Madrid's Classrooms Prepare for a Screen-Free Future
The educational landscape in Madrid is undergoing a significant shift as the regional government, led by Isabel Díaz Ayuso, is implementing a new decree aimed at curbing the use of digital devices in primary and infant schools. According to a recent report in El País (Mateo, 2025), the initiative, slated to take full effect by the 2025-2026 academic year, seeks to remove tablets, computers, and mobile phones from the hands of students up to 12 years old during class time.
The Rationale Behind the Ban
The Ayuso administration is framing the decision as a return to traditional educational methods. Miguel Ángel García Martín, the regional government's spokesperson, stated that the goal is to «return to the essence of books, notebooks, dictations, and the care of spelling and calligraphy» (Mateo, 2025). The government believes this approach will be compatible with developing necessary digital skills, though specifics on how this will be achieved without device usage remain unclear.
The move aligns with Ayuso's focus on combating digital addiction and reinforcing teacher authority. The ban expands upon a previous prohibition on mobile phones in schools, initiated in 2019, aimed at improving academic performance and tackling cyberbullying (Mateo, 2025).
Implementation Details and Exceptions
The decree affects over half a million students in approximately 2,000 publicly funded schools, including both public and charter institutions. While the primary focus is on eliminating individual device use during class, some exceptions are being carved out:
- Schools with existing programs that incorporate individual devices will have a one-year grace period to adapt.
- Shared device use for pedagogical purposes, under teacher supervision, will be permitted, with time limits varying by age group. For example, students in the early years of infant education (0-3 years) will have no contact with devices, while older primary students may use them for a limited time each week.
- Students with specific educational needs requiring digital resources will be exempt from the ban, subject to a psycho-pedagogical report.
- Optional subjects or projects where digital tools are essential will also be allowed.
National Context and Ministerial Perspective
A spokesperson for the Ministry of Education acknowledged Madrid's autonomy in determining device usage policies, provided that students acquire the digital competencies mandated by law (Mateo, 2025). Spain's current educational law, the Lomloe, emphasizes the development of key competencies, including digital literacy, without prescribing specific usage hours.
The Ministry also reminded the Ayuso government of the significant investment it has made in digital education in Madrid, including nearly €47 million from the Escuela 4.0 program and €155 million from the digitization plan, which has enabled the distribution of devices and the installation of interactive digital systems (Mateo, 2025).
Controversy and Criticism
The decision has sparked considerable debate. The CSIF union criticized the lack of consultation with teachers and representatives, foreseeing potential harm to existing educational projects (Mateo, 2025). Miguel Ángel González, a representative of CSIF Educación Madrid, argued that the decision was made without consensus and could be detrimental. CCOO representative Isabel Galvín echoed these concerns, suggesting that the problem of screen time lies more in the family environment than in schools and highlighted the irony of providing schools with digital equipment only to then prohibit its use (Mateo, 2025).
Escuelas Católicas de Madrid (ECM) also voiced opposition, arguing that the ban undermines the autonomy of educational centers and contradicts the principles of freedom and pluralism (Mateo, 2025). In essence, many educators and organizations are now questioning if this is a step in the right direction for learning, or if it's a step backward that's ignoring a digital world.
Implications and Future Outlook
As Madrid prepares to implement these changes, it is becoming the first region in Spain to significantly curtail the individual use of digital devices in schools. The success of the policy will likely hinge on how effectively the government can integrate traditional teaching methods with the development of essential digital skills. It remains to be seen how this approach will impact student outcomes and whether other regions will follow suit.
The debate underscores the ongoing tension between the perceived benefits of technology in education and concerns about its potential drawbacks, such as addiction and distraction. Madrid's experiment will undoubtedly be closely watched as educators and policymakers grapple with the challenges of preparing students for a rapidly evolving digital world.
References
Mateo, J. J. (2025, March 19). Ayuso ordena apagar las pantallas de los alumnos de Infantil y Primaria de 2.000 centros sostenidos con fondos públicos. El País. Retrieved from https://elpais.com/espana/madrid/2025-03-19/ayuso-ordena-apagar-los-moviles-y-tablets-de-los-alumnos-de-infantil-y-primaria-de-2000-centros-sostenidos-con-fondos-publicos.html
