In classrooms across the globe, a subtle yet significant issue is on the rise, one that Steve Gardiner, a seasoned teacher from Billings, Montana, knows all too well. The culprit? Smartphones. According to Gardiner, these devices have become the biggest source of distraction in his 38-year teaching career. “It’s like an addiction,” he says, noting how students can’t seem to stop glancing at their phones, even if they aren’t actively using them.
The negative impacts of smartphone usage in schools extend beyond mere distraction. Research indicates that allowing students to have phones during school hours can lead to lower academic performance and even safety concerns. This includes the risk of intensified bullying through smartphone use.
Gardiner, who holds a doctorate in education and has earned accolades such as Montana’s Teacher of the Year, took this issue seriously. He surveyed local business owners about their cellphone policies and found that most prohibited texting at work, with repeat offenders facing termination. This approach contrasts sharply with the leniency often found in schools.
The pandemic and resulting lockdowns only exacerbated the problem, with children’s online time soaring. A study in JAMA Pediatrics reported that 10- to 14-year-olds doubled their daily online hours, from 3.8 to 7.7 hours. Even as normalcy returns, screen usage remains high.
Nearly all teens now own smartphones, and schools have struggled to manage this trend. The National Education Association notes that while 90% of schools banned cell phones in 2009, the figure dropped to 67% by 2015 before rising again to 77% in 2020.
The debate over smartphones in schools is not new. A 2010 Pew Research Center study revealed that while most schools had phone bans, many students still brought their phones and used them in class. This ongoing struggle highlights the challenges teachers face in keeping students’ attention away from their screens.
Arnold Glass, a cognitive psychology professor at Rutgers University, has studied the detrimental effects of smartphones on student performance. He found that allowing cell phone usage in class significantly lowers test scores, a finding supported by other research.
This issue has led to varying responses. In Florida, for instance, a new law prohibits phone use during instructional time, and Orange County Public Schools have implemented even stricter rules. There’s also a national conversation, with senators proposing a study on mobile device use in schools.
Beyond academic performance, smartphones in schools contribute to bullying and mental health issues. Incidents of cyberbullying and online humiliation have increased with the prevalence of smartphones. Experts like Glass warn of the severe consequences, including the risk of suicide.
Despite these concerns, some educators, like Victor Pereira of the Harvard School of Education, believe there’s a place for smartphones in classrooms if managed properly. They argue that phones can be tools for learning and preparing students for the digital world.
However, opposition to phone use in classrooms remains strong. School safety experts argue that phones can distract students during emergencies and spread misinformation quickly, creating a secondary crisis.
As the debate continues, one thing is clear: the impact of smartphones in schools is a multifaceted issue that requires careful consideration and balanced policies to ensure the safety and well-being of students.
