Principals Report

Dear Families,

In recent years, educators and parents alike have observed a concerning rise in emotional and behavioural dysregulation among primary-aged students. While childhood dysregulation is not a new phenomenon, its current intensity and prevalence appear to be linked to a significant shift in how children engage with digital media—specifically, the dramatic increase in device time.

Unlike previous generations who grew up with static television programming, today’s children are immersed in a digital ecosystem designed to capture and hold attention through rapid-fire stimuli, algorithm-driven content, and interactive features. The television era, while not without its own concerns, offered a relatively passive form of engagement. Shows aired at scheduled times, and the content was linear, predictable, and often slower-paced. Children watched, absorbed, and then moved on.

In contrast, modern apps and platforms—such as YouTube, TikTok, Roblox, and mobile games—are engineered to be dynamic and immersive. They offer endless scrolls, instant feedback, and highly stimulating visuals and sounds. These platforms are not just consumed; they are interacted with, often in ways that bypass natural attention spans and emotional regulation development.

This shift has profound implications. Research increasingly suggests that excessive exposure to fast-paced, highly stimulating digital environments can dysregulate the developing brain. Children may struggle more with impulse control, emotional resilience, and sustained attention. Teachers report more frequent meltdowns, difficulty transitioning between tasks, and heightened anxiety in the classroom.

Moreover, the self-directed nature of device use—often without adult moderation—means children are not just passive recipients but active participants in a feedback loop that reinforces short-term gratification over long-term regulation. The dopamine-driven design of many apps can lead to dependency-like behaviours, making it harder for children to disengage and reorient to slower, more reflective activities like reading, creative play, or social interaction.

As educators, we must ask: how do we support children in navigating this new digital landscape? The answer lies not in demonising technology but in fostering balance. Schools and families can work together to promote digital literacy, set healthy boundaries, and reintroduce activities that nurture attention, emotional regulation, and interpersonal connection.

The challenge is real, but so is our opportunity. By understanding the evolving nature of media engagement and its impact on childhood development, we can better equip our students to thrive—not just in the classroom, but in life.

Please see attached a list of strategies parents may use to support less screen-time at home.

Warm Regards, 

Christ Short

Principal