Principals see benefits from cell phone policies but face skepticism from youth

Cell phone use in K–12 schools has become a significant concern for educators and administrators across the United States. Teachers have expressed frustration over frequent classroom disruptions caused by cell phones, as well as concerns about their responsibility for content students may post during class time. School administrators are also worried about negative effects on student learning, mental health, and attention spans.

In response to these issues, efforts to limit student cell phone use in schools have increased. As of June 2025, 29 states have enacted laws restricting cell phone use in K–12 settings, and many school districts have implemented their own policies. According to a spring 2025 survey, nine out of ten school districts reported having some form of cell phone policy.

Despite the spread of such policies, there is limited national data on how they are being implemented and received by both educators and students. To address this gap, RAND conducted nationally representative surveys with principals and youth during the 2024–2025 school year.

The surveys found that most schools allow students to bring cell phones but restrict their use during the school day. Specifically, 67 percent of principals reported a "bell-to-bell" policy prohibiting phone use while classes are in session. Another 16 percent allowed use only during lunch or hallway transitions, while 9 percent permitted classroom use at teachers' discretion.

Enforcement remains an issue; not all staff enforce these rules consistently, nor do all students comply fully.

Elementary and middle schools were more likely than high schools to enforce strict bell-to-bell bans. About half of high schools allowed some non-classroom usage, while one-quarter permitted occasional classroom access based on teacher judgment.

When asked about safety-related outcomes from these policies, 86 percent of principals said their school's approach provided safety benefits—59 percent saw only benefits while another 26 percent noted both benefits and drawbacks. The most common advantages cited included improved school climate (70 percent), reduced inappropriate phone use (67 percent), and less cyberbullying (54 percent). Drawbacks mainly involved concerns from parents (21 percent) or students (10 percent) over lack of direct contact during emergencies.

Middle and high school principals were especially likely to report positive impacts from stricter bans but also highlighted increased parental anxiety about communication limitations in emergencies at the middle-school level. High school leaders observed greater student anxiety over not being able to reach parents.

RAND's American Youth Panel survey showed that young people remain skeptical about strict restrictions: only 11 percent supported complete bell-to-bell bans on usage throughout the day. However, a majority—60 percent—favored some limits on when phones could be used at school. Younger students tended to support stricter measures like storing devices in lockers more than older peers did.

Reducing distractions was overwhelmingly cited by youth as the main reason for supporting classroom restrictions (88 percent). Few mentioned reducing cyberbullying—a contrast with principal responses. For those opposing restrictions during class time, most pointed to the need for parent-student communication; adults surveyed shared this concern as well.

High schoolers were somewhat more likely than younger peers to argue that enforcing such bans is too difficult.

The findings highlight ongoing challenges for policymakers seeking age-appropriate solutions that balance safety concerns with educational goals while maintaining family communication channels amid widespread technology use among students.

“School leaders will need to grapple with these competing priorities and aim to strike the right balance as they craft cell phone policies that are age appropriate, enforceable, and responsive to the needs of both educators and students.”