Is Screen Time Impacting School Readiness? The Growing Crisis in Early Years Development

A recent Ofcom report has raised growing concerns about the impact of screen time on young children’s speech and language development. According to the study, more than 25% of three- and four-year-olds now own their own smartphone, and half of children under 13 are active on social media. Experts warn that excessive screen exposure is leading to delays in communication skills, emotional regulation, and school readiness, creating a growing challenge for teachers and schools nationwide.

The School Readiness Crisis

Children are now entering school without strong language skills, and therefore face significant barriers to learning. Teachers are reporting that many pupils are struggling with basic communication, with some unable to express their needs clearly—such as asking to use the toilet. This is not just about academic readiness; it's about a child's ability to interact socially, engage in the classroom, and regulate their emotions.

Health professionals suggest that children under two years old should have no screen time, and those aged two to five should be limited to 30 minutes per day. However, in many households, mobile phones, tablets and games consoles are being used as a quick fix to calm children, which may be contributing to poor emotional regulation. When children are not given opportunities to self-soothe or engage in face-to-face interaction, they miss out on essential developmental skills.

So, how does this impact our schools?

By the time these children reach school, they may experience:

📌 Delays in speech and literacy – Struggles with phonics, reading, and verbal expression.

📌 Weaker social skills – Difficulty forming friendships and participating in group activities.

📌 Increased emotional and behavioral issues – Frustration due to an inability to communicate effectively.

This puts additional pressure on teachers, school staff, and SENCO teams who are left in the position to find ways to bridge the gap in learning and social development.

How CEWB Supports Schools?

At CEWB, we work directly with schools to tackle these issues through:

✅ Therapeutic Play & Well-being Support – CEWB utilises Play Therapy to help children express their emotions and work through complex issues. Play is a natural medium through which children communicate, and our therapeutic play sessions are designed to provide a safe and supportive environment where they can explore their feelings and experiences… building emotional resilience and communication skills.

✅ Training for School Staff –  Our training provides practical insights and strategies to help staff view situations through a different lens, fostering a more supportive and effective educational environment

✅ Support for School Staff- Our supervisors come from SLT backgrounds, bringing firsthand experience and understanding of the challenges faced by school leaders. Our supervisors are trained in safeguarding supervision as well as having training in counselling skills and mental and emotional well-being support

✅ Workshops for Parents – Helping families set healthy screen time habits, encouraging face-to-face interaction and language-rich environments at home.

Practical Steps for Schools & Parents:

📌 Encourage Interactive Play – Prioritize storytelling, role-playing, and conversation-based learning.

📌 Limit Screen Exposure – Follow expert guidelines on age-appropriate screen time.

📌 Teach Emotional Regulation – Introduce breathing exercises, mindfulness, and problem-solving techniques rather than using screens to manage emotions.

By working together, with both schools and parents we can help children build the communication and emotional skills they need to thrive in school and for life. .

Let’s talk!

If screen time is affecting your pupils and you are seeing a rise in speech and language delays, let’s work together to address these challenges. Contact CEWB to find out how we can support your school.

📩 Get in touch: info@cewb.co.uk