District 65 Parents Applaud YouTube Ban, Urge Broader Tech Limits

EVANSTON, IL —Evanston/Skokie District 65 parents praised the district's recent decision to restrict YouTube access on student iPads — but many said at a Monday school board meeting that it's only a first step toward curbing screen time and the broader impact of technology use in the classroom.

The decision, made by district administrators and not subject to a board vote, was part of a broader set of goals completed in the first year of a five-year technology plan.

While administrators defended the district’s approach as balanced and educationally focused, half a dozen parents urged leaders to reduce iPad use overall, citing concerns about screen addiction, learning transparency, and child development.

During a policy review session, board members responded with questions about best practices and next steps.

Executive Director of Technology Elena Cáceres told board members the district has also discontinued Zoom, replaced aging iPads at middle schools, and developed internal guidelines for artificial intelligence use.

YouTube access will now be limited to teacher-approved videos shared directly through Google Classroom.

The model was first piloted at Chute Middle School earlier this year and received positive feedback from educators and families.

Administrators observed a significant drop in non-instructional video viewing during school hours.
The policy will be rolled out district-wide starting June 6.

“Where YouTube has a lot of content that is not educational, it also has a lot that is,” said Assistant Superintendent Stacy Beardsley during the meeting. “What we needed to do was figure out how to access what’s good about YouTube while cutting back on access to the rest.”

While administrators and some teachers, such as world language instructors and social workers, advocated for limited continued access to educational video content, parents who spoke during public comment called for more sweeping reforms.

“Removing YouTube is just the beginning of reducing the harm these devices are doing to our students,” said Miriam Kendall, who leads the parent advocacy group Screen Sense Evanston. “District 65 is failing the entirety of the community here in a major way. Reduce the dependence on iPads now—this is not something that should be left to teacher or principal discretion.”

Parent Alexis Lauricella echoed the support for the new YouTube policy. “I think that is a solid improvement that’s happened very recently—a bit too late—but it’s the right decision for our students,” she said.

Still, others voiced concerns over the broader use of iPads across the district. Every student in grades K–8 is assigned a district-managed iPad.

While apps are limited to those pre-approved by the district, families and teachers often enforce varying levels of use at home, contributing to confusion and inconsistency, Cáceres told board members.

Parent Kristen Granchalek, who has three children—two of them in District 65—said the schools’ approach to iPads is one of her biggest concerns.

“They are glued to devices instead of connecting with friends or, God forbid, just staring out the window,” she said.

“This isn't about banning devices. It's about responsible boundaries, and the school must start leading by example.”

Other parents, like Clara Presler, questioned the transparency of digital learning. “I don't get any feedback from his teacher about what he's learning through these programs. So it's a very isolated experience,” said Presler, who has one child in the district and two more entering kindergarten soon.

Andrew Fink, a parent and assistant professor of neurobiology at Northwestern University, warned that overuse of screens could have lasting impacts on child development.

“We know that the brain is shaped by experience, especially when we’re young,” he said.
Board members engaged with the concerns, asking district leaders about how technology is monitored, how policies are communicated to families, and what additional steps might be taken.

Board member Sergio Hernandez stressed the importance of balance. “At the end of the day, it’s about ensuring our children keep their humanity and socialize like they should—while also learning the academic content that will help them thrive,” he said.

Board member Mya Wilkins asked Cáceres how her department stays current with research and best practices.

Cáceres candidly acknowledged that her department shrank by 30% over the last two years, requiring staff to take on reimagined roles and adapt quickly. She credited her team for upskilling through professional development, conferences, podcasts, and networking groups.

Looking ahead, Cáceres said the district plans to roll out additional procedures in the 2025–26 school year aimed at reducing non-educational screen time during school hours.

Rachel Heimann Mercader is a freelance journalist in Chicago. She is currently a graduate student at Medill Northwestern School of Journalism.