School cell phone ban policies expand amid mixed research findings

In recent years, there has been a significant increase in the number of U.S. states implementing bans on cell phone use in schools. As of 2025, 26 states have established complete bans, while four others have introduced regulations governing phone use during school hours. This shift follows Florida's HB 379 in 2023 and marks a rapid policy change after more than a decade where teachers and administrators managed the issue without formal state guidance.

Research into the effectiveness of these bans remains mixed. A literature review by Campbell et al. (2024) examined 22 studies on the impact of phone bans on mental health, cyberbullying, and academic outcomes. The review found that some studies reported increased student achievement with phone bans, particularly among low-achieving students from lower socioeconomic backgrounds. However, other studies found no significant effect or did not clearly distinguish between types of bans.

On cyberbullying, six studies indicated a decrease due to phone bans, but two reported an increase in cyberbullying incidents. Researchers suggested that punitive approaches to banning phones might contribute to a negative school climate and potentially higher rates of bullying.

Regarding attention span, research does not conclusively show that students are losing the ability to focus due to technology use. Instead, as Willingham (2025) notes, digital devices may make non-digital activities seem less engaging by comparison.

Despite these findings, over half of U.S. states have enacted comprehensive cell phone bans citing improved student performance and safety as justifications.

However, removing phones from classrooms does not eliminate student access to technology. According to polling from the National Center for Education Statistics (NCES) during the 2024-25 school year, 88% of schools provide each student with a computer or tablet for the academic year; nearly half allow these devices to be taken home. Online assignments remain common as well.

Henry Seton from the Fordham Institute commented: “banning cell phones is like locking the front door while leaving the back door open.” He highlighted that students still have access to technological devices regardless of phone policies.

Broader research shows links between high social media use and increased rates of depression among young people. Studies also indicate negative associations between technology use and reading comprehension scores in both fourth and eighth graders.

Public opinion about school cell phone bans is divided. Pew Research Center found that while most parents support keeping phones off during class time (74%), less than half support a complete ban throughout the day (46%). Concerns about safety and communication drive much of this hesitation.

Teachers largely favor restrictions: according to NEA data from 2024, 90% support instructional-time bans and 83% back all-day restrictions. However, many report challenges with implementation due to lack of funding or clear procedures for securing students’ devices.

Students themselves acknowledge being distracted by digital devices during lessons—a finding supported by results from the 2022 PISA questionnaire.

Given rapid policy changes and inconclusive research findings on outcomes such as achievement or safety, some stakeholders advocate for more rigorous study before widespread adoption continues. Earlier this year, Representative Bruce Westerman introduced legislation requiring further research into school cell phone use by directing the Office of the Surgeon General to study its effects and providing grants for secure storage solutions like Faraday bags—already being used in some Michigan schools—as possible compromises between outright bans and unrestricted access.

Researchers affiliated with organizations such as Albert Shanker Institute continue their work evaluating K-12 education systems across all states https://www.schoolfinancedata.org/ as well as reviewing how school funding impacts student outcomes https://learningpolicyinstitute.org/sites/default/files/product-files/Effect_K-12_School_Funding_Student_Outcomes_REPORT.pdf. In addition, projects led by Susan B. Neuman at New York University—in collaboration with Esther Quintero at Albert Shanker Institute—are examining recent reading-related state legislation https://www.shankerinstitute.org/reading-policy-scan.

As discussions continue about balancing technology’s role in education with concerns over distraction and wellbeing, policymakers are encouraged to incorporate input from researchers and community members alike when shaping future regulations.