Why Banning Cell Phones in Schools Misses the Mark

Context

The Pennsylvania General Assembly is now considering two bills that would regulate cell phone use in public schools. The most recent, Senate Bill 1207 would establish the “Cell Phone Lockable Bag Pilot Program” to provide funding to purchase secure cell phone lockable bags.

Schools participating in the pilot program would be required to create a school policy that prohibits the use of cell phones during school time and employs the use of cell phone lockable bags. The bill mandates that such policies must include exemptions for students who have a documented medical condition that necessitates the use of the phone, such as diabetes.

Key Provisions of Pilot Program include:

• Prohibits student use of cell phones during instructional periods, with exceptions for educational purposes as determined by school authorities.

• Endorses the creation of comprehensive school policies to manage cell phone use, including during breaks and recess.

• Stipulates that schools must communicate policies effectively to parents and students and involve them in the policy development process.

• Emphasizes the importance of mental health considerations in policy formulation.

Why Senate Bill 1207 Completely Misses The Mark

First, let me say that I completely understand and support the concerns surrounding cell phone usage among students and the negative impact it can have on their academic performance and social-emotional well-being. If I genuinely believed that banning cell phones or locking them in bags would effectively solve these issues, I would be 100% supportive of such measures. However, the proposed legislation falls short in addressing the root causes and instead places an undue burden on schools and teachers.

The recent legislative push is not only misguided, it also ignores the complexities of student behavior and technology use. Here’s why:

1. It Adds More Financial Burden on Schools. It is completely unreasonable to expect schools to bear the financial burden of implementing solutions like lockable bags for cell phones. Education funding is already stretched thin, and diverting resources to manage a problem that arises outside the school environment is both unfair and impractical. Schools should not have to shoulder the costs of a policy that fails to address the root issue. A report from the Public Interest Law Center found that Pennsylvania schools are underfunded by approximately $6.2 billion (The Public Interest Law Center). Let’s not waste money buying lockable cell phone bags from sure-to-be connected vendors.

2. It’s Predominantly an Out-of-School Issue. The bulk of problematic cell phone use occurs outside school hours — during nights and weekends. Recent research supports the idea that the majority of problematic cell phone use among teens occurs outside of school hours, particularly during nights and weekends. According to a Pew Research Center survey, 95% of U.S. teens have access to a smartphone, with 45% reporting they are “almost constantly” online. The survey highlights that teens primarily use their phones to pass time, connect with others, and learn new things, with significant usage happening outside of school hours​ (Pew Research Center)​​ (Pew Research Center)​.

3. Policies Already Exist. Many schools already have effective policies in place that restrict cell phone use during instructional time. The National Center for Education Statistics reported that 77% of U.S. schools had already moved to prohibit cell phones for nonacademic purposes by 2020. However, this measure alone hasn’t addressed the broader issues stemming from excessive use outside of school. Experts suggest that while in-school bans might protect classroom focus, they don’t solve the problem of digital addiction and social isolation that often intensify outside school settings​ (Harvard Gazette)​. Restricting cell phone use during school hours does little to tackle issues stemming from excessive use of social media and digital devices at home.

4. Teaching Digital Citizenship Is Our Job. One of the fundamental responsibilities of schools is to teach students digital citizenship and responsibility. This involves guiding them on the safe, ethical, and appropriate use of technology. Banning cell phones outright robs students of the opportunity to learn how to manage their digital lives in a controlled environment. Schools should be teaching students how to use technology responsibly, not shielding them from it. Just because it’s hard, doesn’t mean we shouldn’t teach it (EdSurge)​.

5. Exemptions Will Be Impossible to Manage. While the bill mandates exemptions for students with documented medical conditions that necessitate phone use, such as diabetes, this stipulation adds another layer of complexity. It requires schools to track and manage these exemptions, creating potential for inequity and misunderstanding. Managing medical exemptions is not straightforward and can significantly strain school resources. For example, research indicates that after California removed non-medical vaccine exemptions, there was a notable rise in medical exemptions, complicating the administrative processes further and creating new challenges in ensuring compliance and fairness​ (NBER)​​​. These findings highlight the administrative burden and the potential for inequities when schools are tasked with managing exemptions without adequate support. Additionally, a study on the impact of stricter immunization laws found that tracking and managing exemptions led to increased administrative duties and required significant oversight to prevent misuse and ensure equitable application of the policies​ (CIDRAP)​​.

The proposed cell phone ban is a misguided overreach that places an undue burden on schools. It also won’t work, as the misuse of cell phones is a broader societal problem involving parents, students, technology companies, and policymakers — not something that schools alone can resolve.

Schools can and should focus on enforcing existing policies, educating students on responsible digital behavior, and working with parents to address issues arising outside of school hours. I hope lawmakers consider the broader context of this issue and avoid placing the entire responsibility on schools. At the same time, I hope schools begin to have the difficult conversations with parents about the importance of working together to address this epidemic.