Baltimore City Public Schools is changing how it uses devices in early grades after research raised concerns about excessive screen time, particularly for Black and brown students. The district plans to introduce a new approach for grades K–2, reinforcing daily time limits and ending 1-to-1 device access. The district’s stated rationale ties to long-term developmental outcomes and equity, with Crystal Francis, executive director of early learning programs, citing the need to act on evidence about screen impacts. The article points to studies and reports indicating children from lower-income households and minority groups spend more time with screens, including a 2025 national report from Common Sense Media and a 2023 review linking early screen exposure to delays in cognitive, language, and social-emotional development. For higher education leaders running teacher-prep programs and ed-tech research partnerships, the policy shift underscores growing demand for measurable digital learning guidance grounded in developmental science.