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At Dover Court International School (DCIS), we aim to find the right balance between the benefits and challenges of digital technology and the protection of our children’s development. It is vital that we consider multiple viewpoints, research, and expert advice to make well-informed decisions.
This article, written by Becky Hunter, Assistant Head of Primary – EdTech and Assessments, outlines DCIS’s approach to managing screen time, supporting children’s mental health, and working alongside our parent community to guide students wisely and compassionately. It also shares the school’s perspective on the mindful use of technology and offers practical strategies for families.
“If we teach today as we taught yesterday, we rob our children of tomorrow.” – John Dewey
Today, we are surrounded by studies, news reports, podcasts, books, and social media discussions warning of the effects of screen time and device use on children’s wellbeing and mental health. The Common Sense Media Census 2025 shows that many primary-age children already spend several hours a day on screens, and that device ownership is becoming common even among very young children. While these figures come from the United States, they highlight global trends that help explain why schools like Dover Court International School (DCIS) place such importance on setting clear boundaries and developing digital responsibility from an early age.
As educators and parents, we share the same goal: to help our children become the best versions of themselves, ready to take on a vast and ever-changing world. This is no easy task, especially in a landscape shaped by constant connectivity, online messaging, social media, videos, and gaming. Scientists once warned about the impact of television; now, concerns have shifted to screen time and unrestricted internet access. Jonathan Haidt’s The Anxious Generation also raises concerns about how early smartphone use - particularly early exposure to social media - and constant digital stimulation may affect children’s mental health and reduce opportunities for unstructured play. He also suggests that overprotective parenting has diminished children’s “antifragility”: we have “vastly overprotected” them in the physical and social worlds, while “underprotecting” them in the virtual one. Many parents, in Singapore and around the world, feel this tension deeply: they recognise the benefits of technology but worry about its potential harms when left unchecked.
At DCIS, we believe that screen and device use should be purposeful, guided, and age-appropriate. If technology were to be completely banned, we would risk doing our students a disservice in preparing them for the realities of their future world. Instead, our goal is to use technology well - as a tool for creativity, communication, and connection - while ensuring it supports, rather than hinders, learning and wellbeing.
As a diverse and inclusive international school, our community brings together families from a wide range of cultural and educational backgrounds. Understandably, each family has its own perspective on how digital devices affect children’s growth and development. While there is growing global concern about children’s digital habits, technology has also created opportunities - helping children communicate, collaborate, and find belonging in an increasingly connected world.
As a school community, we want our children to belong, connect, and flourish in a dynamic world. Therefore, the question is no longer whether devices should feature in primary education, but how we can use them in ways that nurture curiosity, safety, and wellbeing.
Having stepped into the Assistant Head role this year, my aim is to ensure we find the right balance between the benefits and challenges of digital technology and the protection of our children’s development. It is vital that we consider multiple viewpoints, research, and expert advice to make well-informed decisions. This article outlines DCIS’s approach to managing screen time, supporting children’s mental health, and working alongside our parent community to ensure we guide our students wisely and compassionately.
Studies, Evidence, and Research
There is a wealth of research highlighting both the benefits and challenges of technology in childhood. On one hand, devices can unlock learning, accessibility, and creativity. Screen time in schools is often misunderstood - it’s not a room of children zoned out on iPads. In reality, technology can transform learning, particularly for students with dyslexia, speech and language needs and children learning English as an additional language. Tools like text-to-speech, dictation, and scanning apps remove barriers that pen and paper can create, allowing every child to show what they know. If we banned devices in school, are we limiting our ability to remove barriers that support inclusion?
When discussing screen time and wellbeing, it’s vital to separate educational, structured use from recreational, unsupervised use. Educational expert, Mr P (Lee Parkinson) highlights, the real concern isn’t about iPads in classrooms - it’s what happens when children use devices without limits outside of school, where algorithms and social media encourage endless scrolling and comparison.
Research from Common Sense Media’s 2025 Census supports this view. The report found that most children under 13 are using screens for both learning and leisure - and that early access is now the norm. For example, a quarter of 5-7-year-olds own a smartphone, and three-quarters use a tablet regularly. The report also revealed that overall screen time for children has risen by 20% since 2019, driven largely by entertainment and unsupervised use outside of school, rather than school-related learning.
This distinction echoes the arguments in Jonathan Haidt’s The Anxious Generation, which warns that excessive social media and smartphone use during critical developmental years may contribute to anxiety, sleep disruption, and attention difficulties. Haidt calls for parents, educators, and policymakers to work together to delay exposure and rebuild opportunities for free play, social interaction, and rest - echoing values that DCIS strongly supports.
At the same time, Haidt acknowledges that technology itself isn’t inherently harmful; the challenge lies in its unregulated use and the loss of balance. This reinforces our school’s message that digital wellbeing isn’t about banning devices for use as tools to support learning - it’s about using them responsibly, intentionally and wisely.
In Singapore, the Ministry of Education (MOE) and Ministry of Health recommend that children aged 7-12 years have no more than two hours of recreational screen time per day, excluding schoolwork, and discourage unrestricted access to devices or social media. (CNA, 2024 – MOE Screen Time Guidelines)
These findings together highlight that the real issue is not whether children use devices, but how, when, and why they do so. The challenge for parents and schools alike is to help children build healthy, balanced relationships with technology - so that it becomes a tool for growth, not a source of stress.
The DCIS Approach: Devices, Screen Time, Teaching, and Skills
“Technology can become the “wings” that will allow the educational world to fly farther and faster than ever before – if we allow it.” – Jenny Arledge
At DCIS, technology is a means to enhance learning, not to dominate it. iPads are used under teacher guidance to support creativity, inquiry, and collaboration. Our Digital Learning Guidelines and Responsible Use Agreements (RUAs) ensure that screen time in school is structured, purposeful, and balanced with physical, creative, and social learning. Teachers use Apple Classroom to monitor and manage student iPads safely during lessons, ensuring focus and responsibility.
Students also learn to set up their devices responsibly, using Focus Mode, Screen Time, and Guided Access. They co-create their own class Responsible Use Policies (RUPs), building digital self-awareness and ownership.
Through our Approaches to Learning (ATL) framework and Academic Integrity Policy, we teach children the three core human skills - creativity, critical thinking, and communication - that they must develop before relying on AI.
We use technology for computational thinking, coding, and creating, activities that build logic, perseverance, and confidence. We’re teaching children how to use technology, not to be controlled by it.
At DCIS, we align closely with Singapore’s Digital for Life values, which promote healthy habits, shared digital responsibility, and balance.
Safeguarding Concerns and Approach
Safeguarding remains at the heart of our digital strategy. At DCIS, we teach children to use devices in ways that protect their privacy, wellbeing, and digital footprint.
In classrooms, all device use is teacher-supervised and monitored through Apple Classroom. Devices are kept away during breaks and transitions and only used under clear guidance. Children are taught not to share personal details or images without consent and to report anything that makes them uncomfortable.
Our Primary Responsible Use Agreement outlines expectations for appropriate conduct and online citizenship. Beyond school, parents are supported through practical tools - including set-up tutorials, approved app lists, and guidance on using parental controls and focus modes.
These resources complement MOE’s national guidance, which recommends structured, supervised use and limiting total daily recreational screen time to two hours. (CNA, 2024) Together, these measures ensure that both school and home environments support children in building safe, healthy digital habits.
We also recognise the emotional side of safeguarding: supporting children’s wellbeing in a hyper-connected world. Research suggests that too much screen time can reduce play and social interaction - both essential for healthy development. By combining boundaries, open dialogue, and positive reinforcement, DCIS ensures technology remains a safe, empowering part of learning.
Student Agency and the Youngest Stakeholders
Our students are not passive users of technology - they are co-creators of their digital environment. Each class develops its own Responsible Use Policy (RUP), empowering children to understand and follow digital expectations.
Through guided lessons, they explore topics such as online kindness, attention management, and verifying information. This helps them understand that technology is powerful but must be used with care.
Beyond the classroom, DCIS also empowers student leadership through our Media and Digital Technology Advocates, a group of students who work closely with our Computing Teacher, Ms McWilliams. This initiative strengthens student voice and ensures we truly listen to and understand learners’ perspectives on digital citizenship. These advocates play a key role in:
This collaborative model gives students ownership over their digital world and builds the foundation for responsible leadership in an age where technology shapes every aspect of life.
At DCIS, screens never replace the human connection that defines learning. Lessons integrate collaboration, hands-on inquiry, and creativity - ensuring students grow as balanced, thoughtful, and empowered learners.
Parent Community Views
Our DCIS parent community reflects a healthy diversity of opinions on children’s digital access. Some families are inspired by the Smartphone Free Childhood movement, which encourages delaying smartphone ownership until age 14 and social media access until age 16, to protect wellbeing and reduce peer pressure. This growing parent-led initiative - now with a presence in Singapore - invites parents to unite around shared values and mutual support.
Other parents, however, prioritise giving children devices at an earlier age for safety and communication - particularly when they begin travelling independently or taking part in after-school activities. Their emphasis is on teaching responsible use early, rather than delaying access altogether. While this approach has its merits, it is important for parents to recognise and remain aware of the potential risks that accompany early access, such as excessive screen time, exposure to inappropriate content, or online pressures.
To support responsible use at home, parents can take a proactive approach by setting clear expectations and using available tools to guide children’s digital habits. This might include regularly monitoring device activity, setting screen time limits, and enabling parental access settings. Parents can also block unsuitable websites or use filtering and monitoring apps such as Bark, Qustodio, or Net Nanny. Apps like Find My Friends and FamiSafe can help track children’s devices and ensure their safety when they are out and about.
For further practical guidance, parents may wish to read Common Sense Media’s “Parents’ Ultimate Guide to Parental Controls”, which provides an excellent overview of available tools and settings across different platforms. Common Sense Media also offers a helpful library of “Ultimate Guides” tailored to different age groups, including Parents’ Ultimate Guide to Your 2- to 4-Year-Old’s Digital World, Parents’ Ultimate Guide to Your 5- to 7-Year-Old’s Digital World, Parents’ Ultimate Guide to Your 7- to 9-Year-Old’s Digital World, and Parents’ Ultimate Guide to Your 10- to 12-Year-Old’s Digital World. These resources can help parents make informed decisions about digital engagement that suit their child’s developmental stage.
Both perspectives are observed within our community. At DCIS, we aim to provide guidance, not prescriptions - ensuring that families can make informed choices while upholding consistent safeguarding principles.
Curious About the Smartphone Free Childhood Parent Pact?
Parent Workshops: Sharing Voices and Building Understanding
At DCIS, we value partnership with parents. Our Digital Parenting Workshops are safe spaces for families to learn, discuss, and share practical strategies. Topics include:
Workshops also share guidance from Singapore’s Digital for Life initiative and MOE screen-time recommendations, giving parents evidence-based tools to support their children. As a community, we share one goal: raising children who are safe, curious, and confident in an increasingly digital world.
Technology at DCIS is never used for its own sake - it is guided, inclusive, and purposeful. The real challenge lies not in classroom devices, but in unrestricted, unfiltered use outside of school. By keeping communication open, setting clear expectations, and modelling balance, we can help our children build digital resilience and wellbeing.
This message also connects closely to our school’s focus on mental health and wellbeing, explored in our previous Primary Newsletter for World Mental Health Day. In it, we shared simple ways families can support positive mental health and digital balance, along with local resources for additional help:
Together - educators, parents, and students - we can ensure that technology empowers our children’s futures without taking away their childhood.
Becky Hunter
Assistant Head of Primary – EdTech and Assessment