January 2026

January is a natural reset. New routines. Fresh habits. A chance to pause and ask a question many families are wrestling with: Is technology supporting my child’s growth—or quietly getting in the way of it?

You recently received communication about updates to YouTube access for District 67 K–8 students. This change did not happen in isolation.

Our District 67 Technology Working Group—made up of community volunteers under the leadership of Chief Technology Officer Jordan Salus—played an important role in reviewing concerns raised by both parents and teachers about student-directed YouTube use. After careful discussion and problem-solving, the committee helped guide a shift toward teacher-directed, instructional use, ensuring technology supports learning rather than competing with it.

By prioritizing teacher-curated content, we can continue to leverage high-quality video resources while reducing exposure to distractions, ads, comments, and features not designed for young learners. This approach reflects our shared commitment to intentional, safe, and developmentally appropriate technology use.

Research supports why these decisions matter. A large meta-analysis of longitudinal studies published by the American Psychological Association found that higher levels of screen use are associated with increased socio-emotional difficulties over time—particularly when screens replace sleep, physical activity, and face-to-face interaction. The takeaway is simple and important: children’s brains and identities are still forming, and they need protection, structure, and balance.

From a clinical perspective, we are grateful to learn from Dr. Doug Bolton, a North Shore clinician and therapist who specializes in belonging. He emphasizes that gaming and technology are not inherently harmful—but without clear boundaries, they can disrupt sleep and emotional regulation, increase irritability and withdrawal, reduce tolerance for boredom and frustration, and replace real-world problem-solving and social practice. The goal isn’t elimination; it’s intentional, guided use.

Digital balance is deeply connected to belonging and social-emotional learning. True belonging is built through shared experiences, eye contact and conversation, play and laughter, problem-solving, and even moments of disagreement. When devices dominate free time, children miss opportunities to practice self-regulation, perspective-taking, cooperation, and resilience.

Protecting time away from screens strengthens the very skills that help children feel connected, confident, and included—at school and at home.

Simple Screentime Tips for K–8 Families

As we move through January, families may consider choosing one or two small, doable goals to support healthier tech habits. Research-based guidance suggests:

• Create device-free zones and times, especially during meals, before bedtime, and in bedrooms

• Protect sleep by removing phones, tablets, and gaming systems from bedrooms overnight

• Balance screens with movement and play, aiming for daily physical activity and unstructured downtime

• Co-view and talk: ask children how certain apps, videos, or games make them feel and what they notice about their moods afterward

• Normalize boredom as a starting point for creativity, imagination, and problem-solving

Sources: American Academy of Pediatrics (AAP), American Psychological Association (APA), and Common Sense Media

For families looking for age-by-age guidance, conversation starters, and practical tools, Common Sense Media offers excellent parent resources:

Technology will always be part of our children’s lives. But belonging, connection, and well-being don’t happen by accident—they happen by design.

January is an opportunity to reset, rebalance, and recommit to helping children thrive both on and off their screens. Small changes matter. Consistency matters. And families are not alone in this work.

Here’s to a healthier, more connected start to the year! 💙