The anxiety surrounding smartphones’ impact on youth mental health has reached a fever pitch, and I am getting an increasing number of inquiries from educators about what they should do as they approach summer, revisit their school policies, and prepare for the next academic year. Many administrators and teachers have read social psychologist Jonathan Haidt’s controversial thesis about smartphones causing a “great rewiring of childhood” even as his recommendations for delayed smartphone access and phone-free schools spark intense debate. The pressure to “do something” may be at its apex. And it’s weird for me – having worked with schools for the last two tech-heavy decades now – to witness this sentiment change. Over the last couple of years, Florida, New York, Virginia, South Carolina, Louisiana, California, Iowa, Illinois, Arkansas, Indiana, Ohio, and Minnesota’s have proposed or expanded restrictive phone use policies – which reflect a pendulum swing back toward “digital austerity.” We work with schools every single week on issues at the intersection of students and tech, and this specific topic has risen to the top in the last year. As such, it’s time I shared my thoughts more widely in the hopes of better informing the decisions that educators are making.
The Research on Student Phone Use at School
We would like to see youth use phones in responsible ways that serve them academically, emotionally, and relationally, and we want to avoid overuse and misuse. New research from Christakis et al. (2025) published in JAMA Pediatrics found students average 1.5 hours on phones during their approximately 6.5 school hours each day, with 25% exceeding 2 hours each day. This translated to about 27% of an average 24-hour phone use of 5.59 hours daily (measured using a device-monitoring app called “RealityMeter”). The apps used most often across the sample included messaging, Instagram, video streaming, audio, and email. To be clear, the study did not distinguish teacher-sanctioned use from recreational use. Also, we have no idea the extent to which school projects or active learning was facilitated through such usage. Finally, many (most?) youth may continue to do well academically, socially, physiologically, behaviorally, and emotionally irrespective of how much time they spend on their phone, and this research specifically does not look at any actual outcomes in their lives. Nonetheless, those findings – interpreted without context – will likely encourage a school administrator to ban usage because the perception is that youth are predominantly using their devices in ways deemed antithetical.
Those findings – interpreted without context – will likely encourage a school administrator to ban usage because the perception is that youth are predominantly using their devices in ways deemed antithetical.
The Practice of Student Phone Bans at School
School phone policies exist on a continuum from full prohibition to managed access. Complete bans forbid devices on school grounds (which basically means they must be stored away the entire school day, perhaps from “bell-to-bell). Locker storage policies allow students to bring phones to school but require them to store devices in lockers during instructional hours. This approach physically separates students from their devices, reducing classroom distractions without completely banning phones from campus. Some schools employ lockable pouches (such as those by Yondr). Students place their phones (and sometimes their smartwatches or earbuds) into these magnetic pouches upon arrival at school. The pouch remains locked throughout the school day and is unlocked at dismissal using a proprietary device stationed near the exit. Other schools designate phone-free zones or limited usage periods (like during lunch or between classes) but require students to keep their devices off and stowed away during class time. And, of course, some approaches fall in-between, relying on an honor code or informal expectations and social norms. Of course, enforcement by educators (and compliance by students) remains a daily challenge. Effective enforcement typically involves clear consequences for violations that are applied across the school community. This doesn’t always happen with consistency, though, given the discretion that teachers have – even if support from administrators is always provided.
The Research on Student Phone Bans and Well-Being
This leads us to a conversation on whether the existing research base shows that phone bans at school improve the lives of young people. Unfortunately, the results here are also mixed. A scoping review by Marilyn Campbell, Elizabeth J. Edwards, and their research team published in February 2024 sought to evaluate the existing empirical evidence across 22 studies from 12 countries for banning student phones in schools. While acknowledging differences in the ways in which the studies were conducted, as well as the specifics of the bans themselves, the authors found mixed relationships between 1) bans and academic achievement 2) bans and learning, and 3) bans and mental health and well-being. Said another way, the authors declared that there is inconclusive evidence to support such a policy mandate in schools.
Another very recent research piece is worth our attention. It was published in February 2025 in the Lancet Journal for European Health Policy and involved 1227 youth between the ages of 12-15 from 30 schools. While schools with phone restrictions saw 50 fewer minutes of daily in-school phone use in permissive schools compared to restrictive schools (60 minutes v. 10.2 minutes), no significant improvements in mental health (anxiety/depression), academic performance (English/Math grades), or classroom behavior were found. Irrespective of school policies, students still averaged between 4-6 hours of daily phone use (that is, the bans didn’t lead to less phone use on school days as compared to non-school days).
While schools with phone restrictions saw 50 fewer minutes of daily in-school phone use in permissive schools compared to restrictive schools, no significant improvements in mental health , academic performance, or classroom behavior were found. Students still averaged between 4-6 hours of daily phone use (that is, the bans didn’t lead to less phone use on school days as compared to non-school days).
It’s important to reiterate here that both research studies involve layers of complexity that make clear conclusions challenging. Current findings about phone bans in schools are not (yet) based on controlled experiments—the kind where schools would be randomly assigned to test strict policies versus more flexible approaches while accounting for variables like student socioeconomic backgrounds, pre-existing mental health conditions, and household rules around technology. Instead, most research relies on observational data, which comes with significant limitations. For example, studies often depend on students self-reporting their phone usage (which humans tend to misremember) and teachers’ subjective assessments of academic performance rather than standardized metrics. I have already discussed how enforcement realities further muddy the waters, and we all have likely seen tech-savvy students find workarounds to any ban or restrictions on their technology usage. Beyond these practical hurdles, student outcomes are likely shaped by broader contextual factors that studies rarely address—cultural norms, differences in school administrators’ philosophies about technology, and shifting societal debates about screen time.
What Students Think about Phone Bans at School
It is important to note that the US does not fully abide by the United Nations Convention on the Rights of a Child and has faced criticism for not meeting international child rights standards. There is a belief across the world that stakeholders duly consider youth voice and youth input when making decisions that affect them (offline or online). I strongly subscribe to this tenet, and I hope that you can respect that position even if you don’t agree with it. I believe that learning from their lived experience before implementing policies and programming can uncover valuable insights to optimize the success of any youth-focused endeavor.
The research shows that phone bans make students feel less important and trustworthy, and also make it difficult to regulate emotional distress. However, youth are not oblivious to the negatives that accompany unfettered device usage, and generally agree that some restrictions are vital because of their capacity to distract, to reduce motivation, decrease face-to-face social interaction, and to facilitate risky and harmful behavior such as cyberbullying and privacy violations. However, they see benefits for the presence of phones at school as well – such as for productivity, planning, and organization, ability to contact parents (e.g., to arrange after-school pickup), to enhance learning of traditional topics and to grow experientially in digital competencies and in self-control as it relates to device management, general socializing to feel relationally connected and obtain emotional support, and general mood regulation when they are feeling stressed or anxious. Youth (and parents, of course) also appreciate having a “lifeline” in case of personal emergency or an incident on campus.
Youth see benefits [for having personal phone access at school] – such as for productivity, planning, and organization, ability to contact parents (e.g., to arrange after-school pickup or safety concerns), to enhance learning of traditional topics and to grow experientially in digital competencies and in self-control as it relates to device management, general socializing to feel relationally connected and obtain emotional support, and general mood regulation when they are feeling stressed or anxious.
To be sure, more rigorous, long-term research is needed. The fact remains, however, that after analyzing dozens of studies, there is still no consistent, strong evidence linking student phone bans to measurable improvements in mental health or academic success. This gap between the intensity of public concern over phones and the ambiguous scientific findings suggests that yet again, we may be fomenting a moral panic at the intersection of youth and technology.
Takeaways for Schools Considering Phone Bans
Based on the above, let me summarize what is important for educators contemplating phone bans at school to know:
Research is inconclusive that phone use at school is directly linked to differences in mental health among students.
Research is inconclusive that phone use at school is directly linked to differences in academic outcomes among students.
Context matters. Characteristics of a school’s climate, its student and faculty body makeup, its disciplinary approach, and its resources all affect the experiences and behaviors of youth at school (whether on their devices or otherwise).
Bans are rarely enforced with consistency due to teacher discretion. In addition, they require constant policing and administrator responsibility for confiscated devices, do not decrease the overall time that youth spend on phones, may push students to use their phones more secretly, and may simply shift social media, text, and chat usage from phones to laptops, smartwatches, and other personal devices that youth will continue to use at school. You may know that TikTok, Instagram, Snapchat, Discord, Twitch, and YouTube accounts are all accessible via desktop and laptop computers – and that phones are not needed. Even if access to these platforms are blocked when using the school Wi-Fi network, many students are savvy enough instead to use the personal hotspot feature of their cell phone plan to connect via their laptops.
You may know that TikTok, Instagram, Snapchat, Discord, Twitch, and YouTube accounts are all accessible via desktop and laptop computers – and that phones are not needed. Even if access to these platforms are blocked when using the school Wi-Fi network, many students are savvy enough instead to use the personal hotspot feature of their cell phone plan to connect via their laptops.
A Reason to Ban, and a Reason Not to Ban
A reasonable reason to implement a phone ban is to try to decrease distractions and increase the quality and quantity of face-to-face interactions at school. I don’t have a problem with that logic. But let me ask you a question: Do you personally struggle with self-control as it relates to your phone? I just checked my daily average of number of pickups (on iPhones, it is under Settings, Screen Time, See All Activity, and detailed in the section entitled “Pickups”). My average is 58. Please check yours. Recently, I saw research which stated that the average adult picked up their phone 205 times a day in 2024. If adults can’t do it, should we expect children or teens to do it?
It’s easy to shrug off their personal responsibility in this situation and point to the necessity for a phone ban to accomplish what they seem simply incapable of doing. But that would be a huge, missed opportunity, because I believe self-mastery in this area truly matters. If I, as an adult, can’t regulate my phone use, it will compromise my marriage, undermine my ability to parent effectively, frustrate my boss and co-workers when they’re trying to engage with me, cause injury to myself and/or others if I drive while texting, and prevent me from doing the deep work I aim to accomplish each week.
And this will be the outcome for youth as well if they are not guided and trained appropriately, and if they never get a chance to work it out during their formative years.
Developing the ability to modulate phone usage seems as essential as mastering other fundamental life skills in preparation for adulthood.
If not now, when will youth learn this skill? While I realize that parents need to provide more instruction and rule-setting at home, but there is too much variability and it simply isn’t happening like we’d hope. As such, isn’t the standardized school environment an ideal place to cultivate this practice? At its core, the issue is about respect: making a conscious choice to refrain from being on your phone is a way of showing respect to the people in front of you or around you. Sometimes—perhaps often—you might not want to, but it’s the decent and courteous thing to do. It assigns value to the other person, and we all need that. Some of us need it desperately (and it’s strongly tied to mental health and well-being!).
Developing the ability to modulate phone usage seems as essential as mastering other fundamental life skills in preparation for adulthood. Rather than treating phones at school as a singular “crisis,” we need to reframe the conversation around how schools can thoughtfully guide young people through the challenges associated with having these personal devices, staying connected, and becoming empathetic, responsible, and engaged digital citizens. I know this sounds like way more work for teachers and administrators, and it is. Let’s not kid ourselves. But it also is an investment in creating a generation of students who are critically aware of how technology shapes their learning, relationships, and well-being. This is what I do at home with my kids. This is what I do at the university with my undergraduate and graduate students.
Ultimately, you get to choose. You know your students and your school better than we do. You know your aim as an educator, and you also know your capacity. To add more context to this discussion, next week I will share an interview I had with a friend who is currently piloting a phone-free school. We also welcome one-on-one conversations with you about this should you need more specific policy- and programming-related guidance.
Image sources:RDNE Stock project (1), RDNE Stock project (2), cottonbro studio, Yan Krukau
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