OLYMPIA—Washington State Superintendent Chris Reykdal released OSPI guidance for schools to limit cell phone use in class as a way to promote better mental health and digital literacy in Washington schools.
With cell phone use nearly universal for high school students and growing in elementary school, the majority of teachers are looking for comprehensive school policies to limit cell phone use throughout the school day.
An August 12 National Education Association survey reveals that 90% of NEA members would support a school policy prohibiting cell phone/personal devices during instructional time. The study also found that 83% would support prohibiting cell phone/personal device use during the entire school day, with exceptions for things like medical or assistive-technology needs.
But many schools and school districts have yet to implement comprehensive policies that apply across the board. Teachers must create their own class rules, which often conflict with classrooms down the hall, leaving students and parents confused and frustrated.
“Instead of relying on individual educators to adopt their own policy around cell phones, OSPI’s guidance encourages schools to implement uniform, school-wide policies to create ongoing and consistent expectations for students, staff, and families,” the OSPI notice reads.
On August 28, Washington Superintendent Chris Reykdal published his own guidance for schools to limit cell phone use during instructional time.
“I am challenging all Washington school districts to engage their communities over the next year with a goal to reduce distractions during instructional time and determine a path for restricting cell phone and smart device use in class by the start of the 2025–26 school year,” his letter states.
In his guidance letter, Reykdal emphasizes education and limitation—educating students how to properly manage technology and limiting its use in the classroom setting.
According to 2022 Pew Research, 95% of adolescents 13-17 have a smartphone, with 46% saying they use social media “almost constantly.” Teaching students proper management of technology has become a greater necessity today than ever as cell phone/internet addiction has become more prevalent.
It is well-established that cell phone/internet addiction can lead to depression, anxiety, insomnia, poor academic performance, and higher levels of stress. Multiple studies have even found that teenagers who spend more hours on their cell phones/personal devices are significantly more at risk of suicide.
Reykdal encourages educators to provide students with information on “the mental and physical health effects of high levels of cell phone and social media use.”
Explaining these risk factors to adolescents could help them regulate their own cell phone use without solely relying on external pressure. It can also alleviate their frustration when they understand the reasons behind new policies.
But until adolescents are able to regulate cell phone use on their own, schools must create comprehensive policies to ensure a distraction-free learning environment.
A Reardon-Edwall School District case-study included in the report details some tangible policies schools can adopt to create consistency across the board.
Over the last school year, the district implemented the following policies:
- During the school day, cell phones must be kept in a locker or cubby.
- High school students may use their cell phones during morning break and at lunch.
- Elementary students may give their phone to their teacher at the beginning of the day to be kept in a locked drawer in the classroom.
- To contact a student, parents and guardians must leave a message with the school office.
“Truthfully, it went way better than I thought it would last year,” wrote Reardan-Edwall School District Superintendent Eric Sobotta. “It has not gone perfectly, but it did go well, and we are continuing our stance going into the 2024-25 school year. As the saying goes, ‘now that we know better, we need to do better.’”
Reykdal and OSPI encourage schools and school districts to work with students, parents, and their local communities to create their own policies and encourage consistency across classrooms.
When teachers are left to create their own class rules, inevitably rules differ class-to-class. What was permissible in one class caused a reprimand or detention in another. This can cause students and parents to struggle understanding expectations.
Schools can work with students and parents to send clear memos regarding new policies, along with the repercussions if policies are violated. Clear expectations set up teachers, parents, and students for success.
OSPI also reminds schools to be mindful of students with special circumstances. For example, students with IEPs may have certain technology requirements, or a student may need a smart watch for medication reminders. Schools will need to work closely with parents in such cases.
While classroom policies will certainly remove distractions in class, potentially leading to better academic success, they cannot solve all the problems adolescents face when using technology. But it is a step in the right direction.
“Our challenge to school leaders to revise their cell phone policies is part of a broader strategy to support our students’ mental health and prepare them for success in our digital world,” Reykdal said.
One Response
Fascinating discussion! It’s interesting how landline use is now such a unique choice. Do you think reliance on cell phones impacts our risk behaviors, as suggested, or is it more about changing communication habits?