Community Sign-On Letter: Intentional Technology Use in WSSD Schools

Dear Dr. Johnston and Members of the WSSD School Board,

We are writing to urge Wallingford-Swarthmore School District to take bold action on the growing crisis of excessive screen time in our schools.

In recent years, the rapid expansion of 1:1 device programs and education technology (“EdTech”) tools and platforms have dramatically increased children's daily screen exposure in districts across the country, including ours. Excessive screen time has been linked to vision problems, anxiety, depression, physical health hazards, reduced attention span, and lower academic achievement. These are not hypothetical risks. They are already affecting our children. 

We were encouraged to see Los Angeles Unified School District -- the second-largest school district in the nation -- pass a landmark resolution in April 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. More recently, the Canon-McMillan School District in Canonsburg, PA announced that they will be removing Chromebooks for K-2 beginning in the fall and reevaluating excessive screen time for all grade levels. As one of the most highly regarded school districts in our state, we are asking WSSD to follow these examples and continue the district's role in being a leader in high-quality education for our children.

Technology is an important tool, but it should support, not supplant, proven instructional methods centered on human connection and rooted in an understanding of cognitive and social development. The requests below reflect that principle -- a call for thoughtful, intentional integration rather than default use.

We urge the district to adopt a comprehensive screen time policy that includes the following:

1. Adopt a district-wide digital literacy curriculum that is evidence-based and free of industry funding, with dedicated instructional time. Students need structured, sequential instruction in how technology works, not just exposure to it through assignments. An evidence-based digital literacy curriculum should cover both technical skills and concepts like persuasive and deceptive design. This instruction requires a qualified technology teacher and dedicated class time; it should not be absorbed into the library special. Asking librarians to carry the weight of technology education undermines their ability to cultivate a love of reading and teach students foundational research skills. Include parents and caregivers in this conversation by providing resources and educational opportunities, such as in-person workshops, on how to establish healthy technology norms at home.

2. Eliminate devices for the youngest students. Make kindergarten through 2nd grade a device-free learning environment, except where required for mandated assessments. The research is clear regarding the critical importance of minimizing screen time for young children in favor of physical, social, and direct interaction. Experts emphasize that true, deep learning and memory consolidation are often best achieved through active manipulation of materials, face-to-face dialogue, and collaboration—activities that screens often displace. Children at this stage of development need hands-on, in-person learning above all else.

3. Transition away from 1:1 device assignment in elementary and middle school. Allow families to OPT IN to devices going home for assignments in middle school. Move to a shared laptop cart/computer lab model for grades 3–8. Permanent 1:1 device assignment for children is not supported by research and contributes to excessive cumulative screen exposure. To be clear: this would not involve a reduction in the number of devices. Chromebooks would be accessed from a classroom cart when needed, rather than assigned to individual students. The goal is to ensure devices are used with deliberate intention rather than by default. 

For grades 6–8, this means students would no longer need to carry devices throughout the day in middle school, or take them home overnight. Allow families to opt in to a device going home for assignments, to ensure equal access to devices at home when required. However, the default should be that devices stay at school through 8th grade.

4. Set enforceable screen time limits by grade level. Establish clear daily and weekly maximums for screen use on district devices, with less screen time for younger students. Screens should be used only when they provide educational value that cannot be replicated offline.

5. Prioritize paper, physical textbooks, and off-screen assignments & homework. Research consistently shows better comprehension and retention with print materials. Teachers should be supported (not just directed) in making this shift, with practical resources and examples of analog alternatives for assignments. There are digital tools that offer genuine educational value, but defaulting to digital for every assignment shouldn’t be the norm.

Right now, inconsistent practices mean some students have significantly more screen time than others. This is increasingly urgent as AI tools become more accessible to students. Educators and students across the country are raising alarms about AI's effect on learning, critical thinking, and academic integrity. Pencil-and-paper methods are one of the most effective responses available. The district should actively encourage and support teachers in making this shift by increasing the printing budget and embracing a return to pencil-and-paper methods.

6. Give parents transparency and meaningful opt-out rights. Provide access to children's total screen time and activity on district devices. Allow families to opt out of specific EdTech programs, not just blanket consent forms, and ensure that alternative learning methods are always available. Provide educational and technical support for parents who want to learn about the district’s digital resources.

7. Block YouTube, generative AI, and non-educational platforms on student devices. Prohibit student access to YouTube, generative AI (including AI Overviews in Google Search), social media, and non-instructional gaming platforms. Teachers can share supplemental videos with students through methods that don't require full YouTube access, such as embedding specific videos in Schoology.

8. Ban device use during unstructured time, including lunch periods. We are so thankful that the district has already taken the important step of prohibiting devices at recess for elementary students. The next step is extending that protection to other periods of downtime throughout the day and carrying it forward into middle school. These moments are critical for social and emotional development and should not be dominated by screens.

9. Evaluate all EdTech platforms for educational value, data privacy, and design practices and reduce/eliminate products accordingly. We are grateful the district has already started the process of reviewing existing EdTech products and platforms. As this continues, vet platforms not only for data privacy and security, but also for educational effectiveness, persuasive design, and gamification, which has been found to negatively affect students’ intrinsic motivation and academic performance. Avoid relying solely on vendor-supplied research, and instead seek independent sources, such as ESSA Tier 1 evidence. Eliminate products that collect or sell student data, and ensure all contracts include accountability mechanisms.

10. Form a technology advisory council. Establish a standing advisory council that includes parents, teachers, and administrators to provide ongoing oversight of the district's technology policies and EdTech contracts. This body should meet regularly and have a meaningful role in evaluating new platforms before adoption.

As parents in WSSD, we have seen firsthand how screens affect our children's ability to focus, connect with their peers, and engage in meaningful learning. The science is clear. The public consensus is growing. We respectfully urge WSSD to act now to protect the health, development, and academic success of our children.

We recognize that meaningful change requires collaboration. We deeply value teachers' perspectives. We hope the district will actively seek them out as they consider these requests, and involve teachers in the process of implementing any changes. We hope this is just the beginning of a larger conversation between families, educators, and district leadership.

Sincerely,
The undersigned