Over the past decade, screens have moved from the computer lab into nearly every elementary classroom. Many students now have their own school-issued device, and lessons, reading, practice, and even social-emotional learning often happen on a screen. At the same time, families and policymakers have grown more concerned about how much time children spend on devices, and states across the country have passed laws restricting phones in schools.
So what does the research actually say about screens in school? This guide covers the evidence on screens and learning, the current state of school phone policies, what screen use means for social and emotional development, and practical guidelines for using technology on purpose in elementary classrooms.
What the Research Says
The evidence on screens in school is mixed, and the honest answer is that it depends on how screens are used.
Reading on paper tends to beat reading on screens
A meta-analysis of 54 studies with more than 170,000 participants found that readers generally understood informational texts better on paper than on screens. The paper advantage was small but meaningful for education, and it was larger when readers were under time pressure.[1]
Device distraction is linked to lower scores
In the OECD’s 2022 PISA results, students who reported being distracted by other students’ device use in at least some math lessons scored 15 points lower in math, on average across OECD countries. PISA tests 15-year-olds, so this finding comes from older students, but it highlights how devices can pull attention away from learning.[2]
Some educational technology helps, but devices alone don’t
A large review of experimental research on education technology found that simply giving students computers or devices generally did not improve learning outcomes. Some specific uses, such as well-designed computer-assisted learning programs in math, showed more promising results.[3]
The takeaway: Screens are not automatically good or bad for learning. Purposeful, well-designed uses can help. Unstructured, distracting, or replacement uses, such as reading long informational texts on screen when paper would work, may get in the way.
Phones in Schools: Where States Stand
School cellphone policies have changed quickly. As of February 2026, Ballotpedia reported that 41 states had enacted laws or policies on K–12 cellphone use:[4]
had bans or limits on student phone use, ranging from instructional time only to the full school day (“bell to bell”)
required districts to adopt their own cellphone policies
had non-binding guidance encouraging districts to limit phones
Some states apply stricter rules for elementary and middle schools than for high schools. Because these policies are changing quickly, check your state education agency for current requirements.
For elementary schools, personal phones are usually a smaller issue than school-issued devices, since fewer young children carry phones. The bigger question for most K–5 teachers is how and when to use classroom screens.
Screens and Social-Emotional Development
Social-emotional skills are learned largely through practice with other people: reading facial expressions, taking turns in conversation, resolving disagreements, and noticing how others feel. Screen time that replaces face-to-face interaction reduces chances to practice those skills.
That is why many educators favor SEL instruction that keeps students talking to each other rather than working alone on individual devices. School-based SEL programs show gains in social-emotional skills, behavior, and academic achievement,[5][6] and much of that work depends on discussion, role-play, and real interaction.
Not all classroom screens work the same way:
Each student on their own tablet with headphones
LowPartners working together on one device
ModerateTeacher projects an activity and the class discusses, votes, and responds together
HighDiscussion, role-play, games, printables
HighA projected activity is still a screen, but a shared, teacher-led one that keeps the class interacting is very different from 25 students on 25 separate devices. See SEL without screens.
Privacy and Student Accounts
Every app that requires a student login can collect data about that student. For elementary schools, that raises questions about student privacy, data security, and compliance with laws such as FERPA. Fewer student accounts mean fewer places student data can be stored or exposed.
Practical Guidelines for Elementary Classrooms
Use screens on purpose
Before using a screen, ask: Does this do something paper, discussion, or hands-on activity can’t do as well? If not, consider the non-screen option.[1]
Prefer shared over solo screen time
When a screen helps, a shared screen that keeps the class talking and working together often supports both learning and social skills better than individual devices.
Keep long reading on paper when possible
Given the research on reading comprehension, consider paper for longer informational texts, especially when students are reading for understanding.
Balance screen activities with movement and talk
Follow screen time with discussion, a brain break, or hands-on work. See brain break activities.
Limit distractions
When students do use devices, close unnecessary tabs, turn off notifications, and set clear expectations for what should be on screen.
Protect privacy
Choose tools that require the least student data, and check that apps meet your district’s privacy requirements.
Communicate with families
Many families are thinking about screen time at home. Share how and why screens are used in your classroom.
Differentiating by Grade Band
• Keep screen use short and shared
• Prioritize hands-on learning, play, and conversation
• Use projected activities for whole-class engagement rather than individual devices when possible
• Introduce limited individual device use for specific skills
• Pair students on devices to keep conversation going
• Begin teaching digital citizenship basics
• More independent device use for research and projects
• Explicit lessons on online safety, distraction, and balance
• Discuss students’ own screen habits and how they feel after screen time
What to Avoid
Screens as a default
Using devices because they are available, rather than because they help, adds screen time without adding learning.
Replacing conversation with clicking
Social-emotional skills need real interaction.
Assuming more technology means better learning
Research shows devices alone do not improve outcomes.[3]
Ignoring privacy
Every student account is a data trail.
All-or-nothing thinking
The goal is purposeful use, not eliminating technology entirely.
Measuring Your Classroom’s Screen Use
Track it. For one week, note how many minutes students spend on screens and what they are doing.
Sort it. How much is individual vs. shared? Passive vs. interactive?
Compare outcomes. Do students engage, understand, and remember more in screen-based or non-screen lessons on similar topics?
Ask students. How do they feel after screen-based work compared with discussion or hands-on activities?
Final Thoughts
Screens are part of modern classrooms, and they are not going away. The research suggests that how they are used matters more than whether they are used at all. Reading comprehension tends to be stronger on paper, device distraction is linked to lower performance, and giving students devices does not by itself improve learning.[1][2][3] At the same time, well-designed, purposeful technology can help.
For elementary classrooms, a practical rule of thumb: use screens on purpose, keep them shared when you can, and protect the face-to-face time children need to build social and emotional skills.
References
Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 25, 23-38. https://doi.org/10.1016/j.edurev.2018.09.003
OECD. (2023). PISA 2022 results (Volume II). As summarized in “Study links digital device distractions with lower grades,” GovTech. https://www.govtech.com/education/k-12/study-links-digital-device-distractions-with-lower-grades
Escueta, M., Nickow, A. J., Oreopoulos, P., & Quan, V. (2020). Upgrading education with technology: Insights from experimental research. Journal of Economic Literature, 58(4), 897-996. https://doi.org/10.1257/jel.20191507
Ballotpedia. (2026). State policies on cellphone use in K-12 public schools. https://ballotpedia.org/State_policies_on_cellphone_use_in_K-12_public_schools
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Cipriano, C., Strambler, M. J., Naples, L. H., et al. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181-1204. https://doi.org/10.1111/cdev.13968
SEL That Keeps Students Talking
Be The Buffalo is a 40-week, CASEL-aligned K–5 curriculum designed around one shared screen: the teacher projects activities, stories, and songs, and the class discusses, votes, and practices together. No student devices. No student accounts. No student data. Printables for hands-on practice, in English and Spanish. The first four weeks are free.
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