Schools Across America Navigate the Complexities of Banning Smartphones
In an era where bipartisan agreement is scarce, the movement to restrict smartphone use in schools has gained rare unanimous support. According to Education Week, nearly 75% of states have implemented restrictions or outright bans on phones in educational settings. A new study from the National Bureau of Economic Research explores the impact of these bans and reveals both expected and surprising outcomes.
Thomas Dee, a Stanford education economist and one of the study’s authors, sheds light on the study’s methodology and findings. The research team collaborated with a company specializing in lockable pouches to ensure students were unable to access their phones during school hours. “These are, like, magnetic pouches, yes?” inquired NPR’s Ailsa Chang. Dee confirmed, “Exactly, that are sealed at central locations and lock up students’ phones until schools decide they can open them back up again.”
The Mixed Results of Phone Bans
The study’s findings indicate that such phone bans have little effect on academic test scores. Dee notes, “We saw no appreciable effect on student test scores at either the middle school or the high school level.” However, the research uncovered notable changes in student behavior and discipline.
After implementing phone bans, schools reported a significant increase in disciplinary incidents. Dee elaborates, “We see a sharp increase in disciplinary incidents in schools after a ban is adopted, and that can reflect two mechanisms.” Teachers and staff face challenges enforcing the bans, and students might act out more without their phones as a distraction. This disciplinary spike resulted in a 16% average increase in student suspensions initially.
Short-term Challenges and Long-term Benefits
Although the immediate rise in disciplinary issues may seem alarming, Dee emphasizes that these disruptions are temporary. “The increase in exclusionary discipline is really concentrated in the very first year in which schools ban phone use,” he explains. Over time, these disturbances decrease, returning to pre-ban levels within two years.
Teachers have observed positive outcomes from phone restrictions, noting improved student focus and task engagement. Dee highlights, “Teachers see really positive aspects of restricting student phone use in schools. It’s easier to keep students’ attention and keep them on task.” While acknowledging the short-term challenges, Dee cautions against abandoning phone bans, suggesting they play a vital role in managing child development in the digital age.
As schools continue to refine their approaches to phone restrictions, Dee remains optimistic about the potential for long-term positive outcomes. “There are some encouraging results in the midst of these mixed findings,” he notes, underscoring the importance of adapting to the digital age’s challenges.
Thomas Dee’s insights provide valuable context for understanding the broader implications of smartphone bans in schools, emphasizing the importance of patience and persistence in achieving lasting educational reform.
