Yes — the new policy from the Victorian Government will limit classroom screen time for primary students (Years 3-6) to 90 minutes per day, and require minimal device usage for younger grades (Prep-Year 2). This article gives you a clear, direct answer: What is changing, why it matters, and how schools, teachers and families can respond.
From the start — you’ll know the key point: more balanced device‐use, and better learning through reduced screen exposure.
The change is being introduced to reduce digital distractions in classrooms and help students stay more focused and engaged in their learning. By setting clear limits on screen time, schools aim to ensure that technology is used in purposeful and meaningful ways, rather than becoming a default method of instruction. This approach encourages deeper learning and active participation instead of passive screen-based activities.
Additionally, the policy helps ease the financial burden on families by removing the expectation that every child must have their own personal device for school use. Most importantly, it seeks to promote better wellbeing, stronger social connections, and richer non-digital learning experiences for young students, fostering a more balanced and holistic approach to education.
By taking these steps, schools, teachers and parents can work together to ensure a smooth transition toward balanced digital learning. The key is not to remove technology altogether, but to use it mindfully and with purpose — creating classrooms where students can focus, collaborate, and thrive both online and offline.
As Victoria leads this change, it sets an inspiring example for education systems everywhere: that true learning happens when digital innovation and human connection go hand in hand.
Here’s a checklist for you (or your school/organisation) to follow:
There are several challenges and considerations that come with implementing the new screen time policy as follows;
Some schools may encounter device shortages or sharing difficulties, particularly during online assessments such as national tests when multiple students require access at the same time.
Teachers may also need additional support and training to adjust their teaching methods and lesson designs to align with reduced screen use, while still ensuring that students develop essential digital literacy skills.
Furthermore, parents and students might initially resist the change, especially if they perceive a decrease in technological exposure within the classroom — highlighting the importance of clear and consistent communication about the benefits of the new approach.
Finally, it is important to note that the 90-minute cap applies only to in-school device usage; managing screen time at home remains a separate responsibility that requires cooperation between families and schools to maintain a healthy balance.
The policy is expected to begin in 2027 for government primary schools in Victoria.
It affects students in Years 3-6 (90 minutes per day cap) and students in Prep to Year 2 (minimal device usage). Private/independent schools are not necessarily automatically included unless they opt in.
No — the cap refers to device usage in class. At home, screen time is still managed by families and the school’s broader policy.
Under the policy, schools will provide devices in class so parents are no longer required to purchase one for their child’s schooling.
It refers to student use of digital devices (such as tablets, laptops, classroom computers) for learning activities in class. It does not necessarily cover all screen exposure (e.g., recreational time, mobile phone use outside class) unless specified by the school.
The 90-minute daily screen-time cap for primary students in Victoria represents a significant shift in how technology will be integrated into classrooms.
It emphasizes quality over quantity, focusing on purposeful digital learning combined with robust offline, hands-on experiences. For educators, parents and students, this is a timely opportunity to rethink how devices are used in learning — and to promote healthier, more balanced tech habits.
At EdMinds, we believe that digital tools should empower learning — not dominate it.
