Introduction: Telepressure—the perceived urge to respond quickly to digital messages—may undermine students’ attention and well-being, yet brief validated tools are limited in school settings. This empirical study evaluates the psychometric properties of a Spanish adaptation of the 6-item Workplace Telepressure Measure (WTM-6) for primary education. Materials and Methods: Participants were 439 Spanish primary students (5th grade n=189; 6th grade n=250; 53.99% females) who completed the WTM-6 on a 1–5 Likert scale. Factorability was assessed using the Kaiser–Meyer–Olkin (KMO) index and Bartlett’s test. Dimensionality was examined with multiple factor-retention procedures and then tested with a one-factor confirmatory factor analysis (CFA) using an ordinal estimator. Model fit was evaluated with χ², CFI, TLI, RMSEA (90% CI), and SRMR. Internal consistency was estimated with ordinal alpha, split-half reliability, and omega total. Group differences by gender and grade were examined using independent-sample t-tests with Cohen’s d. Results and Discussion: The data were suitable for factor analysis (KMO=0.800; Bartlett χ²(15)=728.45, p<.001). Retention criteria converged on a single latent factor. The one-factor CFA showed good fit: χ²(9)=25.48, CFI=0.985, TLI=0.974, RMSEA=0.065 (90% CI [0.036, 0.095]), and SRMR=0.053. Reliability was satisfactory in the total sample (ordinal α =0.797; ω=0.854). Telepressure did not differ by gender (total score p=0.540), but 5th-grade students reported slightly higher telepressure than 6th-grade students (M=2.595 vs 2.377; p=0.006; d=0.264). These findings support the use of the adapted WTM-6 as a brief, reliable measure of telepressure in primary educational contexts.