An increasing number of children are spending more time indoors, often engaged with digital technology. This shift has raised questions about who is primarily responsible for their education—parents, schools, or the digital screens they interact with. A recent report highlights concerns about a general decline in academic levels, particularly among 15-year-olds, as seen in results from the Programme for International Student Assessment (PISA). However, another report suggests that sixth-grade students in 2025 performed better than those in 2017 according to national evaluations, indicating some positive trends in certain areas. Discussions have also focused on the role of digital tools in education. One such tool is École Directe, an application that replaces traditional communication notebooks with digital methods. Reynald Marien, the founder of École Directe, mentioned that there may be a decrease in educational expectations, with subjects such as vector spaces now being taught at a higher level than previously. He also noted that parental authority is evolving, with some parents becoming more involved in the relationship between teachers and children, sometimes to the point of being intrusive. The immediacy of digital communication may be affecting the autonomy of children. Parents can now react more quickly to grades, which might hinder a child's ability to understand and reflect on their performance. This rapid feedback loop could potentially reduce opportunities for self-assessment and independent learning, which are important for personal growth and academic development. Educators and experts are examining how these changes impact long-term learning outcomes and the balance between parental involvement and student independence. While digital tools offer new ways to enhance communication and education, they also present challenges that require careful consideration to ensure they support rather than hinder a child's development.