A majority of U.S. teachers express support for limiting students’ screen time during the school day, according to a recent survey conducted by Gallup in collaboration with the Walton Family Foundation and the Joan Ganz Cooney Center. The survey, released on Wednesday, polled 2,100 public school teachers working in kindergarten through 12th grade across the country.

Approximately 73 percent of respondents either strongly or somewhat favor setting a maximum amount of time that students can spend on school-issued devices such as laptops and tablets. Additionally, six in 10 teachers believe that students should reduce their daily screen time during school hours.

Despite this general consensus, educators acknowledge challenges in implementing such limits. More than half of teachers indicated that parts of their school’s curriculum rely heavily on technology, making it difficult to completely restrict device use. In middle and high schools, most teachers described managing daily time limits across multiple classes as “very” or “somewhat difficult.”

The survey highlights differences in device usage and distraction levels by grade level. Elementary school students spend about 27 percent of class time using devices for instructional or approved tasks, and relatively few elementary teachers identified devices as a significant distraction. In contrast, middle and high school students spend nearly half of their class time on devices for approved activities, plus an additional 10 percent on unapproved, off-task activities. This off-task screen time is a key concern for many parents, according to Medha Tare, senior director of research at the Joan Ganz Cooney Center.

Teachers noted that off-task device use often replaces other non-digital activities, such as reading, doodling, or socializing. Distracted students in middle and high school frequently circumvent school web filters, with four in 10 middle school teachers and half of high school teachers reporting that devices cause moderate to major distractions.

Nevertheless, educators appreciate the benefits of technology, especially for English learners, students with disabilities, and advanced learners who require more challenging materials. When asked about the overall impact of technology in schools, 52 percent of teachers said devices cause “equal amounts of harm and good,” though high school teachers were more critical, with one-third stating that technology does more harm than good.

Rather than simple device time caps, many teachers emphasized the need for increased oversight and purposeful use of technology. About 75 percent reported having the ability to view student screens remotely, and around two-thirds said they could lock screens if necessary. Teachers consistently called for stronger content filtering on student devices and clearer guidance on instructional goals related to educational technology.

In addition, more than 90 percent of teachers expressed support for investing in printed materials, which could provide alternatives to exclusive reliance on digital devices in the classroom.

The survey comes amid heightened scrutiny over technology use in schools, with major districts such as New York and Los Angeles recently introducing restrictions on student screen time and artificial intelligence. As debates continue, educators appear eager for balanced approaches that address distraction concerns without losing the pedagogical benefits of digital tools.