A Superintendent Goes Without a Smartphone for the Summer

           In this article in School Administrator, Bryan Easter, a California superintendent (and board member in a different district), says he was in the habit of constantly checking e-mail – in meetings, on the road, during family time – believing that “productivity required constant availability.” 

            Last summer, Easter took the bold step of swapping his iPhone for a flip phone for 75 days. “The impact of being unplugged was profound,” he says. “My sleep quality improved significantly, my eye strain faded, and my stress levels noticeably decreased. Even more telling, my own children commented on my improved mood and presence. Without the constant pull of notifications, I found myself fully engaged with the people in front of me.”

            When Easter reactivated his smartphone at the end of the summer, he rethought his relationship with it – no social media, fewer apps, no watch notifications, no work e-mail – and tracked his daily screen time to hold himself accountable. “The result,” he says, “has been greater peace of mind, stronger relationships, and perhaps surprisingly, greater productivity.”

            Easter’s personal epiphany led him to rethink how his district’s students were using screens during school hours – in digital textbooks, learning management systems, assessments, and supplemental materials tied to devices. “Students spend hours hunched over screens, clicking and scrolling,” he says, “for what seems like three-quarters of the day at the secondary level. Conversations about writing drafts or problem solving are replaced by online comments and chat features. Face-to-face interactions have been replaced by more screen time… We must consider the physical and mental health implications.”

            During the 2025-26 school year, Easter’s district reduced classroom screen time by 20 percent and developed a goal for 2026-27:

• Prioritizing print reading;
• Eliminating unstructured use of devices;
• Expanding hands-on learning and student collaboration;
• Teachers using mini-grants to purchase non-digital materials;
• Trimming digital components in homework.

“As educational leaders, we must ensure that every decision about curriculum, devices, or policies centers on student health, development, and human connection,” Easter concludes. “The future of education will undoubtedly include more technology, but the future of our children depends on balancing traditional teaching pedagogy and educational technology.”

“Unplugged: A Superintendent’s Digital Detox” by Bryan Easter in School Administrator, June 2026 (Vol. 83, #6, p. 10); Easter can be reached at bryaneaster@mapleschool.org.

Please Note: This summary is reprinted with permission from issue #1142 of The Marshall Memo, an excellent resource for educators.