Parents and teachers are voicing concerns over the growing reliance on screens in UK schools, with many arguing that the shift is harming children's education and wellbeing. Letters to The Guardian highlight a trend where schools are adopting one-to-one iPad schemes and PowerPoint-heavy lessons, despite a lack of clear evidence of educational benefit.
One parent of two primary schoolchildren described how their school's new iPad scheme means almost all work is completed on devices, while parents must manage multiple apps for communication and payments. They noted that schools are increasing screen time at a time when evidence points to downsides such as distraction, reduced concentration, and poorer literacy outcomes.
Teachers also report being directed to deliver curriculum via PowerPoint, with children staring at screens for at least an hour and a half daily, plus additional time on iPads or Chromebooks. Critics argue that basic skills like handwriting, sustained reading, and face-to-face discussion are being sidelined.
Some respondents point to international evidence, including OECD PISA and PIRLS scores, showing that device use is detrimental to progress. They note that Sweden has replaced screens with pen and paper, advocating a return to focus and handwriting over multitasking and typing.
Parents feel caught between limiting screen time at home and schools normalising constant device use. They call for evidence-based education rather than expensive digital experiments driven by institutional ego.
