Research-driven concerns about early screen exposure are prompting technology policy reversals in districts, with Baltimore City Public Schools planning to introduce new limits in grades K-2. The district’s approach will reinforce daily time limits on device use and end 1-to-1 access for young students, citing impacts on academic, social-emotional, and behavioral development—especially for Black and brown students. The report highlights research and national findings that children from lower-income households spend more time with screen media than higher-income peers. Common Sense Media’s 2025 national report is cited for showing children under $50,000 household income spend twice as much time with screen media as those above $100,000. The district’s leadership framed the policy as a direct equity response, with Crystal Francis, executive director of early learning programs for Baltimore City Public Schools, linking the decision to observed long-term impacts on students. The district’s move follows broader research review showing links between excessive early screen exposure and delays in cognitive, language, and social-emotional development. For higher education leaders managing early learning partnerships, teacher training, or edtech pilots, the shift illustrates how “technology access” debates can pivot from availability to developmental guardrails—changing procurement and instructional design expectations.