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This edLeader Panel is presented by CoSN and AASA.
Sponsored by ClassLink

The debate over screen time used to be simpler: How many hours of TV should children watch? When should they use the computer lab at school? But now, there are more nuanced conversations to be had in schools about technology that supports teachers and learners versus random scrolling and texting.

Grounded in research from the 2025 Blaschke Report, Screens in Balance: Education, Technology, and Community Conversations, education leaders on the edLeader Panel “Student Screen Time Pros and Cons: The CoSN 2025 Blaschke Report” discussed how they approach conversations about screens in school.

Cell Phone Use

The first category examined in the Blaschke report is cell phone use. While none of the panelists’ states have overall mandates regarding phone use in schools, each district still must come up with its own policy.

All of the panelists’ districts worked with students, families, and teachers to understand their concerns and how to address them. For instance, parents worry that they won’t be able to get in touch with their kids if there’s an emergency, but teachers are tired of being the phone police. Although the policies were customized to their districts, there were some similarities:

• Generally, K-5 students cannot bring phones to school at all.
• In middle school, if students can bring a phone, it must remain in their backpack from first to last bell.
• For grades 9-12, students may use their phones during passing time and lunch unless there is a specific educational need in class. In addition, to help the teachers, students must deposit their phones in a bin or other type of cell phone hotel for the duration of class.

Social Media and Gaming

Next, the report looks at social media use. However, the panelists did not find this to be a major issue in their schools. Some of them have blockers that prevent students from accessing social media while at school. Others found, though, that since students can’t access their phones during class, social media use hasn’t presented an ongoing problem. Still, they did highlight having clear cyberbullying policies related to social media—whether it’s used in or outside of school.

Another concern from families is that students will be distracted by gaming and using their phones for entertainment. But again, the panelists aren’t seeing as much of that, most likely because those sites are blocked in schools and because the students don’t have access to their phones during class. However, many schools do have esports clubs, so there is gaming equipment available for a designated time. Teachers and school leaders are trying to help families navigate this new world of esport competitions and everything they entail.

Tech in the Classroom

The third part of the report looks at technology in the classroom. Since the pandemic, especially, the panelists commented that they have received increased concerns from parents about the amount of edtech used by their children. The key, they say, is to maintain balance and look at how the technology is enhancing education.

Often, the kids are ahead of both the school and their families in how they use technology in their lives, and the schools need to keep up and understand how to prepare students for the world of the future. Instead of separating technology into siloed lessons, most schools are now integrating it, as appropriate, to develop customized learning experiences. Thus, what they need to do is constantly communicate with families about what technology is being used and how it is helping propel their students forward. Educators cannot communicate too much with families because understanding the intention behind the technology leads to increased support.

Finally, the panelists advised educators to think of technology as an ongoing process. Every piece of technology used in the school needs to solve a real problem, and you need to constantly revisit it to make sure that the tool is meeting the need. If schools are thoughtful about how they employ edtech, then they will end up with improved student outcomes.

Learn more about this edWeb broadcast, Student Screen Time Pros and Cons: The CoSN 2025 Blaschke Report, presented by CoSN and AASA, and sponsored by ClassLink.

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Super-Connected is a free professional learning community for school superintendents, district leadership, and aspiring district leaders.

AASA is the premier association for school system leaders and serves as the national voice for public education and district leadership on Capitol Hill.

CoSN (the Consortium for School Networking) is the premier professional association for school system technology leaders. CoSN provides thought leadership resources, community, best practices and advocacy tools to help leaders succeed in the digital transformation. CoSN represents over 13 million students in school districts nationwide and continues to grow as a powerful and influential voice in K-12 education.

ClassLink is a global education provider of identity and analytics products that create more time for learning and help schools better understand digital engagement. As leading advocates for open data standards, we offer instant access to apps and files with single sign-on, streamline class rostering, automate account provisioning, and provide actionable analytics. ClassLink empowers 19 million students and staff in over 2,500 school systems. Visit classlink.com to learn more.

Article by Stacey Pusey, based on this edLeader Panel