While cellphones seem to have a permanent place in society, their position on TK-12 campuses is still being established.
At the start of this academic year, 42 states had created laws or recommendations related to limiting students’ use of cellphones at school due to concerns about the devices’ potential negative impact on young people’s learning, health and overall well-being. A challenge persists between mitigating such risks and finding a balance with cellphones’ ability to support learning and safety. Concerns around fair enforcement of policies is another consideration local educational agencies are weighing.
“Strengthening K-12 Cellphone Policies to Support Student Learning and Well-Being: Research-Based Guidance for U.S. Education Leaders,” a new brief from the UCLA Center for the Transformation of Schools and the UC|CSU Collaborative for Neuroscience, Diversity, and Learning, offers insight into how the issue is being handled across the nation, the rationale behind various strategies, recent research on the effects of cellphone use and recommendations for policymakers.
California is among the one-third of states that have “adopted requirements around restricted use of cellphones in school settings based on locally developed district policies,” according to the brief. Further, the brief states that many LEAs in California “have adapted the sample board policies on mobile devices from California School Boards Association.” Those include Board Policy 4040 – Employee Use of Technology, BP 6163.4 – Student Use of Technology and BP 5131.8 – Mobile Communication Devices.
Research
According to research presented in the brief, cellphones can be both distracting and beneficial in classrooms.
“While the presence and intermittent use of cellphones often reduce attention and learning, they can also serve as important instructional tools — especially among neurodiverse students and in under-resourced schools with limited technology access,” according to the brief. “Because students are still developing focus and self-regulation skills, schools should balance minimizing distractions with creating equitable opportunities to use cellphones to support learning.”
Research suggests that cellphones can aid students in fostering social connections, facilitate learning (with offerings like accessibility features or digital tools) and address safety concerns (like for students with medical or language access needs and for communication with family when necessary). Additionally, utilizing phones and social media can help or hurt students’ mental health depending on how it is used. “How phones are used matters: positive content and supportive interactions online can actually boost mental well-being, especially for marginalized youth,” the brief states.
Overall, youth need guidance and practice to form healthy digital habits, and the adults in their lives can lead by example.
Core elements LEA leaders may consider in crafting policies are:
- Involving interest holders in decisions regarding policy
- Centering learning and development in decisions
- Designing policies with equity and accessibility in mind
- Being evidence-informed and pragmatic
- Recognizing that clarity and consistency will lead to credibility regarding the implementation of cellphone policies
Recommendations
“To help all students benefit from technology while minimizing harm, school systems need thoughtful, research-informed policies,” the brief states. Recommendations outlined in the brief can inform the development and implementation of age-appropriate, inclusive and equitable school cellphone policies.
These include:
- Looking beyond restriction and instead investing in digital readiness
- Creating policies for the use of cellphones in schools alongside educators, union leaders, families and students
- Avoiding one-size-fits-all policies
- Surveying stakeholders on cellphone policies
Learn more in the brief.
