Many states, school districts, and individual schools will be implementing new phone policies in the coming year, and pediatric clinicians may be asked to contribute to discussions. Here, the AAP Center of Excellence on Social Media and Youth Mental Health offers a few tips based on our review of the research and what we have heard from teachers and students. Like everything related to kids, technology, mental health, and school achievement, this is a complicated topic. Solutions will need to consider the needs of students, teachers, families, school staff, and other impacted parties. Solutions should also consider the multifaceted roles that media plays in the lives of children and teens.   

What does the research say? 

Research is clear that phones are a distraction in school. Notifications and the temptation to check social media, video games, and online videos can interrupt children and teens’ learning and distract the other students around them. Phones can be used for bullying, through abusive texts or images sent via chats or social media. Many students report that other students have taken photos or videos of them without their permission. The majority of teachers in the US say that phones are a distraction, source of arguments, and make their jobs harder. 

Research on the effectiveness of school phone policies is limited (please see this Center of Excellence Questions & Answer post for an in-depth review), and to date, there are no peer-reviewed studies of school phone policies in the US. However, we can learn from international data, summarized here:  

  • One study in England found that standardized test scores increased after high schools implemented phone policies that didn’t allow phones on school campuses. 
  • Another study in Sweden found no positive academic impact of phone policies, but this may be because schools in Sweden have traditionally integrated technology into classroom teaching, so technology use may not be as disruptive. 
  • A study in Spain found some improvements in middle schoolers’ standardized test scores and reduction of bullying in one school district after implementing a ban on “personal use” of phones in schools. 
  • A recent study in Norway that hasn’t been peer-reviewed yet found that middle school phone bans were followed by a decrease in bullying overall and increased grades in girls, particularly those from lower-socioeconomic status households. 

None of this research yet points to the best way to implement a school phone policy in middle or high school – for example, whether it’s better to have phones put in a locker all day, in a cubby during class, or accessible but with distracting apps deactivated – and hopefully in the coming year there will be more evidence about best practices. 

If you are asked to help plan a school phone policy, what should you focus on? 

Pediatric providers can advocate for these important components of a phone policy: 

  • Experts recommend that phone policies take into account the views of multiple impacted groups, including caregivers, students, teachers, school mental health providers, school nurses and other school health staff, and school administrators. 
  • Caregivers should be provided support in how to help students follow the policy, for example changing settings on the child or teen’s device to block unnecessary distractions and avoiding texting or calling the student during the school day.  
  • Teachers should have support from administrators in knowing the best ways to implement a policy and how to respond when students aren’t following it.  
  • Children and teens with disabilities who use technology for communication or to assist with academic work should have appropriate technology access outlined in their 504 plan or Individualized Educational Program. 
  • Students should have equitable access to technology used for academic purposes.  In schools that require tests or schoolwork to be completed online, students may need to use phones to complete work if school-issued technology is forgotten or broken and the school can’t provide a loaner. 
  • Students with health needs should be able to access their phone or other technology needed to manage their care (e.g. diabetes devices like glucose sensors and insulin pumps). 
  • Consequences for violating the policy should be very clear, communicated in writing and on the school website, and sent home to students and caregivers. Ideally, consequences should be constructive (for example, meeting with a school social worker, addressing academic struggles) rather than punitive (for example, suspension).  

Other things to consider:  

  • Phone settings are important: Android phones, iPhones, and Apple Watches have settings that can shut down non-essential apps and notifications during school hours. This can reduce the temptation to check during class time but could keep essential messaging or phone apps available. 
  • If caregivers are worried that they won’t be able to contact their child during school hours, for example with a family emergency or change in pickup plans, make sure the school communicates alternate ways families can quickly get in touch with students (for example, through the main office). Ways for students to contact their caregivers should also be provided. 
  • Unfortunately, many US caregivers are worried about school shootings or violence and want to be able to contact students instantly. They can be encouraged to voice these concerns with the school and ask about a plan for students to safely get their phones in case of an emergency.  
  • Remember that student cell phones can be important tools for school health staff and school-based health centers to reach both students and caregivers about time-sensitive health concerns during the school day.  This can include confidential or sensitive care for adolescents such as reproductive or mental health services.  Accommodations can be made for students to contact school health staff and caregivers regarding health issues during the school day. 
  • Some students may struggle more than others in separating from their phones. Teachers and school mental health providers can use this as a digital self-reflection opportunity (why is it so hard to put technology down? What are we afraid of missing?) and identify the underlying reasons kids are seeking escape during class time.  
  • For students who use music or meditation apps to calm their emotions during the school days, caregivers can work with the school on alternate ways to access these apps (for example, through a school-issued device) or teaching other self-regulation strategies.  
  • Encourage boundaries around school-issued devices too, so that students don’t just switch their distractions to a different screen.  

Remember that students don’t simply use technology because they are “addicted” – their habits of phone use during school are driven by the habit-forming features of devices, their drive to connect with friends, or vulnerabilities that make them want to withdraw from learning and socializing. They use phones to coordinate with family, work, and after-school activities. It may be wise to interpret recurrent phone policy violations as a symptom of an underlying issue that the student needs help with – rather than defiance. Pediatric providers can be a strong source of advocacy for students to get the help they need.  

Helpful Resources:  

Acknowledgements: We thank leaders from the AAP Council on Communications and Media, Council on Children with Disabilities, Council on School Health, Council on Community Pediatrics, and Council on Adolescents and Young Adults for their review of this resource. 

 

 

Funding for the Center of Excellence was made possible by Grant No. SM087180 from SAMHSA of the US Department of Health and Human Services (HHS). The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement by, SAMHSA/HHS or the US Government.

 

Last Updated

08/28/2024

Source

American Academy of Pediatrics