Crucially, this does not mean children are unprepared for life with technology. Instead, Waldorf education focuses first on developing the human capacities that underpin all good learning: concentration, creativity, judgement, resilience and social awareness. In secondary school, digital technology is introduced gradually and purposefully, in line with young people’s maturity, with many lessons still taught without screens.

For many families, this balanced and developmentally informed approach is a decisive reason for choosing Waldorf education — a place where childhood is protected and future readiness is taken seriously.

How Steiner Waldorf schools approach digital technology

First analogue, then digital In early years and primary education, learning is rooted in direct, hands-on experience: time in nature, storytelling, art, hand-crafts such as sewing, knitting and woodwork, music, movement and drama. These experiences nourish imagination, coordination, empathy and independent thinking.

Developing media maturity Waldorf schools follow a structured, age-appropriate approach to media education, with the aim of developing true media maturity. By the end of their school career, pupils are able not only to use digital tools competently for learning and work, but to make conscious, critical and self-regulated choices about how and when they use them.

Technology as a support, not a substitute When digital tools are introduced, they are used intentionally — to enhance learning without displacing the central role of the teacher, peer relationships, discussion, practical activity and real-world engagement.

Educating the whole child At the heart of Waldorf education is a commitment to educating the whole child — head, heart and hands — giving equal weight to intellectual, emotional, social and practical development.

Embracing technology while respecting childhood

We live in an age of extraordinary technological innovation, much of which has the potential to enrich our lives. Waldorf education aims to prepare children to make the most of the opportunities the technology provides. To do this we recognise that children need something first: time — time to grow, to imagine, to move, and to develop socially and emotionally.

This approach is not about rejecting technology. It is about protecting wellbeing, respecting childhood, and cultivating maturity, creativity and balanced media use — so that young people can enter the digital world with confidence, discernment and humanity.