A growing number of U.S. school districts are reversing tech-first classroom policies as leaders reconsider whether ubiquitous screen time is improving student outcomes. Los Angeles Unified plans to scale back classroom screen use in 2026–27, including restrictions for kindergarten and first grade, while other districts are reducing or stopping 1-to-1 laptop programs. The article ties the shift to concerns about screen time’s relationship with youth mental health and classroom behavior, alongside rising scrutiny from parents and educators. It also points to the extent of existing state-level cellphone restrictions and proposed bills aimed at limiting classroom digital technology. While these changes are focused on K–12, they carry immediate downstream implications for higher education—especially where literacy foundations, student attention, and readiness are shaped by earlier schooling practices.