IT’S no secret that excessive screen time at an early age can be detrimental to a child’s development, but you could say the same thing about almost anything.

Cars used improperly are a source of concern. Fire used improperly is a source of concern. Food used improperly is a source of concern. Yet these things enable us to travel, eat, and live.

Smartphones, if used improperly, are a source of concern. Analysis of new Pisa research, run by the Organisation for Economic Co-operation and Development (OECD), last week suggested there is a link between the use of smartphones in schools and declining academic performance in Scotland and other countries around the world. OECD expert Andreas Schleicher suggested use of the tech in the classroom leads to greater student anxiety, more disruption, and less concentration.

It follows UNESCO’s calls for the use of mobile phones to be blocked in schools, which preceded the UK Government issuing its support for a blanket ban of the devices in schools in England. Similar bans are also in place in France, Finland and China.

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Some had expected the Scottish Government to ban mobile phones in Scotland’s schools this week, which education secretary Jenny Gilruth stopped short of – principally because it is not at Holyrood’s behest – instead revealing guidance would be issued that supports any heads or local authorities who choose to implement such measures.

However, the narrative around this does a disservice to the value smartphones and tablets can bring to a controlled educational environment. These devices play an important part in education when developing the knowledge and digital literacy of children and young people. In a world where technology is part of our daily lives, teaching young people how to use these tools in a structured way helps build their knowledge, develop their life skills, and prepare them for the world of work.

Too much screen time can, of course, prevent children from participating in physical activities, developing social skills, and concentrating on their learning. However, within a controlled learning environment with a focus on online safety, tools for learning, and developing digital skills, smartphones and tablet devices can be of great benefit to learners. That controlled approach must be introduced early, however.

Clare Sweeney, head of junior school at Glasgow School Kelvinside Academy and an expert on early stage education, says smartphones and tablet devices are designed to be intuitive and user-friendly and offer numerous advantages as supportive learning tools.

However, she suggests irresponsible or excessive unsupervised use of the devices becomes a problem if they are allowed to become the main source of engagement for children, essentially becoming a “babysitter” accessible with a simple touch from a young age.

Ms Sweeney warns long term, excessive use of smartphones and tablet devices at a young age can shape behaviour by reinforcing the brain's reward-seeking tendencies, with the potential for addiction and disengagement from activities lacking immediate rewards. She argues the use of these devices inside and out of educational environments should be monitored and managed effectively and responsibly – making use of limiter features, for example – to strike a balance between the tech and essential real-world interactions. And that’s the key: balance.

At Seamab, we work with some of the most vulnerable children and young people in Scotland, yet we know that educating them on how to use smartphones and tablet devices in a safe, sensible, and responsible way will enable them to learn, create, connect, and develop the skills required for the world of work, and life in general.

As educators, we cannot stop children and young people from using these devices, but we can create a safe, informative, and constructive environment in which to use them responsibly and learn how to find that crucial balance. Those who don’t are failing them.

Scott Keillor is a teacher at Seamab, a charity that provides a safe educational environment for some of the most vulnerable children in Scotland.