Multiple reports describe how some children who have spent much of early childhood using digital devices struggle when they enter school and encounter more traditional teaching methods. According to the accounts, pupils show behaviours associated with tablet use when faced with physical books, including swiping or interacting with print as if it were a touchscreen. The reports also say some children adopt speech patterns they have been exposed to through online content, including using American accents. The articles frame these issues as a result of early screen exposure rather than classroom instruction itself, noting that the first day of school can be particularly confusing for children who are accustomed to digital interfaces. While the reports focus on visible classroom behaviours—such as how children handle books and speak—the coverage does not provide detailed data on how widespread the effects are, nor does it quantify screen time levels. Overall, the sources describe a mismatch between children’s prior digital experiences and expectations of how learning materials should work in a traditional classroom setting.