Screen time, and the role schools can play in limiting it, has been a serious concern for many parents, educators and policymakers in recent years. A 2024 survey by the National Parent Teacher Association indicates that parents are looking to schools to help in managing digital exposure, with 60 percent of public school parents indicating that they worry about the effect of technology use on their child’s well-being. In addition, major national and international organizations, including the American Academy of Pediatrics, the OECD, and UNESCO, have published research reports highlighting the impacts of excessive screen time on student learning, as well as on student health and well-being.
Policymakers in several states, including Kentucky, Missouri, Oklahoma and Vermont, proposed legislation this year addressing screen time in schools that did not become law. However, enacted policies in other states highlight different approaches to limiting instructional screen time. While some of these policies set specific screen time limits for students statewide, others require that screen time limits are established at the local level. In general, these policies tend to restrict screen time only for elementary grade levels. The examples below include state policies that restrict instructional screen time, as well as related policies that require a state to conduct research or provide guidance related to screen time. For additional state examples, consult our state education policy tracker using the Technology Generally sub-issue.
State Examples Regarding Screen Time Restrictions
Alabama H.B. 78 (2026) requires the department of early childhood education (ECE) to develop screen time standards for ECE programs, including public kindergarten, which must include screen time limits, guidelines around programming quality, and best practices. The bill also requires the department to develop training on screen time standards and alternatives to screen time for ECE program teachers and staff members. In addition, it prohibits the use of screen-based media in ECE programs as a substitute for teacher-led instruction, reading, hands-on learning, or outdoor play.
Iowa H.F. 2676 (2026) places a 60-minute daily limit on digital instruction for students in kindergarten through grade five. The bill also requires the state department of education to convene and provide administrative support to a working group to examine research related to the impact of school-provided technology on the cognitive function and academic performance of students in grades six through 12.
Tennessee H.B. 2393/S.B. 2310 (2026) defines a digital device as any electronic hardware used for instructional purposes that can access, process, store, or transmit data. The bill requires each local education agency and public charter school serving students in kindergarten through grade five to prohibit students in those grades from accessing digital devices at school, and to prohibit teachers from using a digital device to provide instruction or administer an electronic assessment to students in those grades.
Utah H.B. 273 (2026) requires each local education agency to minimize non-essential screen time. The bill also requires the state board of education to create a model policy on balanced technology use in the classroom that, for kindergarten through grade three, prohibits all screen-time in the classroom except for the introduction of computer science standards.
Other Relevant Policies
The Kansas State Board of Education convened a Blue Ribbon Task Force on Student Screen Time (p. 26-27) to research and provide recommendations regarding the use of personal devices in school, screen time and mental health, and parental oversight of district-owned devices. The task force’s final report (beginning on p. 28) highlights the harmful effects of screen use and recommends, among other things, that educators give students regular breaks from screens throughout the school day and districts emphasize the importance of balancing digital and non-digital learning experiences.
Maine L.D. 2052 (2026) directs the Maine Education Policy Research Institute to conduct a survey to study the use of technology in the classroom, safety policies and procedures in place, and best practices for safe instructional technology use. Survey parameters must include, among other things:
- The amount of average instruction time spent on devices.
- Safeguards undertaken before introducing new technology products, such as enabling screen time
settings. - Suggestions for state policies and guidance to support local action and policy development on the
topic.
New Hampshire’s statewide Screen Time Task Force was created by the state department of education to review digital technology use in schools, consider the benefits and challenges of screen use in schools, and develop recommendations and insights for potential policy considerations. The task force will explore:
- Educational benefits and appropriate uses of instructional technology.
- Impacts of screen time on student learning and well-being.
- Age-appropriate approaches to technology use in classrooms.
- Strategies for supporting healthy environments while maintaining access to technology.
- Screen time policies being considered and enacted in other states.
New Mexico H.M. 2 (2026) requests that the legislative education study committee conduct a comprehensive study of the use of screen time for instruction and assessment in elementary schools,
including impacts on student learning, development, and well-being. The memorial also requests that the public education department establishes developmentally appropriate guidelines for daily screen use in elementary classrooms.
Although many screen time limits are established at the local level, states are increasingly playing an important role in establishing these or helping guide these restrictions. Cell phones may take an outsized amount of attention lately, we will continue to track trends in-school screen time limitations.
