Rethinking Screens: Finding the Right Balance for Learning and Well-Being

 

Over the past several months, I have had the opportunity to observe learning in its many forms. There are moments of deep engagement, creativity, and collaboration that remind me why schools like ours are such special places.

At the same time, I have noticed something else that has stayed with me.

Students are spending a significant portion of their day on screens.

It is a reality in schools across the world, and one that is often framed as a sign of progress. Technology is woven into nearly every aspect of modern life, and education has followed that trajectory. The question we now face is not whether technology belongs in schools. It clearly does.

The more important question is whether we are using it in ways that truly serve learning and student well-being.

As I have reflected on what I am seeing in our classrooms, and as I have spent time reviewing current research, I find myself returning to a simple but important distinction. Technology can be a powerful tool when it is used with purpose. It becomes far less effective when it is simply always available.

That difference matters more than we sometimes acknowledge.

International research has begun to capture this more clearly in recent years. Moderate use of digital tools for learning can be beneficial. Students can research, create, collaborate, and receive feedback in ways that were not possible before. At the same time, the research also points to a consistent concern. When devices are constantly present, and when their use is not tightly connected to a clear learning purpose, attention begins to fragment. Students shift between tasks, often without realizing it. The quality of their thinking changes.

What is perhaps most striking is that this is not only an individual experience. A student who is distracted by a screen can also become a source of distraction for others. The environment itself begins to shift.

There are also important considerations related to well-being. A growing body of research suggests that higher levels of screen exposure, particularly when it is unstructured or unsupervised, are associated with sleep disruption and increased challenges related to mood and anxiety in adolescents. These relationships are complex, and it would be overly simplistic to draw direct cause-and-effect conclusions. Still, the pattern is consistent enough to warrant our attention.

All of this has led me to reflect more carefully on where we are as a school.

Our approach to technology varies by division, and each of these models has been developed with good intentions. At the same time, when viewed together, they raise an important question. Are we approaching technology use in a way that is developmentally aligned, instructionally intentional, and consistent with what we know about learning?

In particular, the secondary model deserves closer examination. When students carry their own laptops from class to class, the line between academic and personal use becomes increasingly difficult to manage. The issue is not about student motivation or character. It is about the reality of having a powerful, multi-purpose device within reach at all times. Even for adults, that requires a level of discipline that is difficult to sustain. For adolescents, it is even more challenging.

This is where system design becomes important. When expectations are inconsistent, or when access is constant, we unintentionally place students in a position where distraction becomes the default rather than the exception.

We also have a responsibility to consider the broader context in which we operate. Recent Brazilian legislation has established clearer expectations regarding the use of personal electronic devices in schools. This reflects a growing recognition, both locally and globally, that the presence of technology in schools must be accompanied by thoughtful boundaries.

As we look ahead, I believe there is an opportunity for us to take a more intentional approach.

At the same time, I want to be equally clear about how we approach that work.

We will continue to need to make adjustments as technology evolves and student needs change. That much is evident. But it is just as important that we do this thoughtfully, not reactively. Schools sometimes move quickly in response to complex challenges, and in doing so, risk replacing one set of problems with another. That is not our goal.

Instead, we will take the time to reflect carefully, to listen to our teachers and students, and to engage our parent community in the conversation. We will look closely at what is working, what is not, and where small, intentional shifts can make a meaningful difference. Some changes may be structural, particularly in how and when devices are used during the school day. Others will be instructional, grounded in how we design learning experiences that promote focus, engagement, and depth.

This is not about removing technology from classrooms. It is about ensuring that when technology is used, it is used because it adds clear value to the learning experience. It is about creating space for sustained attention, for conversation, for writing, and for problem-solving without interruption. It is also about recognizing that students benefit from time away from screens during the school day.

In practical terms, this will likely mean a shift in how we think about access. Instead of devices being constantly available, they become tools that are used at specific moments, for specific purposes. That shift may sound subtle, but it represents a meaningful change in practice.

It will also require us to work together as a community. Teachers will continue to refine their instructional approaches. Students will need support in developing habits that allow them to manage attention and use technology responsibly. Families play an important role as well, particularly as many of the patterns students bring into school are shaped outside of it.

This is not a change that will happen overnight, nor should it. It is a process that will involve listening, reflection, and thoughtful adjustment over time.

What I can say with confidence is that this work matters.

At the Pan American School of Bahia, we care deeply about the quality of our students’ learning experiences. We care about their ability to think deeply, to engage with one another, and to develop in healthy and balanced ways. Technology will continue to be part of that journey, but it should not define it.

Finding the right balance is one of the central challenges in education today.

It is also one of the most important opportunities we have.

I look forward to engaging in this conversation together.