States and districts across the country are increasingly cracking down on student cell phone usage by implementing widespread bans in schools. This topic has proven to be an extremely polarizing issue, with one side arguing that a cell phone ban could improve student’s mental health and the other side arguing that the ban of cell phone usage threatens students’ safety. Interestingly, this debate tends not to fall along partisan lines, with both Republican-leaning states such as Indiana and Democratic-leaning states like Minnesota introducing policies that restrict cell phone use in schools.

Technology has become an integral part of our daily lives, a trend that accelerated significantly in schools following virtual education amidst the COVID-19 pandemic. However, there are definitely some downsides to the nonstop use of technology. The distinction between devices being educational or distracting has become increasingly blurred. As a Cornell junior, I can admit that while using my computer or iPad to take notes in class, I often switch between lecture and iMessage, or focus for a few minutes before rewarding myself with a quick game. Research institutions such as Boston University have found that it takes a developing brain 20 minutes to fully refocus after using a cellphone during class. This highlights the importance of self-discipline and resilience in resisting the urge to use technology during times when it is not needed, and this is a skill that is integral inside and outside of the classroom. 

Developing self-discipline to stay focused and building the stamina to absorb information is essential for success throughout education and in the workforce. This raises the question: are the current bans truly effective? 

In May of 2023, Florida Governor Ron Desantis passed a law that received bipartisan support stating that public schools must prohibit student usage of cell phones during instructional periods while simultaneously implementing WiFi that blocks students’ access to social media platforms. The response in this specific state was mixed, with some administrators and politicians arguing it reduces the amount of online bullying on different platforms, while students and parents express distress that they cannot contact one another in case of an emergency. There is definitely a learning curve when phones are suddenly taken away from us for an extended period of time since we’ve become so heavily dependent on them. Habits and behaviors that typically implemented the use of cell phones now must be readapted in a short time frame. However, students should be able to feel safe in their own schools, whether or not they have a cell phone in their pocket. In the broader context of educational settings, the introduction of cell phones is a relatively recent development. Previous generations attended school without the need for mobile devices and still maintained a safe environment.

Similar to blanket phone bans, students may feel that the changes being made are too drastic and quick for them to perform successfully in the new academic settings. This semester, some Cornell students may face more in-person, paper-based prelims compared to previous semesters, as the university seeks to return to the pre-COVID-19 testing environment. Students will endure an adjustment period to learn how to perform well on exams that do not permit the usage of technology. According to a study conducted by Kemp et al., critics of cell phone usage in school suggest that the integration of technology has caused students to become “deskilled” in many fields. Reverting back to in-person paper exams poses significant challenges for students. 

Given the learning curve discussed prior, imposing strict bans on high schoolers or older middle school students who have long owned their phones is not going to be met with approval by students and parents. Instead of enforcing outright cell phone bans, schools should prioritize teaching students how to manage their phone use responsibly, as this skill will be essential for their time management and long-term success.

Ultimately, the goal of any limitations on phone use in academic environments should be to negate potential impacts on academic success and help students build a baseline stamina to assess when technology use is appropriate. Administrations and state governments that only consider complete cell phone bans are taking the wrong approach to solving the pervasiveness of phone usage that is rampant today. Rather than such hard core, uncompromising bans, the most effective approach may be to teach students about the negative effects of constant social media and internet use prior and while owning a cell phone, suggest schedules for uninterrupted educational periods accompanied by structured technology time, and implement partial usage bans at younger ages. More specifically, schools could implement digital literacy classes, designated technology-free periods, and screen time management apps to encourage healthier technology habits and promote responsible phone use among students. These measures would help students build self-discipline and develop a more balanced relationship with technology.