SPEAKIN’ OUT NEWS
MONTGOMERY, Ala.—As tablets, Chromebooks and digital assignments become fixtures in Alabama classrooms, a new state law seeks to protect the youngest children from excessive screen exposure. However, questions remain about how consistently schools measure—or even know—how long students spend looking at screens.
The Healthy Early Development and Screen Time Act, sponsored by Rep. Jeana Ross, R-Guntersville, applies to licensed child-care facilities, certain prekindergarten programs and public kindergarten classrooms. The measure became Act 2026-169 after receiving Gov. Kay Ivey’s signature.
Under the law, screen-based media may not be used unreasonably as a substitute for teacher-led instruction, reading, hands-on learning or outdoor play. Background television and passive viewing are prohibited, and children younger than 2 may not receive screen time.
The Alabama Department of Early Childhood Education must work with the departments of Human Resources and Education to establish age-appropriate limits, identify high-quality programming and train employees annually. Exceptions include technology required by an Individualized Education Program or Section 504 plan, kindergarten diagnostic testing and approved virtual-school instruction.
But a WBRC investigation found that most Central Alabama school districts contacted by the station were not tracking students’ total daily screen use. That makes it difficult for parents, teachers and policymakers to determine how much exposure children receive across classroom lessons, testing, homework and recreational use.
A teacher survey cited by WBRC found that 85% of responding educators believed students were spending too much time on screens. Teachers and parents expressed concerns about attention, literacy, social development and whether devices are replacing direct instruction.
Lawmakers attempted to expand state oversight through House Bill 584, the proposed Alabama Balanced Instruction and Screen Use Act. It would have directed the State Board of Education to establish standards for screen-based instruction across K–12 schools, protected handwriting, physical books and teacher-led discussion, and required annual reports that could include average daily screen time per student.
The proposal passed the House but stalled in the Senate and did not become law.
In July, Ivey created a commission to study screen-based learning, keeping the broader issue before state education leaders. The debate is not whether technology should disappear. Digital tools support research, individualized instruction, assessments, computer science and preparation for an increasingly technology-driven workplace.
The central question is whether schools use technology intentionally—or let it displace books, conversation, writing, and human interaction.
Without reliable tracking and public reporting, Alabama families may have no clear picture of how much of each school day is actually spent behind a screen.