Screen Use, Digital Wellbeing and Learning
Earlier this week, we were delighted to host a parent information session on Screen Use, Digital Wellbeing and Learning. We were privileged to welcome Dr Walter Barbieri, Associate Professor and Academic Lead in the School of Education at the University of Adelaide, who shared his research and expertise with our Junior School families. It was an engaging and thought-provoking evening, and we thank those parents who were able to join us.
Our Approach to iPads in the Junior School
In the Junior School, iPads are used purposefully under teacher supervision to support learning. In Years 5 and 6, students currently take their devices home to complete homework.
We regularly review our approach to device use to ensure it reflects emerging research and evidence. From Term 3, Year 5 students will take their iPads home on weekdays for homework only, with devices remaining at School on weekends. As these students progress into Year 6, this arrangement will continue. By 2027, all Year 5 and Year 6 students will have access to their School iPad during the week only.
This approach reflects our commitment to purposeful technology use and reinforces the role of school-owned devices as learning tools.
What the Research Tells Us
One of the most valuable insights from Dr Barbieri’s presentation was a challenge to how we think about screen use. Rather than focusing simply on how much time children spend on screens, he encouraged families to ask three important questions:
- What is the screen being used for?
- Who is the child with?
- What is the screen use replacing?
Is it taking the place of sleep, movement and conversation, or is it supporting learning, creativity and connection?
Dr Barbieri reminded us that, for most children, most of the time, screen use is unremarkable. If a child is sleeping well, connecting with friends and family, and engaged in the world around them, there is unlikely to be cause for significant concern.
That said, he was clear that genuine risks do exist. The evidence regarding sleep is particularly strong. Screen use close to bedtime is consistently linked to children taking longer to fall asleep, sleeping less and experiencing poorer-quality sleep. Most striking was the finding that even having a device in the bedroom overnight, switched off and unused, has been associated with poorer sleep outcomes. His advice was simple and clear: keep devices out of bedrooms at night.
Dr Barbieri also highlighted the growing role of group chats as spaces where children can experience harm, from exclusion and social conflict to late-night messaging that disrupts sleep across friendship groups. He encouraged families to think carefully about participation in group chats during the primary years and to maintain clear expectations and oversight if they are used.
Supporting Healthy Screen Use at Home
Dr Barbieri concluded with practical advice for families. Of all the strategies discussed, conversation was identified as the most powerful tool available to parents. Talking with children about their online world helps keep communication open and makes it more likely that they will seek support if something goes wrong.
He recommended keeping these conversations informal and low-pressure. Simple prompts such as, “Show me something interesting you made or saw on your iPad this week” can provide a natural starting point for discussion.
He also emphasised the importance of the home environment. Encouraging device use in shared family spaces helps parents remain engaged in their child’s online experiences.
Finally, predictable routines are important. Establishing a consistent homework window and clear expectations around personal device use helps create healthy habits and routines.
We thank Dr Walter Barbieri for generously sharing his expertise and insights and for contributing to an important conversation about children and technology..
Marika Taylor
Head of Junior School