Fairfax County School Board adopts ‘Responsible Instructional Technology’ resolution
June 25, 2026 | FAIRFAX CO PBLC SCHS, School Districts, Virginia
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The Fairfax County School Board on June 25 adopted a resolution directing staff to develop policies governing instructional technology use in schools, emphasizing student well‑being, privacy safeguards, age‑appropriate use and options for families to opt students out of particular digital tools.
Supporters framed the resolution as a guiding statement to shape formal policy work. Chair Ms. Anderson said the measure ‘‘sends a clear, powerful message to our community’’ that the board is treating classroom technology seriously. Several board members called for the resolution to prompt quicker, enforceable policy changes rather than remain a set of principles.
During a lengthy debate, board members flagged both the benefits and risks of classroom technology. Ms. Meren said the resolution ‘‘does not presume a switch to remote learning’’ and stressed it must be followed by concrete policy that protects young learners; Mr. Dunne said he worries about delaying action and urged the board to adopt specific measures for the most vulnerable students now. Board members repeatedly referred to the Educational Technology Review Committee and to an ongoing governance process that staff will use to draft regulations.
The public comment period that preceded the vote underscored the community split on technology. Student speaker Sophia Hall, a rising Woodson High School sophomore, told the board that while technology ‘‘can be helpful,’’ near‑constant online assignments make cheating easier and create distractions. Parent Juliana Chan Erickson said her family is withdrawing their eldest child because of heavy device use and urged limits and a moratorium on generative AI in lower grades. By contrast, a classroom teacher who testified said adaptive instructional software had supported individualized learning for a child in her class.
The resolution lists elements staff should include in proposed policies: limitations on screen time by grade level, clear opt‑out mechanisms, digital citizenship and literacy instruction, regular monitoring and evaluation of new tools (including AI), and protections for student data and privacy. The board passed the resolution unanimously; supporters said it is intended to inform policy drafts that will return to the board for formal adoption and implementation steps.
The board will rely on the superintendent’s staff, relevant committees and public engagement to transform the resolution’s principles into rules and regulations. The motion does not immediately change classroom practice; it directs staff to proceed with policy development and to work with community stakeholders on specific regulatory language.
Supporters framed the resolution as a guiding statement to shape formal policy work. Chair Ms. Anderson said the measure ‘‘sends a clear, powerful message to our community’’ that the board is treating classroom technology seriously. Several board members called for the resolution to prompt quicker, enforceable policy changes rather than remain a set of principles.
During a lengthy debate, board members flagged both the benefits and risks of classroom technology. Ms. Meren said the resolution ‘‘does not presume a switch to remote learning’’ and stressed it must be followed by concrete policy that protects young learners; Mr. Dunne said he worries about delaying action and urged the board to adopt specific measures for the most vulnerable students now. Board members repeatedly referred to the Educational Technology Review Committee and to an ongoing governance process that staff will use to draft regulations.
The public comment period that preceded the vote underscored the community split on technology. Student speaker Sophia Hall, a rising Woodson High School sophomore, told the board that while technology ‘‘can be helpful,’’ near‑constant online assignments make cheating easier and create distractions. Parent Juliana Chan Erickson said her family is withdrawing their eldest child because of heavy device use and urged limits and a moratorium on generative AI in lower grades. By contrast, a classroom teacher who testified said adaptive instructional software had supported individualized learning for a child in her class.
The resolution lists elements staff should include in proposed policies: limitations on screen time by grade level, clear opt‑out mechanisms, digital citizenship and literacy instruction, regular monitoring and evaluation of new tools (including AI), and protections for student data and privacy. The board passed the resolution unanimously; supporters said it is intended to inform policy drafts that will return to the board for formal adoption and implementation steps.
The board will rely on the superintendent’s staff, relevant committees and public engagement to transform the resolution’s principles into rules and regulations. The motion does not immediately change classroom practice; it directs staff to proceed with policy development and to work with community stakeholders on specific regulatory language.
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