools to follow their example.
Our Requests:
We urge Chicago Public Schools to adopt a comprehensive screen time policy that includes the following:
  1. Eliminate devices for the youngest students and Set Screen Limits per Grade Level. Unless it is determined that access to a digital device(s) is necessary for a student with a disability for full access to the curriculum, remove digital devices from early education through 2cnd grade classrooms, except where required for mandated assessments. Children at this stage of development need hands-on, in-person learning experiences above all else.  Young children are in a peak stage of motor and sensory development and these needs will not be met with screens.  It is imperative that we protect brain development and enhance learning with both a hands on approach and learning that develops a sense of community. 
  2. Reduce 1:1 device programs in elementary school. Transition to shared laptop carts and computer labs for grades 3-5. Permanent 1:1 device assignment for young children is not supported by research and contributes to excessive cumulative screen exposure.  Studies have also shown that students are more likely to comprehend what they are reading and learning about through print vs. screens and the ability to be patient and wait for others as well as compromise builds emotional intelligence.
  3. Reduce 1:1 device programs in elementary school. Transition to shared laptop carts and computer labs for grades 3-5. Permanent 1:1 device assignment for young children is not supported by research and contributes to excessive cumulative screen exposure.  Studies have also shown that students are more likely to comprehend what they are reading and learning about through print vs. screens and the ability to be patient and wait for others as well as compromise builds emotional intelligence.
  4. Block non-educational platforms on district devices. Prohibit student access to YouTube, social media, and non-instructional gaming platforms like Roblox during the school day. Teachers may retain the ability to use appropriate video content for instruction, but unsupervised student access has no place in the classroom.
  5. Prohibit device use during unstructured time. Prohibit device use during passing periods, lunch, and recess for elementary and middle school students. These moments of unstructured time are critical for social development and should not be dominated by screens.  Children learn social emotional skills by playing games and access to movement is essential for development. 
  6. Provide parents with transparency and meaningful opt-out rights. Share weekly reports on children's screen activity on district devices. Allow families to opt out of specific EdTech programs -- not just blanket consent forms -- and ensure alternative learning methods are always available. Parents have the right to know what the administrators of learning apps might be doing with their children's data and should have the right to refuse to have that data shared. 
  7. Encourage Printing of Materials and Books  Research consistently shows better comprehension and retention with print materials. Policies should actively encourage analog alternatives, especially for homework at the elementary and middle school level.
  8. Evaluate all EdTech contracts for educational value and student data privacy. Require independent review of EdTech products and platforms. Do not rely solely on vendor-supplied research. Ensure student data is protected and that contracts include accountability mechanisms and that there are not elements of these programs that could become highly addictive to students in a way that actually impedes learning overall. 

As parents in Chicago Public Schools, we have seen firsthand how screens affect our children's ability to focus, connect with their peers, and engage in meaningful learning. We are interested in building learning communities that are rich in both emotional intelligence alongside academic growth. It is the right of parents to be able to advocate for the best learning environments for their children.
The science is clear. The public consensus is growing. LAUSD has shown it can be done. We respectfully urge Chicago Public Schools to act now to protect the health, development, and academic success of our children.

Sincerely, 
The Undersigned

Recent Supporters

  • Matt Pulley

    Parent

    3 days ago
1 supporters have signed this campaign

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