A growing number of school districts are reversing years of tech-first classroom policies after internal and external evidence that screen-heavy instruction failed to improve outcomes and may correlate with student behavior or mental health challenges. The report highlights McPherson Middle School in Kansas shifting from widespread laptop use to restricting screens for specific teacher-assigned activities. Other districts cited—across North Carolina, Virginia, Maryland, and Michigan—are reevaluating 1-to-1 computing programs and moving toward device use limits in earlier grades. The article also references earlier policy experiences, including Maine’s assessment that laptop initiatives didn’t improve test results after a long implementation period. For higher education professionals supporting teacher education and instructional design, the changes point to a renewed demand for classroom pedagogy guidance that balances learning technology with attention, engagement, and measurable student outcomes.