Many schools are beginning to implement policies to restrict cellphone use on campus, including Robert Eagle Staff Middle School in Seattle, where students are required to lock their devices in fabric pouches provided by a company called Yondr. The school has seen a variety of distractions resulting from unrestricted cellphone use, including cheating, recording embarrassing moments, and inciting conflicts through inflammatory texts. Teachers have found themselves in the position of enforcing smartphone rules, leading to tensions among staff members and students complaining of unfair treatment.
Educators are looking into the impacts of restricting cellphone use in schools, as research on the topic is limited. Lucía Magis-Weinberg, a University of Washington professor, is conducting a study to examine the effects of these policies on student well-being and interactions. The study will involve questionnaires for students, families, and teachers to gather data on feelings of belonging, distraction levels, and interpersonal interactions. The hope is to provide evidence to guide more effective cellphone policies in schools.
While many support restrictions on cellphone use in schools, some argue that positive uses of the devices are lost in a complete ban. Students and parents express concerns about the inability to communicate in case of emergencies, such as school lockdowns or dangerous situations. There are also worries about coordinating plans and staying connected with family members. Some believe that there are better ways to manage cellphone use, rather than imposing an outright ban.
Robert Eagle Staff Middle School has implemented a cellphone ban during the school day, with students using fabric pouches to lock up their devices. School officials have made accommodations for students with disabilities or health issues that require the use of cellphones. Despite concerns about losing positive aspects of cellphone use, the school’s principal, Zachary Stowell, believes that fostering meaningful relationships and creating a safe and valued community environment outweighs the benefits of having cellphones readily available.
The school has implemented alternative activities, such as card games and soccer during lunch, to help students adjust to the lack of cellphones. Educators hope that by removing cellphones, they can encourage positive relationships and reduce provocative communications, potentially curbing violence on campus. Stowell sees their experience as a potential model for other schools to follow, emphasizing the importance of creating a space for learning and community where everyone feels safe, valued, and heard. Overall, the initial implementation of the cellphone ban at Robert Eagle Staff Middle School has been viewed positively, with school staff actively working with students to comply with the new policy.
