This paper presents a replicable mixed‑methods evaluation protocol to assess the classroom impacts of regional screen‑time limits, illustrated by recent measures introduced in the Community of Madrid and situated within wider national policy debates on children’s digital exposure. The protocol is designed to measure effects on classroom interaction, student engagement, and early L2 learning outcomes and to be transferable to other contexts. It integrates (1) structured classroom observations using an interaction/on‑task rubric calibrated for young learners, (2) brief L2 performance tasks targeting vocabulary recall and short oral prompted responses, (3) concise teacher and parent surveys probing perceived engagement, workload, and technostress, and (4) semi‑structured teacher interviews documenting implementation choices, adaptations, and compliance. Practitioner implementation notes ground instrument development and feasibility considerations while preserving transparency about evidence status. Expected contributions are threefold: validated rapid‑assessment instruments for classroom practitioners and researchers, a pragmatic procedure for pre‑post or matched‑comparison evaluation under naturalistic constraints, and a transferable study design other regions can adopt for comparative research. The paper discusses ethical safeguards for research with children, common measurement trade‑offs in everyday classrooms, and design strategies to strengthen causal inference in policy settings. Clear documentation of procedural choices and sensitivity analyses are proposed to help interpret null or mixed findings. The proposed protocol supports rigorous, scalable evaluation of screen‑time policies and provides concrete instruments and sampling options to accelerate comparative, multi‑site research on how device‑use restrictions influence interaction and early language learning.

Keywords: screen time policy, educational technology, primary L2 classrooms, policy evaluation, mixed methods, teacher perspectives.