New York City, the nation’s largest school district, is preparing to ban phones in schools. David Banks, chancellor of New York City Public Schools, alongside Mayor Eric Adams, recently announced the upcoming policy, citing the addictive nature of phones among students as a primary concern. “They’re not just a distraction; kids are fully addicted now to phones,” Banks stated in an interview with WNYW. This move follows the decision by the Los Angeles Unified School District to ban student cellphone and social media use, reflecting a growing trend among school districts to address the impact of phones on academic performance and student well-being.
Several studies corroborate this concern. A study by Common Sense Media found that kids aged 11 to 17 use their phones for a median of almost 4.5 hours per day, with a significant portion of that time occurring during school hours. The same study revealed that 97% of kids use their phones during school hours, with a median usage time of about 43 minutes per day, the length of one classroom lecture. This extensive screen time has become a major concern for educators, with many reporting that phone distractions severely hinder their teaching. According to a Pew Research Center survey, one-third of public K-12 teachers view phone distractions as a “major problem,” with the issue becoming more pronounced as students age.
The move to ban phones is part of a broader trend of school districts across the country addressing the issue. U.S. Surgeon General Vivek Murthy recently underscored the potential mental health harms associated with social media, urging Congress to require warning labels on these platforms. With New York and Los Angeles poised to implement bans, other districts are likely to follow suit, reflecting a national concern over the impact of phones on students.
Phone bans in schools are not a new concept. They date back to at least 1989 when Maryland banned pagers and early cellphones. However, the 1999 Columbine High School massacre prompted a shift, with many schools relaxing bans to ensure communication during emergencies. In recent years, the pendulum has swung back as concerns about distraction and social media risks have grown. Today, the U.S. Department of Education reports that about three-quarters of schools have some form of cellphone policy.
These policies vary from not allowing students to have a cell phone on them in school, or even on the bus. Other school districts require students to hand in their phones at the beginning of the school day, and they are locked up until dismissal time. More relaxed policies allow phones in the hallways and at lunch.
The effectiveness of these bans varies. Some research suggests that bans may lead to higher test scores. For instance, a 2016 study from the U.K. found that cellphone bans contributed to increased test scores among high school students. Another study from Norway indicated that smartphone bans in middle schools were associated with higher test scores for girls, though not for boys. Conversely, a federal survey of U.S. principals in 2016 found that rates of cyberbullying were actually higher in schools with bans than those without, though the report did not explain why.
Critics of phone bans point to potential drawbacks. For instance, banning phones in classrooms can make it more difficult for educators to teach students about responsible and healthy device usage. Additionally, bans can disproportionately impact students from lower socioeconomic backgrounds, who may rely on their phones as their primary means of accessing educational resources. These concerns were part of the reason New York City rolled back a previous cellphone ban in 2015.
Enforcement of phone bans can also be challenging. A Pew survey found that 30% of teachers in schools with cellphone policies described them as either very or somewhat difficult to enforce. Successful implementation often requires strong leadership and consistent support for teachers. Liz Kolb, a clinical professor in teacher education and learning technologies at the University of Michigan, emphasized that effective bans depend on leadership that supports teachers and encourages adherence to the policy.
Ultimately, the success of New York City’s phone ban will depend on thoughtful implementation and support from both educators and parents. While the ban alone is not a panacea, it represents a significant step toward addressing the broader issues of phone addiction and its impact on education. For the policy to be effective, schools must ensure that it is part of a comprehensive approach to improving student well-being and academic performance.
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