At Cheswick Green Primary School, we are proud to support the Smartphone Free Childhood and Solihull IRL (In Real Life) movements. We believe that childhood should be filled with opportunities to play, explore, imagine, build friendships and develop independence through real-world experiences, as the growing message reminds us "Smartphones can wait, but childhood can’t.” By working together as a school community, we can help children enjoy the benefits of a rich, active and connected childhood before introducing the many challenges that come with smartphones and social media.

Research continues to raise concerns about the impact of early smartphone ownership on children's wellbeing. Research has found that children who owned smartphones at an earlier age were more likely to experience difficulties linked to sleep, mental health and physical wellbeing during adolescence. Researchers highlighted that smartphone ownership at age 12 was associated with increased risks of depression, insufficient sleep and obesity, with earlier ownership linked to additional risks. While researchers continue to study the long-term effects, there is growing agreement that delaying access to smartphones and social media can provide children with more time to develop resilience, social skills, emotional regulation and healthy habits before navigating the online world.

Supporting Smartphone Free Childhood and Solihull IRL is not about rejecting technology or blaming anyone for letting their child use a device. We recognise that digital skills are an important part of modern life. Instead, it is about ensuring that technology is introduced at the right time and in the right way. By encouraging children to spend more time reading, playing outdoors, taking part in clubs, enjoying family activities and building face-to-face friendships, we can help them develop the confidence, curiosity and wellbeing that will serve them throughout their lives.

As a school, we encourage families to consider delaying smartphones and social media for as long as possible and to work together to establish shared expectations. By taking a collective approach, we can reduce peer pressure on both children and parents and help ensure that our children spend more of their early years doing what childhood should be about: learning, exploring, connecting and thriving in real life.