School Phone Policies

Question: We are looking for any research on the impact of cell phone use policies, or lack of policies, in middle and high schools. We have heard that a policy of no phones during instruction time improves learning. 

Answer: Overall, most of the research on cell phones in schools examines the impact of phone use on student behavior, rather than evaluation of whether cell phone policies are successful at improving learning. Keep reading to find out more and to hear directly from a member of our Youth Advisory Panel. 

What are the concerns or potential negative effects of unstructured cell phone use in schools? 

Educators have expressed concerns that easy access to phones in school can lead to students being distracted, bullying each other, and videotaping each other, which invades privacy. 

Distraction and Multitasking: 

• In several surveys, students have reported that texting is distracting to nearby students.  
• A study on laptops in a simulated classroom found that students in the vicinity of another student who was multitasking on a laptop during class scored worse on a test than those who were not near multitaskers.  
• However, a follow-up study found that it matters what one’s neighbors are doing on their computers; a neighbor who engages with off-task content has a more harmful effect on one’s comprehension than if the neighbor is on-task. 
• A 2011 study of first-year college students tracking their multitasking on computers showed that heavier multitaskers had lower first-semester grades. However, it is possible that multitaskers have other differences (like lower impulse control and weaker working memory) that could contribute to both their computer use patterns and their lower grades.  

Privacy: 

• In one study in the Czech Republic, 36% (9,706 children) stated they had been photographed by a peer without consent, and 23% (6,115 children) confirmed that they had been video recorded by a peer without consent.  

Non-Educational Activities:

• Most of what middle and high schoolers do on their phones during the school day is not educational. A recent study tracking 11-17-year-olds’ phones showed that social media, messaging, YouTube, and video games were the most-used apps on phones during school hours. In this study, teens who were interviewed stated that they often use phones as a way to take a “mental break” or “reset” when feeling overwhelmed in school. This suggests that students need other activities and strategies to help them self-regulate and take a break when they need it.  

Does the evidence support school cell phone policies?

There is some evidence to support the effectiveness of school cell phone policies from quasi-experimental studies, meaning that researchers looked at student outcomes before and after schools implemented cell phone bans. (Quasi-experimental evidence means that there could be other variables that changed during the study that explain their findings, unrelated to phone policies.)  

• In one of the best-known studies on this topic, researchers in the UK examined changes in standardized test scores before and after secondary schools (students ages 11 through 16) implemented a cell phone ban. Over half of the schools surveyed said compliance with the bans was moderately high. Compared to the years before individual schools’ phone bans, students’ standardized scores had a small but significant improvement in the years after the ban. Even greater improvement was found for students with special education needs or those with a history of lower test scores.  
• A group of Swedish researchers tried to replicate this study in 2017 by comparing Swedish national educational data for 1,086 schools between 1997 and 2017. Over that time, 60% of schools instituted a phone ban. The researchers found no change in student academic performance (either by grade point average or standardized math test score) before and after the bans were put in place. However, other factors may account for these differences, such as differences in how the countries integrate technology into the classroom and differences in the study populations. It is also worth noting that this study did not measure any non-academic outcomes.  
• A 2022 publication from researchers in Spain compared standardized test scores and rates of bullying before and after cell phone bans were enacted in two regions of Spain in 2015. They found a significant increase in standardized test scores in the one region where test score data were available. In both regions, reports of bullying dropped 15-18% among 12–14-year-olds and 10-18% among 15–17-year-old students after the phone ban. 
• A recent study from Australia found that after cell phone removal at schools, students reported higher concentration and attention, improved listening and communication, more classroom engagement with teachers, and less time spent worrying about social media.  

Other evidence is correlational, meaning that researchers compared experiences in schools with and without bans: 

• In another study of Australian school phone bans, students in schools who had recently implemented a phone ban were compared to a group of students in schools without a ban. The groups did not differ significantly in terms of problematic phone use, academic engagement, and school belonging, but students who were heavier social media users reported having a harder time complying with phone bans.  
• A 2019 survey of over 27,000 Czech students aged 7-17 asked them whether their school had a cell phone policy, what they usually did during break times at school, and how bored they felt during break times. In schools where phones were banned during break time, more students self-reported that they read magazines (60% more) and books (13.5% more), played board games (65% more) and card games (43% more), and engaged in sports activities (29% more). There was no difference in boredom ratings between students whose schools had cell phone bans or not. Although this study didn’t examine changes in non-tech activities before and after cell phone bans, it shows that many students take advantage of alternative activities when they are supplied by schools.

Many schools also share anecdotal evidence about what policies and practices work within their schools. For example, a 2023 Education Week article outlined some of the creative ways that educators separate their students from their phones. These include: 

• Stashing backpacks at the front of the room 
• Using over-the-door shoe holders in classrooms for students to store their phones right when they walk into class 
• Using Yondr pouches or other similar devices, which keep phones locked inside a pouch until students tap them against a magnetic device on their way out the classroom door 
• Having administrator support. For example, when a teacher takes a student’s phone away and calls the front office to collect it, support staff should come within minutes to help  

Barriers to Implementation 

Implementing school phone policies can be challenging. Research and anecdotal reports illustrate some of these challenges: 

• Barriers for teachers: One study at an upper secondary school in Sweden asked eight teachers to implement a cell phone policy of their own choosing. Each teacher interpreted implementation differently. Teachers noted that the process of collecting the mobile devices at the beginning of class became time-consuming, stressful, and often involved conflict and negotiation, and eventually, some began making more exceptions for cell phone use. In this school, some teachers use mobile phones as a teaching tool, so those that didn’t institute as strict a ban found the process less challenging.  
• Parent concerns: A recent survey of parents from the National Parents Union found that many U.S. parents want their middle and high school-aged children to have their phones easily accessible in school in case there is an emergency. (Although the survey didn’t specify what type of emergency, the Center of Excellence primarily hears about gun violence concerns from parents). Only 32% of parents whose children were in schools with total phone bans supported their policy. The majority of parents (56%) believe students should sometimes be allowed to use their cell phones in school, during times like lunch or recess, at athletic events and in class for academic purposes approved by their teacher. Most parents wanted cell phone policies to be made at the school district or school level, while only 10% thought it should be made at the state level, and 5% at the federal level. When asked about preferences for different phone policy approaches: 
  • 59% of parents supported a policy such as “Allow students to keep their phones in their backpack or bag (not locked up) as long as they don’t take them out and keep them on silent.”  
  • 15% supported “Require students to place their cell phones in a central location in their classroom, such as a cubby or holder, but don’t lock them up.”  
  • 14% supported “Require students to place their cell phones in a locked cabinet or cell phone lockers in their classroom.” 
  • 8% supported “Lock up students’ cell phones in secure pouches or containers that they can carry with them but that prevent them from using their phone.” 
• Enforcement challenges: When bans or policies are put in place, many students disregard them, and it is usually up to teachers to be enforcers. This is an extra burden on teachers and is especially difficult if teachers are not provided with the tools or strategies to carry it out.  

Recommendations for Creating School Cell Phone Policies 

Schools and districts planning to implement school phone policies should consider the following: 

• Current Actions: What do teachers currently do about cell phones? It can help to identify best practices (like putting cell phones in a bag or holder at the front of the room) that can be taught to other teachers. 
• Building support: How much public support is there for a cell phone policy? Will parents support it and help their children follow it? 
• Enforcement: Consequences for violating the policy should be clear, communicated in writing and on the school website, and sent home to students and caregivers. Ideally, consequences should be constructive (e.g., meeting with a school social worker, addressing academic struggles) rather than punitive (e.g., suspension).  
• Consistency: Teens interviewed as part of this Common Sense Media study reported that they appreciated consistent phone policies across the whole school, rather than having to remember which teachers allow phone access, and which don’t.  
• Engage Families: Many school leaders describe that the most pushback with cell phone bans or related policies comes from parents and caregivers. Engaging families in policy development and communication, and in skill-building related to healthy social media use, is critical. 
• Engage Students: Including student perspectives will lead to greater acceptance of the policy. In recent research, some teens said they didn’t mind when schools enforced a cell phone policy because it helped them resist the pull of checking their phones and just focus on school. 
• Training: Consider how students and teachers will be trained on the policy. Make sure there is ongoing support and conversation between teachers, students, and administrators. 

How to Help Families Adjust 

Experts recommend that school districts involve parents, teachers, and students when developing a cell phone policy. In fact, a survey of 2,500 parents found that most parents frequently contact their children on their smartphones during the day, either once daily (25%) or more (38.5%). The researchers found that children whose parents contact them more frequently during the school day were more likely to have a phone policy violation. This suggests that involving parents in the development and implementation of any school phone policy is critical for success. Our webpage for parents has more information about this study. 

Once policies have been developed, schools can help families adjust by: 

• Explaining clearly what the policy is and what it includes.  
• Encouraging caregivers to speak directly to school staff with questions or concerns versus conveying concerns through their children.   
• Suggesting that the child activate “school time” phone settings on their phone (see Android phones and iPhone settings). This reduces temptation to check notifications.   
• Encouraging parents to schedule text messages to send when students have access to devices. This will reduce FOMO, notifications, and distractions. 
• Allowing phone policy exemptions for some medical conditions, including some mental health or behavioral conditions. 
• Talking about the concern for “screen rebound” after school.  

Tools and Resources 

Here are a few tools and examples that may be helpful when creating a cell phone policy, including some resources to support the development of healthy coping and stress management skills for students when they do not have access to their phones. 

• Common Sense Media’s Creating a Cellphone Policy That Works for Everyone: Provides talking points and conversation starters for teachers to engage students in a discussion around cell phone policies and classroom expectations. 
• Creating Effective Responsible Use Policies for Schools: A report by ATLIS and Consortium for School Network (CoSN) that provides guidance and outlines how technology use policies should be curated.  
• National Education Association’s Sample School Board Policy/Resolution: Includes a sample policy and sample resolution on limiting personal device use in schools that school boards can adapt to meet their needs. 
• AAP’s School Smartphone Policies Webpage for Parents: Provides information for parents about how to support their child in following school phone policies while maintaining healthy communication during the school day and planning for emergencies. 
• AAP’s Calm Toolbox: A list of activities and strategies to reduce stress and cope with strong feelings. 
• Common Sense Media’s Offline Digital Citizenship: Soft Skills to Support Strong Online Habits: A list of lessons, tools and strategies to help students build the off-screen skills they need to support healthy online lives. 
• College Toolkit Crisis Text Line: A list of coping skills to help kids “reset” when overwhelmed at school. 

References 

• Beland, L.-P., & Murphy, R. (2016). Ill Communication: Technology, Distraction & Student Performance. Labour Economics, 41, 61–76.   
• Beneito, P., & Vicente-Chirivella, Ó.. (2022). Banning mobile phones in schools: evidence from regional-level policies in Spain. Applied Economic Analysis, 30(90), 153–175.   
• Gao, Q., Yan, Z., Zhao, C., Pan, Y., & Mo, L. (2014). To ban or not to ban: Differences in mobile phone policies at elementary, Middle, and high schools. Computers in Human Behavior, 38, 25–32.    
• Gath, M. E., Monk, L., Scott, A., & Gillon, G. T.. (2024). Smartphones at School: A Mixed-Methods Analysis of Educators’ and Students’ Perspectives on Mobile Phone Use at School. Education Sciences, 14(4), 351.   
• Grigic Magnusson, A., Ott, T., Hård Af Segerstad, Y., & Sofkova Hashemi, S.. (2023). Complexities of Managing a Mobile Phone Ban in the Digitalized Schools’ Classroom. Computers in the Schools, 40(3), 303–323.   
• Hall, A. C. G., Lineweaver, T. T., Hogan, E. E., & O’Brien, S. W. (2020). On or off task: The negative influence of laptops on neighboring students’ learning depends on how they are used. Computers & Education, 153, 103901.    
• Jacobsen, W. C., & Forste, R. (2011). The WIRED GENERATION: Academic and social outcomes of electronic media use among university students. Cyberpsychology, Behavior, and Social Networking, 14(5), 275–280.  
• Kessel, D., Hardardottir, H. L., & Tyrefors, B.. (2020). The impact of banning mobile phones in Swedish secondary schools. Economics of Education Review, 77, 102009.  
• Kopecký, K., Fernández-Martín, F.-D., Szotkowski, R., Gómez-García, G., & Mikulcová, K.. (2021). Behaviour of Children and Adolescents and the Use of Mobile Phones in Primary Schools in the Czech Republic. International Journal of Environmental Research and Public Health, 18(16), 8352.     
• Langreo, L. (2023). Cellphone Bans Can Ease Students’ Stress and Anxiety, Educators Say. Education Week. Retrieved April 3, 2024.  
• Marcoux, E. (2009). The phone: A tool for learning. Teacher Librarian, 36(4), 73-75. (Available where books are sold or loaned.) 
• McCoy, Bernard R., "Digital Distractions in the Classroom Phase II: Student Classroom Use of Digital Devices for Non-Class Related Purposes" (2016). Faculty Publications, College of Journalism & Mass Communications. 90.   
• National Parents Union (2024, March 13). New Poll Shows Parents Are Against Cell Phone Ban in Schools; Raise Alarm Over Negative Effects of Social Media on Children. Retrieved April 3, 2024. 
• Radesky, J., Weeks, H.M., Schaller, A., Robb, M., Mann, S., and Lenhart, A. (2023). Constant Companion: A Week in the Life of a Young Person's Smartphone Use. San Francisco, CA: Common Sense 
• Rubin, A. J., & Peltier, E. (2018, September 20). France bans smartphones in schools through 9th grade. Will it help students? New York Times.   
• Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24–31.  
• Smale, W. T., Hutcheson, R., & Russo, C. J. (2021). Cell phones, student rights, and school safety: Finding the right balance. Canadian Journal of Educational Administration and Policy, (195), 49–64.   
• Tindell, D. R., & Bohlander, R. W. (2012). The Use and Abuse of Cell Phones and Text Messaging in the Classroom: A Survey of College Students. College Teaching, 60(1), 1–9.   
• Wainwright, A. (2012). 4 benefits of having mobile technology in the classroom. 

Age: 6-17 

Topics: Cell phone policies, school policy, academic performance, mental health, education, digital citizenship, community health 

Role: Educator, Clinician