Teachers and Experts Warn Screen Time Is Leaving Primary Children Physically Unable to Sit Upright
Educators report declining posture and motor skills among young pupils as device use and reduced outdoor play rise
Primary school teachers and educational specialists are reporting that an increase in tablet and smartphone use among young children is contributing to weaker posture and diminished basic motor skills, leaving some pupils unable to sit upright for sustained periods in class.
Teachers say the problem appears most pronounced among pupils entering school, who sometimes slump onto classroom carpets or fall out of chairs rather than sitting through lessons. The trend has been linked by children's play experts to rising screen time and declining outdoor play among five- to 12-year-olds.
Statistics cited by children's play specialist Outdoor Toys show more than a quarter, 26 percent, of children aged 5 to 12 spend three or more hours daily on tablets or smartphones, while 7 percent spend more than five hours a day on such devices. The same research noted that 44 percent of children get two hours of outdoor play a day and that about 30 percent do not leave the house on most days.
Michelle Windridge, a primary school teacher in Birmingham with two decades of classroom experience, told reporters that many children now require instruction in movement and posture skills that previous generations typically developed before starting school. Windridge said her school removed technology from classrooms about 10 years ago to encourage interpersonal skills and physical activity.
"iPads are really convenient, but they don't develop children's muscles, growth and motor skills like play does," Windridge said. She added that pupils who lack core strength can be uncomfortable or even in pain when required to sit for lessons, which in turn affects concentration and learning.
Dr. Tej Samani, who runs the educational consultancy Performance Learning and visits schools nationwide, described the shift as one of the most significant he has observed in classrooms over the last five to seven years. Samani said he regularly sees groups of children hunched over screens during break and lunchtime and that devices are increasingly central to children's social lives.
"It's not a vehicle any more, it's an emotional attachment so severe and so extreme that taking that away results in an identity crisis," Samani said. He warned that the accelerating integration of artificial intelligence into phones could intensify engagement with devices by making them more personally useful and rewarding.
Samani and other experts suggested practical steps to reduce the physical consequences of screen use without advocating for blanket bans. He recommended creating screen-free zones and set times for device use, short movement breaks during or between lessons, and simple classroom practices such as "posture resets" or pairing students as "posture buddies" who remind one another to sit upright. He also suggested swapping a 30-minute scrolling session for a 30-minute walk or having children stand and stretch when an ad or game level finishes.
Dr. Dean Eggitt, a clinician who practices in Doncaster, explained the physiological basis for the observed posture changes. He compared the phenomenon to contractures seen in older adults who remain in the same position for long periods or to postural imbalances observed in athletes who overuse particular muscle groups.
"If you leave a human being in the same position long enough, they will adopt that position," Eggitt said. He said muscles, tendons and ligaments can shorten when not regularly stretched, reducing range of motion and making it painful to return to a more neutral posture. Over time, he said, children who sit for extended periods using screens could develop stronger muscles in some areas and weaker muscles in others, altering their natural posture.
Educators and clinicians framed the issue as both a physical-development concern and a learning challenge. Windridge said that children who arrive at school without expected fine-motor or postural abilities can struggle with tasks such as holding a pencil, forming letters and sustaining attention during classroom activities.
Those interviewed emphasized a combination of school-based interventions and family practices to address the trend. Suggested measures included encouraging hands-on play such as modelling clay, involving children in household chores that require coordination, and increasing regular outdoor activities that promote running, jumping and climbing.
Researchers and practitioners who raised the alarm called for greater awareness among parents, teachers and policymakers about how extended screen exposure and reduced active play can intersect to affect children's physical development and classroom readiness. They said early, consistent interventions that restore a balance of movement and device use are more likely to prevent lasting postural changes and support children's ability to engage fully in school.
The observations summarized in this report were drawn from classroom accounts and interviews with teachers and medical and educational professionals, alongside statistics cited by the children's play group Outdoor Toys. Further research with representative, peer-reviewed data would be required to quantify the prevalence and long-term impact of postural changes linked to screen time among primary-age children.