In the work I do in schools talking to parents teachers and students, one conversation is getting harder to avoid: parents are increasingly calling for schools to curb student smartphone use, delay phone ownership, and prioritise in-person learning. But at the same time, schools are doubling down on digital tools – many of which rely on those very smartphones.

So, what happens when one side wants to unplug and the other has already logged in?

This tension isn’t just a passing frustration – it’s emblematic of a growing divide between two groups who both want what’s best for children, but who often speak at cross-purposes. One is focused on wellbeing, distraction, and childhood development. The other is juggling limited budgets, digital targets, and the pressure to keep pace with the future of education.

It’s time for a conversation.

The EdTech paradox

Ask any school leadership team and they’ll probably say the same thing: they’ve invested significant time, training, and money into integrating technology into classrooms. Whether it’s setting homework on an app, tracking attendance via digital platforms, or rolling out interactive content via school-issued tablets – EdTech is here and it’s deeply embedded.

Much of this came in response to the pandemic, when schools had no choice but to go digital. Since then, many of the tools stuck. In some cases, they’ve genuinely improved access, streamlined admin, and even saved money.

But here’s the problem: these tools often require students to use their own smartphones or access personal devices at home while parents are trying to cut down on usage. And that’s exactly where the parental concern begins.

The view from the school gate

Talk to parents, especially of younger children, and you’ll hear a common theme: “We don’t want our kids on their phones any more than they need to be.”

For many, the school day is one of the few periods where they hope their child is fully offline – learning face-to-face, socialising without screens, and getting a break from the addictive pull of the digital world.

When schools set homework via smartphone apps, rely on messaging platforms for communication, or assume 24/7 device access, it sends an unspoken message to families: this is the norm now. For tech-cautious parents, that can feel like an unwanted acceleration into the digital world they’re trying to delay.

Two priorities, one child

The clash, of course, is that both sides are thinking about the same child, just from different angles.

Schools are under enormous pressure to prepare students for a digital future. They’re managing hundreds of pupils with limited resources, and digital tools often seem like efficient solutions. Some EdTech platforms even promise improvements in attendance, behaviour, or results – irresistible claims for schools facing league tables and inspections.

Parents, meanwhile, are watching mounting evidence about the negative effects of screen time on attention, sleep, mental health, and physical activity. The World Health Organisation, the UK’s own Chief Medical Officers, and countless experts have all raised concerns about children’s excessive screen use.

So what happens when the tech that schools are adopting starts to conflict with the tech limits that parents are trying to impose?

EdTech’s marketing machine

Let’s be blunt: schools aren’t just choosing EdTech in a vacuum. There’s a powerful and well-funded industry working hard to sell it to them. The global EdTech market is projected to reach USD 170.8 billion by 2025-2029, expanding at a CAGR of 15.9%. 

EdTech companies are savvy. They pitch their products with glossy promises – of personalised learning, improved engagement, “AI-powered” insights. They use the language of innovation, inclusion, and efficiency. And crucially, they often market directly to school leaders and governors, sometimes bypassing classroom teachers or parental voices entirely.

The result? A creeping normalisation of tech that isn’t always backed by robust evidence – and that rarely includes critical discussion about potential downsides.

Schools, many time-poor and under-resourced, may not have the bandwidth to fully interrogate these tools before rolling them out. And yet, by adopting them, they help entrench the idea that tech in every area of education is not just useful – but essential.

How do we fix the conversation?

It starts with accepting the tension that exists. Schools might need to acknowledge that not every digital tool is a good one. That tech isn’t neutral – it comes with trade-offs. And that parents have a legitimate voice in how, when, and where their children are being asked to interact with screens.

At the same time, parents need to understand the realities schools are facing. A blanket “no phones” stance may not be feasible when a school’s entire homework system is digital. Pushing back is important – but it should be informed, constructive, and collaborative.

Here are a few ways forward:

Five ways schools and parents can find common ground

1. Audit the tech – not just the behaviour

Before setting new rules for students, schools should step back and assess their own EdTech footprint. Are smartphones truly necessary for every platform used? Could homework apps be web-based instead? Is tech being used because it’s genuinely helpful – or just because it’s there?

2. Bring parents into the tech conversation

Before adopting new platforms or policies, hold parent consultations. Share the rationale. Be open to challenge. If a school decides to trial a phone-based system, explain why – and what the alternatives were.

3. Offer non-digital alternatives where possible

Not every child has equal access to devices or reliable internet. Offering paper-based options or digital platforms that don’t require a smartphone helps reduce friction – and supports digital inclusion too.

4. Teach digital literacy alongside digital use

If schools are going to use tech, they should also teach children how to use it wisely. That means lessons on online wellbeing, algorithmic bias, the attention economy, and screen-time balance – not just coding and typing.

5. Push back against marketing – and demand evidence

Schools have a right (arguably, a duty) to question the claims EdTech companies make. Before adopting a tool, ask: is there independent research backing this? What are the privacy implications? Is it really improving outcomes, or just digitising tasks for convenience?

Cultural shift – not a conflict

This isn’t a tech-vs-no-tech issue. It’s about aligning values and priorities across the adults responsible for raising and educating children.

Parents want their kids to be calm, focused, and safe. Schools want them to be prepared, engaged, and successful. Both want them to thrive.

But thriving in a digital age doesn’t just mean using tech – it means understanding it, questioning it, and sometimes, setting it aside. That requires careful thought, not ‘move fast and break things’ adoption.