Remote learning works best when screen time is purposeful and balanced with offline activities. Research shows that extended continuous screen use can impair attention, memory, and engagement, especially in younger learners (American Academy of Pediatrics, 2016; Opal, 2024). Writing by hand has been found to improve retention and conceptual understanding compared to typing (Mueller & Oppenheimer, Psychological Science, 2014). For students with ADHD or executive functioning challenges, reducing device distraction and incorporating tactile feedback is particularly beneficial (Loe & Feldman, Clinics in Child and Adolescent Psychology, 2007).

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That’s why Harmon School provides consumable textbooks for offline work, integrates projects using common household items, and schedules live classes in focused, manageable segments. Teachers also hold office hours for 1-on-1 support, and students connect with peers across 90+ countries for collaborative learning. This rhythm of “on device / off device” learning blends digital interaction with real-world practice—creating healthier, more effective outcomes for all learners.