One of the most pressing challenges I'm facing in education is the complex issue of implementing 1:1 device programs while navigating parental concerns about screen time in the classroom. There's immense potential with 1:1 devices in personalising learning journeys, equipping students with vital digital literacy skills, and creating a more bespoke learning environment for individual learners as supported by the evidence of Aubrey-Smith's 'From Edtech to Pedtech' and the Education Endowment Foundation's 'Using Digital Technology to Improve Learning'. However, many parents express anxieties about the potential downsides of such a program mostly focusing on the increased screen time. These concerns range from negative impacts on physical and mental health to worries about attention spans and diminished social interaction. This disconnect between the program's potential and parental anxieties creates a significant hurdle. Simply increasing screen time isn't the answer. The challenge lies in finding the right balance. We need to demonstrate to parents how 1:1 devices can be used strategically and responsibly to enhance, not replace, traditional learning methods. This requires open communication and fostering trust however parents are quick to argue their points and provide their own research. Most current parents have not been able to experiece the use of technology in learning like their children are now so find the idea alien to them - arguing for traditional methods as this is what they experienced. Additionally, the opportunities that are currently open for parents to gain support & training for their own benefit is limited - there is a lack of understanding as their own consumption of screentime is primarily in the form of doomscrolling & for some is their experience for older pupils. A shift of this is needed and an understanding of the positive effects are limited through what they are able to see.