As schools nationwide grapple with the effects of cell phone use on student engagement and well-being, data shows increasing levels of anxiety, depression and disengagement from learning.
As ExcelinEd Chairman and former Florida Gov. Jeb Bush wrote in a recent op-ed: “I don’t know that there’s ever been an issue in K-12 education that’s galvanized support quicker and more emphatically than banning cell phones in our nation’s classrooms.”
In response to mounting public pressure and concern, states like Virginia, South Carolina and Ohio have not only enacted statewide policies, but are also providing resources to support effective implementation. This brief examines how these states are working to ensure cell phone free policies are successfully supporting schools in establishing distraction-free learning environments.
Virginia’s Cell Phone-Free Education Movement
Policy requirement: Under Governor Youngkin’s Executive Order 33, school districts must adopt policies that limit cell phone use during the school day by January 1, 2025.
Collaborative Stakeholder Sessions to Shape Cell Phone Policy Guidance
To support districts with policy development, the Virginia Department of Education (VDOE) proactively engaged in collaborative statewide discussions to create guidance and model implementation plans.
- The VDOE hosted numerous meetings and listening sessions to gather parent input and foster discussion around the development and implementation of cell phone policies. Stakeholders advocated for a “bell-to-bell” cell phone free environment at all grade levels, reducing enforcement burdens on teachers, ensuring access for students with medical needs and allowing parents to communicate with students in an emergency.
- After collecting feedback, the VDOE released draft guidance outlining policies and procedures for districts, which was also open for public input to ensure transparency and community engagement.
- The final guidance creates a full cell phone free school day (while giving districts the option on how to implement (whether the students turn off and stow their phones, use Yondr pouches or cell phone lockers), outlines age-appropriate cell phone restrictions and emphasizes clear protocols for emergency and non-emergency parent communication.
In addition to prioritizing statewide collaboration in developing the guidance, Virginia also developed resources to support school leaders and stakeholders, which include:
- A public tracker that links each district’s cell phone policy, allowing stakeholders to easily access and compare policies across the state.
- A School Leader Toolkit that provides practical tips for policy implementation.
- $500,000 to support state and local implementation efforts, including family nights and community engagement events to address youth mental health challenges, as well as microgrants for schools to implement cell phone policies.
Ongoing Awareness Efforts
To promote understanding of the impact of cell phone use, the VDOE hosted a statewide conversation featuring social psychologist and author Jonathan Haidt.
- This event, broadcast to schools, aimed to foster understanding and further engage communities in discussions about the impact of cell phone use on student well-being.
South Carolina’s “Free to Focus” Initiative
Policy requirement: Under a proviso in the 2025 budget, school districts must implement a cell phone policy that prohibits student device use during the school day to qualify for state funds. The State Board of Education officially adopted a model policy that districts are required to adopt.
“Free to Focus SC” Resource Hub
The South Carolina Department of Education created a website to provide educators, parents and students with a centralized hub offering updated guidance and resources. The resource hub includes:
- The approved model cell phone policy that emphasizes the full school day “free to focus” and free of personal electronic devices, including cell phones, smart watches, tablets and gaming devices.
- Survey results from 9,738 South Carolina educators
, revealing that educators believe cell phones contribute to behavioral issues, social problems, distractions from learning, cheating, cyberbullying and lost instructional time.
Policy requirement: Under House Bill 250, all public schools must adopt a cell phone policy to restrict use during school hours, but districts determine the extent of the restrictions. Districts can create their own policies or use the state-developed model policy.
Centralized Resources for All Stakeholders
Designed to ensure effective policy implementation, Ohio’s toolkit offers a comprehensive suite of resources for various stakeholders. It includes:
- A model policy that provides a template for districts to use when creating their policies. The model policy includes clear guidance on restrictions, storage solutions
, and disciplinary measures.
- Administrator guidelines that offer practical tips for effectively rolling out and enforcing policies, as well as strategies for communicating policy details to staff, parents
, and students.
- School and district strategies outlining best practices for enforcing the policy, such as teaching digital literacy; providing alternative technological tools like robotics kits and interactive lessons on school-issued devices; and providing storage options.
- Family resources to help discuss cell phone use and online safety at home, along with strategies for reducing cell phone use outside of school, such as the Wait Until 8th pledge, encouraging increased playtime and using parental controls.
- Information for students with disabilities and medical needs, outlining specific guidelines for acceptable use while still adhering to the policy.
- School safety information that explains how unrestricted cell phone use can decrease safety with a framework for integrating cell phone policies into overall school emergency management plans.
Conclusion
These states illustrate how combining student-centered policies with practical support can drive meaningful changes in how schools manage cell phone use, ultimately aiming to improve student behavior, academic performance, and overall well-being.
