New data on student distraction and technology self-regulation gives schools further evidence as they prepare for NSW screen-use limits from 2027.
New research involving more than 4,800 students, teachers, school leaders and parents has found high levels of reported distraction among students, while also finding broad support for the reasonable use of age-appropriate technology when it is connected to learning.
The Macquarie University-led research surveyed 1,057 students, 914 teachers, 166 school leaders and 1,686 parents and carers across NSW public, Catholic and independent schools. It is the first research published through the NSW Government’s $2.5 million Screen Use and Addiction Research Fund.
Professor Matt Bower, from Macquarie University’s School of Education and lead researcher, said the research could help schools and families make decisions about technology use.
“It will help to provide a roadmap on how schools and families can shape the way technology is used at home and in the classroom so that educational benefits are realised while risks to wellbeing, safety and equity are reduced.”
That roadmap comes as NSW public schools prepare to introduce new screen-use guidelines from Term 1 2027. The guidelines recommend maximum average weekly screen-use times ranging from 15 minutes a day for Kindergarten to Year 2 through to up to 50 per cent of lesson time per subject for Years 11 and 12. Schools are expected to work with their communities to determine how the guidelines will operate in their individual settings.
Students report distraction and difficulty self-regulating
The research found that only 10 per cent of high school leaders surveyed believed students could self-regulate their use of technology when learning.
Just 8 per cent of high school students said they always or consistently monitored their own time on screens, while 84 per cent said they were distracted when using screens in class.
Screen use also increased substantially during the transition to secondary school. Students in Years 7 and 8 reported that their screen use for learning at school had doubled, while screen use for learning at home had more than tripled.
The findings also provide a more nuanced picture of screen use in classrooms.
Observations of classroom practice found that, where screens were being used purposefully, teachers used technology to support learning, including research. The research found students, parents and educators supported the reasonable use of age-appropriate technology when it was connected to learning.
Macquarie University’s account of the research also reports that students were on screens for approximately half of lesson time in classes where technology was being used, with the remainder involving activities including discussion, handwriting and worksheets.
This distinction is significant for schools reviewing technology practices. The research is not simply about whether students use screens, but about the purpose of that use and whether technology is providing an educational benefit.
What this means for schools
Review the purpose of device use. The research provides evidence that technology can support learning when used intentionally, while students also report distraction associated with screen use. Schools can use this evidence when reviewing where devices add value and where another approach may be more effective.
Consider digital self-regulation. The finding that only 10 per cent of high school leaders surveyed believed students could self-regulate technology use highlights an issue extending beyond device access. Schools may need to consider how students are taught to manage their own technology use as part of broader digital literacy.
Review BYOD arrangements. NSW schools with existing Bring Your Own Device programs, or schools considering introducing one, will need to consider the new guidelines. The Department says schools should review BYOD arrangements against the guidelines and consult their school communities.
Maintain a balance between digital and non-digital learning. The classroom observations provide evidence that technology use does not necessarily mean students are continuously on devices. Discussion, handwriting and worksheets remained part of observed lessons.
Consider the transition to secondary school. The reported increase in screen use between primary and secondary school provides another area for schools to examine, particularly when developing expectations around device use for learning and homework.
Involve the school community. The NSW Department of Education says schools will work with their communities to determine how the guidelines will operate in their particular context. This includes reviewing existing technology programs and considering how maximum recommended usage times will work in practice.
More reading: Are schools getting screen time wrong?