Chapter 1: The Cell Phone Dilemma in Schools

Have educational institutions truly lost their perspective on mobile phones? Recently, a viral video surfaced showing a teacher in Tennessee being pepper-sprayed by a student after attempting to confiscate their phone. For those who attended high school prior to the 2010s, this incident may seem bewildering. In my own high school experience during the late 2000s, the unspoken rule was to keep cell phones out of sight, with confiscation being a common consequence for violations. Few dared to challenge this framework.

This scenario is a direct consequence of evolving school policies and an alarming rise in cell phone dependency, particularly since the onset of the pandemic. Many educators found the video relatable, as they have faced similar situations where students react violently when asked to hand over their devices.

As an educator, I've noticed that cell phone regulations in schools are often ambiguous. While numerous institutions maintain strict "no cell phones" policies, the responsibility to enforce these rules often falls on individual teachers. This frequently leads to power struggles within the classroom; some students might comply with requests to surrender their phones, while others resist. If school administrators are uncooperative in assisting teachers, it limits what an individual educator can do when faced with defiance. When students perceive a lack of enforcement, they view the policies as ineffective. Consequently, classroom time is wasted on disputes over phone usage rather than focused on teaching. Many teachers have thus resigned themselves to repeatedly asking students to “put away your phone.”

Several factors contribute to this issue. First, there has been a shift away from overly harsh disciplinary measures characteristic of the early 2010s, known as "no excuses" discipline. In New York, for instance, a total ban on cell phones in schools lasted for a decade before being lifted in 2015. This ban disproportionately affected students of color, who were more frequently subjected to disciplinary actions. Following the George Floyd protests and a push for more racially equitable practices, many schools have begun to eliminate punitive measures. Unfortunately, these institutions have not established alternative systems of order. As I have previously discussed, what many schools label as “restorative” practices can often devolve into permissive environments, resulting in chaos.

Secondly, the mental health struggles exacerbated by the Covid-19 pandemic have left students treating classroom time as they did during remote learning; they often engage with their devices, streaming movies or playing games while attempting to multitask. This trend has exacerbated cell phone dependency.

Lastly, there's the prevailing “serving time” model of education. Many students come to expect that merely attending class is enough to earn passing grades. In some schools, attendance or assignment submissions are no longer strictly enforced—enrollment alone suffices. Teachers find themselves unable to impose disciplinary measures for phone usage during class, and students face no academic repercussions for their disengagement. Consequently, students can use their phones in class and still expect to pass by the end of the semester. Schools feel immense pressure to ensure that all students graduate within four years, which can lead to unprepared students being promoted, compounding the issues of inadequate education over time.

It is evident that cell phones can detrimentally affect the educational experience for many students. Schools are justified in creating and enforcing regulations to combat cell phone misuse; however, there remains a faction that argues for unrestricted access to phones, claiming teachers should never confiscate devices. This debate isn't merely about building rapport or crafting engaging lessons; few educators can compete with the instant gratification that platforms like TikTok offer. Although teachers must strive to create culturally responsive and engaging lessons, no matter how well-prepared, they cannot easily overshadow the addictive nature of smartphones. The battle is not solely about distractions—it's about a pervasive addiction.

While I generally oppose reward and punishment systems, I have increasingly recognized cell phone addiction among teenagers during my teaching career, particularly since returning from remote learning two years ago. In a recent survey of my senior classes, I discovered that the average daily cell phone usage was eight hours. It’s worth noting that while punitive discipline disproportionately affects students of color and those from low-income backgrounds, cell phone addiction tends to impact economically disadvantaged students as well.

As caring adults, we have a responsibility to assist students in overcoming their addiction and to address inappropriate cell phone usage in educational settings.

The first video titled "Smartphones in Schools: 'She Lost Her Childhood'" discusses the implications of smartphone usage in educational settings and highlights the challenges faced by both students and teachers.

The second video, "What If Banning Smartphones in Schools Is Just the Beginning?" explores the potential consequences of smartphone policies in schools and their broader implications for education.