This article is one of the winning submissions from the New York Post Scholars Contest, presented by Command Education.
Governor Kathy Hochul recently introduced a new initiative aimed at restricting smartphone use in K-12 schools. Her goal is to create distraction-free learning environments for students. This proposed restriction raises the question: Are cell phones in schools a disruption, or are they an essential part of modern education?
At Jericho, 20 teachers were surveyed on whether they believe the presence of phones in class has impacted students’ ability to concentrate. Seventy percent responded “Absolutely,” while 30% thought that phones distract some students but not all. Not a single teacher believed that phones are never a distraction in the classroom.
Similarly, many teachers expressed strong support for the ban in all classes, citing their own classroom experiences with distracted students who constantly use their cell phones. Mr. Kovoros, a U.S. History teacher at Jericho High School, observes that students frequently get distracted by their phones in class. He explains that this issue has become even more serious since the COVID-19 pandemic. “Since devices were incorporated into lessons during remote learning, their use has become a constant habit for students,” he explains.
On the other hand, Ms. Izzo, an Economics teacher at Jericho, claims, “Making phones a taboo only increases students’ curiosity and desire to use them more. That’s why I try to make class engaging while also setting realistic expectations. I have mixed feelings about phone use—students need to learn how to use technology appropriately because, in college, they’ll have that freedom. However, the lack of consistency in phone policies across different classes is a major issue.” Ms. Izzo’s point highlights a deeper issue—when students are held to different expectations in each classroom, it becomes confusing. Furthermore, if students don’t learn how to use their phones responsibly in high school, where there’s still some structure and guidance, they’re going to struggle to manage it on their own in college and in their future endeavors. This inconsistency makes it harder for students to develop healthy habits and creates frustration for both students and teachers.
Students agree with this claim, explaining that learning to manage their phone use is an important life skill that a total ban doesn’t actually teach. More specifically, senior Eleni Londos explains, “Since there will be a phone ban, many freshmen who experience this restriction throughout their entire high school career won’t know how to handle it in college. They’ll be confused about how to discipline themselves when it comes to their phone use.” This raises concerns about whether the policy will help students develop self-discipline or simply create a temporary restriction without addressing the root of the issue.
Furthermore, some students, especially those who are academically ahead, use their phones as a form of downtime once they have completed an assignment. They argue that it may be unfair to take that reward away. However, they also acknowledge the need for fairness—there needs to be a consistent policy for all classes rather than leaving it up to individual teachers.
A survey of 50 students at Jericho High School asked whether there should be a complete ban on cell phones and other personal devices. Eighty-five percent of students believed there should be no restrictions at all, while 15% felt that only cell phones should be restricted. Not a single student supported a complete ban on both cell phones and personal devices.
There are also clear indications of the negative effects of cell phone usage during class time physiologically. An experiment at the Stanway School in Colchester involved eight students relinquishing their smartphones for three weeks. The study, led by Professor Lisa Henderson of the University of York, observed that students experienced better sleep and a reduction in anxiety and depression symptoms during the phone-free period. Mr. Velez, the Jericho High School social worker, shares a perspective that aligns with the study’s findings. He states, “Cell phones should not be used in class because our school is a place for learning and growth, and phones can be a major distraction. While they can be valuable for entertainment and staying connected, students will undoubtedly benefit from having their usage limited to free time rather than during instructional periods.”
However, this ban doesn’t simply stop at cell phones, as there is discussion about a full ban on personal devices for the following year. One student elaborates. Senior Selena Staples states, “I think this policy is unnecessary—what is the ultimate goal here? We just went through COVID, where everything was online, and we became reliant on using our personal devices in class for academic purposes. This sudden change will negatively impact a majority of us.” Ms. Ciasulli, an AP Biology teacher, furthers this idea. When asked about iPads, she says, “I couldn’t live without them. I need an iPad for drawing purposes, and I like them more than the Chromebooks our school provides. It lends itself more to my type of curriculum, and I don’t have a problem with them for students.”
It’s clear that the debate over cell phone and personal device use in Jericho High School is far from simple. Teachers and students alike have valid points and opinions when it comes to this issue, and the issue touches on much more than just distraction—it’s about how technology fits into education as a whole. Some continue to argue that banning phones will allow students to focus better and improve their overall well-being, while others worry that it ignores the reality of life after high school, when students will need to learn how to manage their own screen time. There’s also the question of fairness and consistency. If different teachers have different rules, it will create confusion and frustration. At the same time, there’s no denying that phones have become a crutch for many students, especially after years of remote learning. But finding a balance between creating a focused learning environment and teaching students real-world self-discipline is tricky—and it’s something the school will need to figure out before making any long-term decisions. In the end, we need to think of this not just as a phone policy, but as a way to prepare students for life beyond high school.
Whether the policy ends up being a full ban, a compromise, or something entirely different, one thing is clear: students and teachers need to be part of the conversation if the goal is to create a fair and effective solution.
Michael Carone is an 11th-grader at Jericho High School in Jericho, NY; Carone hopes to be a lawyer one day.
