Our school is considering a new cell phone policy that would ban phones in classrooms, limiting use to passing periods and lunch. Additionally, it proposes restrictions on personal devices like laptops, smartwatches and iPads, allowing only school-issued devices. While the policy might be well-intentioned, The Mentor Editorial Board believes it overlooks the realities of student needs, modern education and classroom culture.
To be fair, some aspects of the proposal make sense. Research shows that limiting phone use in academic settings can improve focus and performance. Removing devices from the classroom may reduce distractions and curb the temptation to use AI or social media during lessons. In a world where attention spans are already stretched thin, a policy aimed at reclaiming classroom engagement isn’t unreasonable.
However, this plan falls short in its execution. The decision to ban personal laptops and devices alongside phones is shortsighted and counterproductive. Many students rely on their personal laptops or tablets because the school-issued iPads are outdated, slow and lack essential features like trackpads and advanced software capabilities. Students taking dual-credit or college-level courses often need technology more capable than a basic iPad. If the district expects students to adapt, it must first upgrade the tools it provides.
The policy also fails to account for practical situations where phones are essential learning tools. Students in journalism, for example, use phones to record interviews and transcribe notes. Others depend on phones for scheduling, job alerts, or emergencies. A rigid policy could disrupt legitimate academic and personal responsibilities.
There’s also a social concern. Limiting phone use to lunch and passing periods might inadvertently discourage face-to-face interaction. If lunch becomes one of the only windows for phone access, it risks turning into a silent cafeteria of students glued to their screens, rather than socializing and decompressing. Additionally, some students use music on their phones to help them concentrate, manage anxiety, or create a productive study environment — a need the policy would ignore.
Beyond that, enforcement poses its own challenges. Restricting access may encourage students to sneak around rules, congregating in bathrooms or secluded areas to check their phones, which could increase tardiness and decrease supervision. And as one student pointed out, those determined to disengage from class won’t become model learners just because their phones are gone; they’ll find other ways to tune out.
Ultimately, this feels like a reactive measure rather than a thoughtful solution. Yes, phones can be a distraction, but technology is also a critical part of modern learning and life management. Instead of blanket bans, the school should focus on creating a balanced, flexible policy that addresses distractions without undermining students’ needs. That includes upgrading school-issued devices, providing exceptions for legitimate academic use and collaborating with students on workable guidelines.
Our classrooms should foster learning, not frustration. A policy that ignores the realities of students’ lives and needs will only create new problems while failing to solve old ones.
