Upper Arlington Parents for Intentional Technology Use in UA Schools
A campaign from Schools Beyond Screens - Schools Beyond Screens - Upper Arlington
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Why This Matters
As parents of Upper Arlington Schools, we have seen firsthand how screens affect our children's ability to focus, connect with their peers, and engage in meaningful learning. We want our schools to be places where kids are curious, connected, and fully present. We share that goal with our teachers and administrators, and we believe UA Schools has both the opportunity and the means to make it happen.
We are not alone in this. Large districts across the country are already acting: LA Unified School District's recently-passed policy set hard grade-level screen time limits, blocked YouTube and gaming platforms on school devices, removed devices for the youngest students, and added weekly screen reports for parents. Dozens more have followed, not because of a mandate from above, but because parents organized, showed up, and made it impossible to ignore.
Our school district leaders have already shown a willingness to engage with our community on these issues, and for that we are deeply grateful. The UA Board of Education already has the authority to act, without waiting for state or federal guidance. This petition, grounded in policies other districts have already put in place, is our way of showing them that parents and the community are paying attention, and that we're ready to work with them to get there.
Dear Members of the Upper Arlington School Board,
We are writing to urge Upper Arlington 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. The American Academy of Pediatrics has linked excessive screen time to vision problems, anxiety, depression, physical health hazards, reduced attention span, and lower academic achievement. These are not hypothetical risks. It is happening to our children now. Screen time crowds out what children need most: real play, face-to-face connection, and the hands-on, multisensory experiences that support social, emotional, and developmental growth.
We were encouraged to see Los Angeles Unified School District -- the second-largest school district in the nation -- pass a landmark resolution in 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, and so far dozens of districts all around the country have committed to doing so. As one of the most highly regarded school districts in our state, we are asking Upper Arlington School District 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.
Our Requests
We urge the district to adopt a comprehensive screen time policy that includes the following:
1. 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.
2. Evaluate all EdTech platforms for educational value, data privacy, and design practices and reduce/eliminate products accordingly. Require all EdTech products to meet independent standards for efficacy, and to prove that any benefits outweigh potential risks. 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 with effect sizes >0.4 (which is widely accepted as the industry standard for educational interventions). Eliminate products that collect or sell student data, and ensure all contracts include accountability mechanisms.
2. Evaluate all EdTech platforms for educational value, data privacy, and design practices and reduce/eliminate products accordingly. Require all EdTech products to meet independent standards for efficacy, and to prove that any benefits outweigh potential risks. 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 with effect sizes >0.4 (which is widely accepted as the industry standard for educational interventions). Eliminate products that collect or sell student data, and ensure all contracts include accountability mechanisms.
3. 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.
4. 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. 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.
5. 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.
6. 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. Also, prioritizing off-screen work 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.
7. Eliminate device use during unstructured time, including lunch periods, and as a reward or choice-time activity through 8th grade. Research shows that using screens as a reward is associated with increased and less healthy screen use in children and can create a habit loop that reinforces screen dependence. These moments of downtime are critical for social and emotional development and should not be dominated by screens, nor should screen time be used as an incentive for behavior or task completion.
8. 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.
*Note: we understand and support exceptions to be made for any IEP and 504 plans.
As parents and community members of Upper Arlington School District, 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. Large school districts around the country have shown it can be done. We respectfully urge Upper Arlington School District to act now to protect the health, development, and academic success of our children.
Sincerely,
The undersigned
Recent Supporters
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7 minutes ago
Grandparent
Signed in Columbus, OH
-
25 minutes ago
Parent
Signed in Columbus, OH
-
about 1 hour ago
Parent
Signed in Columbus, OH
194 supporters have signed this campaign
Sign This Campaign
194
Signatures
194 of 500 signatures
39% to goal
Every action matters
Recent supporters:
Grandparent signed
7 minutes ago
Parent signed
25 minutes ago
Parent signed
about 1 hour ago
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