US Ban on Cell Phones

BLOGUS Ban on Cell Phones

California has joined a growing number of U.S. school districts, states, and cities in restricting smartphone use in public schools due to concerns about the impact of social media and technology on young people. The Los Angeles Unified School District Board, overseeing around 1,000 schools, recently approved a resolution to create a policy banning student cellphone and social media use within 120 days. This policy is set to be implemented in 2025. California’s 2019 legislation already allows school districts to limit smartphone usage during school hours, except for emergencies.

Several states, including Ohio, Indiana, Oklahoma, and Florida, have also implemented statewide restrictions on smartphone use in public schools. For instance, Indiana’s Senate Bill 185, prohibiting device use during school hours, became law in July 2023. Ohio’s House Bill 250, signed by Governor Mike DeWine, empowers local administrators to develop their own smartphone bans, with exceptions for emergencies. Similar legislation has been enacted in Oklahoma and Florida, with local districts determining specific implementation methods. Additionally, New York Governor Kathy Hochul aims to introduce a statewide ban on phones in schools by 2025, building on a previously lifted New York City ban.

Smartphones in schools are widely considered a distraction. A Pew Research poll from November revealed that nearly 75% of U.S. high school teachers view smartphones as a major classroom distraction. Concerns include reduced attention spans and increased challenges in maintaining classroom focus. Some experts attribute a decline in adolescent mental health to the rise of smartphones and social media around 2010-2015. Researchers like Jonathan Haidt have found a link between increased phone usage and worsening mental health and academic performance.

While evidence on the effectiveness of smartphone bans is limited, a British educational think tank, Policy Exchange, found a correlation between effective phone bans and improved school performance. Despite the lack of conclusive data, some schools that have implemented phone bans report increased classroom focus over time.

Opinions on banning smartphones in schools vary. Some argue that outright bans do not address the root issues and believe that teaching appropriate phone use is more effective. Others, like Daisy Greenwell of Smartphone Free Childhood, support restrictions to reduce social problems among students. A balanced approach, combining regulated use with clear guidelines, is suggested by experts as the most effective strategy to balance the benefits and drawbacks of smartphones in educational settings. Campbell and Edwards, after a comprehensive review, recommend leaving the decision on smartphone use to individual schools while focusing on promoting positive use of the devices.

Addressing the Mental Health Crisis in Schools and Homes

From kindergarten to college, educators in the United States are exploring ways to alleviate student stress caused not only by the pandemic but by broader life challenges. CHAMP (Community Health Action Mental Perseverance), created by faculty at Pacific Oaks College, provides parents with tools to manage grief and loss. Workshops help parents reflect on and process their experiences, fostering emotional resilience for themselves and their children.

Student mental health issues have been escalating for a decade, exacerbated by the pandemic. The CDC reported that nearly 40% of high school students felt persistent sadness or hopelessness in 2019, with about 20% seriously considering suicide. By 2021, 44% of high schoolers felt sad or hopeless, with suicide being the second leading cause of death among 10- to 14-year-olds. Emotional stress is a leading reason college students consider dropping out, with nearly 1.3 million students leaving college since the pandemic began. Programs like the Connection Project, developed by Joseph Allen at the University of Virginia, aim to foster meaningful friendships and reduce loneliness and depression through structured group meetings.

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Similarly, True North, developed by Belle Liang and Tim Klein, guides students to identify their core values, skills, and aspirations, connecting these to their future careers. This program helps buffer students against academic and social stress by fostering a sense of purpose. Another programme, the TRAILS programme, trains educators and school counsellors to teach coping skills for anxiety, stress, and depression. Originating at the University of Michigan, TRAILS has grown significantly, offering a curriculum focused on cognitive behavioural and mindfulness practices. It now partners with 750 schools and is widely used by teachers nationwide.

Importantly, students in rural areas often lack access to mental health services. The Rural Behavioral Health Institute, established in 2020, aims to reduce youth suicide rates in rural regions, starting with Montana. Their Screening Linked to Care program identifies at-risk students, provides evaluations, and connects them to necessary care.

Schools across the country are implementing various strategies to support student mental health. For example, Cumberland County School District in North Carolina created “calm corners” and “reset rooms” with items to help students manage anxiety. In Texas, Brabham Middle School helps students build virtual “reflection rooms” to use when they feel overwhelmed, promoting emotional regulation. These diverse programs and strategies reflect a broader effort to address the mental health crisis among students, emphasizing the importance of emotional support and resilience both in school and at home.