Screen-Free Wellbeing Tools Show Promise in Classroom Study

Simple sensory devices helped improve emotional regulation and focus among students in international schools research
A three-month study examining screen-free wellbeing tools has found significant improvements in students’ emotional regulation and focus, according to research conducted by Nord Anglia Education.
The study, which took place across four Nord Anglia international schools, involved six teachers and 36 students from Years 2 to 12. It comes against a backdrop of mounting global concern about excessive screen time, including Australia’s recent introduction of a social media ban for school-aged children.
Researchers examined three sensory-based devices: Breathing Lights, which use colour-changing lights to guide calming breathwork; Stix, handheld devices delivering audio prompts, visual cues, and gentle vibrations for mindfulness activities; and StoryPhones, premium headphones preloaded with soothing sounds designed to reduce sensory overload.
Teachers independently implemented the tools in their own classrooms, with data collected through surveys, student self-reflections, teacher observations, and focus groups.
The findings revealed notable improvements across several measures. According to the research, 77% of teachers reported improvements in emotional regulation among students using the tools, whilst 60% of students reported a noticeable improvement in their own wellbeing during the study period.
Teachers observed reduced sensory overload in 83% of cases when the devices were used. Lower anxiety and fear were reported in 67% of classrooms, according to teacher observations.
Individual tools showed varying levels of effectiveness. Breathing Lights were reported as 92% effective in helping students reach a state of calm and reduce stress. StoryPhones were found to be 81% effective, with 67% of teachers strongly agreeing that they reduced impulsive behaviours in students. Stix supported 58% of students, with particular benefits noted in mindfulness and movement regulation.
The study highlights that the interventions proved especially useful for emotional regulation, stress reduction, and managing sensory overload, as well as supporting focus and impulse control.
Dr Elise Ecoff, Chief Education Officer at Nord Anglia Education, stated that wellbeing is central to learning. The findings, she noted, show how simple, thoughtfully designed interventions can make a meaningful difference to students’ engagement, emotional health, and overall success in the classroom.
The research emphasises the screen-free nature and sensory-based design of the tools, connecting their benefits to broader concerns about digital overload in educational settings.​​​​​​​​​​​​​​​​