Four-year-olds showed signs of distress during touchscreen school test, study finds

A study found all 22 children observed showed signs of stress during England’s digital Reception Baseline Assessment.

digital tablet in the classroom

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Published: September 14, 2026 at 11:39 AM

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Researchers say a touchscreen assessment taken by children at the start of reception could be causing stress and, in some cases, affecting their scores.

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A two-year study by researchers from Leeds Beckett University and University College London observed children completing England’s Reception Baseline Assessment (RBA), a test of maths, literacy, communication and language skills taken during the first six weeks of school.

The research, which looked at 22 children across four classrooms in 2024 and 2025, found all the children observed showed some signs of discomfort or distress during the screen-based assessment.

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What is the Reception Baseline Assessment?

The RBA is a statutory assessment for children in reception in England. The research team examined children's experiences before and after the touchscreen element was introduced, with the digital version used in 2025.

Dr Mandy Pierlejewski of Leeds Beckett University led the research alongside Jennifer Holly from Leeds Beckett University and Professor Guy Roberts-Holmes and Dr Sara Hawley from University College London.

The researchers video-recorded children completing the assessment and analysed their gestures, body language, movements and verbal responses.

They observed behaviours including finger-sucking, rocking, stiff posture, gripping chairs, turning away from the screen and repeatedly seeking reassurance from teachers.

One four-year-old began crying during a drag-and-drop numeracy question and told his teacher: "I don't know how!"

The test is stressful, inaccurate and requires a level of digital literacy which four-years-olds do not and should not posses

Dr Mandy Pierlejewski, lead researcher into the impact of the Reception Baseline Assessment on young children

Why touchscreen skills could affect children's results

The research also raised concerns that some children may lose marks because they are unfamiliar with the digital actions required, rather than because they do not understand the question.

In one story-sequencing task, children were asked to move three pictures into boxes on the screen. The researchers said the task required a diagonal drag-and-drop movement, but only six of 17 children successfully completed it.

Some children moved the pictures vertically instead. Several were able to explain the correct beginning, middle and end of the story verbally, but could not demonstrate their understanding through the touchscreen task.

The researchers argue this means the assessment can end up testing children's digital literacy as well as the skills it is intended to measure.

It's actively harmful, and it's producing results that reflect a child's familiarity with a touchscreen rather than what they actually know.

Jane Rowland, director of campaign group SafeScreens

Teachers could not reassure children during the test

The study also highlighted the role of teachers during the assessment.

DfE guidance for early years settings says: "Good practice if you are using a screen involves adults co-engaging with children, prompting children to think, predict, respond or discuss."

However, teachers administering the RBA have to follow a fixed script and cannot deviate from it, according to the researchers.

They said this meant teachers could not offer additional reassurance or explain how to use the touchscreen when children became upset or confused.

The researchers suggest that allowing teachers to co-engage with children could have reduced some of the stress observed during the assessment.

Concerns over children's screen use

The findings come as Government guidance takes a more cautious approach to screen use among young children, including new guidance for under-fives and advice for early years settings.

The Department for Education's guidance states: "Screen use in your setting should be limited, carefully planned and clearly linked to intended learning aims."

Dr Pierlejewski argues that this creates a tension with the requirement for reception children to complete a mandatory assessment on a touchscreen.

"Government guidance on screen use must be coherent," she says. "It cannot advocate for reducing the time children spend on screens and regulating the quality of screen use while at the same time, requiring all children to spend 20 minutes at the beginning of the reception year completing a statutory assessment on a screen. The test is stressful, inaccurate and requires a level of digital literacy which four-years-olds do not and should not possess."

Jane Rowland, director of campaign group SafeScreens, which previously organised a letter calling for the digital assessment guidance to be revoked, said the research showed the test was "upsetting four-year-olds".

She added: "It's not just unpopular, it's actively harmful, and it's producing results that reflect a child's familiarity with a touchscreen rather than what they actually know."

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SafeScreens is calling for the digital RBA to be paused while further evidence is gathered.

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