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Oregon Screen-Free Parenting

Real play.Real connection.Real learning.

We connect low-screen families across Oregon, share honest research on how screens affect children, and help parents bring hands-on, human-centered learning back to our schools.

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Grandparents read a picture book with their granddaughter by the fire.
Fig. 1Grandparents read a picture book with their granddaughter by the fire.

Where to start

Find your local group

Playdates, outdoor meetups and friendships with families who share your values.

See local groups

Explore the research

Plain-language summaries of peer-reviewed studies and official reports, with the original sources one click away.

Browse the library

Take action in your district

Templates, questions to ask and a step-by-step guide to influencing technology policy in your school district.

Get the toolkit

Community

You're not the only family doing this.

For many parents, the hardest part of limiting screens isn't the kids. It's feeling alone. Our regional groups make it easy to find each other.

A family of five walks together down a sunny neighborhood street.
Fig. 2A family takes a relaxed walk through their neighborhood.

From the research library

See all research
LanguageInfants and toddlers
Systematic review · Strength: Moderate

A 2024 review found longer screen time in the first two years was associated with weaker early language development.1

1What this does and doesn't tell usAssociations, not proof of cause.

Read the summary
ReadingElementary
Meta-analysis · Strength: Strong

Across many studies, readers tended to understand informational text better on paper than on screens.2

2What this does and doesn't tell usEffects were modest and varied by text type.

Read the summary
Classroom techElementary
Randomized experiment · Strength: Strong

A randomized trial gave a laptop to every student in 318 primary schools in Peru. After 15 months, math and language scores had not improved.3

3What this does and doesn't tell usRural Peru with limited teacher training, a very different setting from Oregon.

Read the summary

We state the strength of every finding and link the original source.

Our position on school technology

Teach technology as a subject, not as the medium for every subject.

Kids can learn computer skills in a computer class and still do math on paper, read physical books and write by hand. We're especially focused on 1:1 device programs in the early grades and core subjects taught mainly through screens.

Templates, guides and research briefs for parents in any Oregon district.

Get the advocacy toolkit

Accessibility statement

Assistive technology is not what we're talking about.

AAC devices, assistive technology, and accommodations under IEPs and 504 plans are essential tools. They are outside the scope of our advocacy.

Read our full accessibility statement

Guiding principles

  1. Evidence first.

    We say what research shows and what it doesn't.

  2. No shame.

    Every family's situation is different. We offer options and support, not judgment.

  3. Accessibility respected.

    Accommodations are essential, full stop.

  4. Parent-led and local.

    Change happens district by district.

The email that turns into action.

Research, Oregon school news and ways to help.

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