The struggle is real. Across the nation, school districts are wrestling with the omnipresent cell phone, an all but universally acknowledged persistent source of distraction in the classroom.
In Washington State, the Office of Superintendent of Public Instruction issued a brief at the start of this school year regarding the matter, advising school districts to plan, with input from their communities, to update their mobile device policies by the start of the 2025–26 school year.
The Cascade School District (CSD), which currently and nominally allows cellular devices for educational purposes only, has been working through that process. The Board of Directors is expected to approve a plan before the start of the next school year.
For the reasons outlined below, the editorial team of the CHS Publication Group, reflecting a consensus of itself and the staff, calls for the adoption of a realistic, practical, and evolving middle-ground approach, particularly given the challenges faced by rural CSD. This approach contrasts with the inflexible, one-size-fits-all methods dominating the national conversation and being adopted by many districts across the country.
Some Washington districts have already implemented new policies, ranging from an outright ban, like that on Mercer Island (MI), to a more progressive approach in Seattle.
The “MI Phone-Free Schools” policy requires students to use the common “Yondr pouch” to secure and store their cell phones, smartwatches, AirPods, and any other personal cell devices during the school day, with exceptions for medical or other needs requiring access. Upon arrival at school, students turn off their devices or put them in “do not disturb” mode before placing them in the pouch and locking it. Students keep the Yondr pouch with them during the school day and only have it opened at an “unlocking station” when leaving the school.
In the Seattle district, some schools are experimenting with the MI approach; at other schools, students cannot use their phones during class and passing periods but can at lunch; still others require phones to be kept in cubbies during classes but are allowed in hand in the hallways between classes and at lunch.
It is notable – and maybe a tell – that members of the CSD leadership, including Board Chairman Trey Ising, Superintendent Tracey Edou, and Cascade High School (CHS) Principal James Swanson, recently paid a visit to Mercer Island High School and held, at CHS, an open meeting entitled “Phone Free Schools Community Forum.”
Of course, it is undeniable: phones disrupt learning. Research data, results of the biennial Healthy Youth Survey administered to 6th-12th grade students across the state, and answers to the surveys put to CSD faculty and staff, reveal the negative impact of excessive phone use on attention spans, academic performance, and mental health. The constant pings and notifications, the allure of social media, and the endless stream of information create a challenging environment for learning.
Nonetheless, a total ban feels like an overreaction, especially when our schools’ technology infrastructure cannot yet support a truly phone-free experience.
Phones can be valuable tools for students: used for research, collaboration, and communication among peers, faculty, and parents. Clubs and sports teams also rely on them for interclub and team communication. And for some students, phones are essential for managing responsibilities like caring for siblings or working jobs.
Create a culture where focused interaction and learning are prioritized. Implement comprehensive digital literacy programs that educate students about responsible technology use, effective time management strategies, and online safety. Empower students to make informed choices about their phone usage.
A successful transition away from phone dependence requires not a knee-jerk, hackneyed reaction, but a sophisticated, multifaceted approach:
Invest in reliable alternatives: Before banning phones, CSD must ensure that every middle and high school student has access to a functioning laptop with reliable connectivity. This means updating outdated devices, improving access, and providing real-time tech support.
Lead by example: Encourage/require teachers and administrators to model responsible phone use during school hours. Create a culture where focused interaction and learning are prioritized.
Cultivate digital literacy: Implement comprehensive digital literacy programs that educate students about responsible technology use, effective time management strategies, and online safety. Empower students to make informed choices about their phone usage.
Foster open dialogue: Establish a student-led technology task force to provide feedback and contribute to solutions. This fosters a sense of ownership and encourages buy-in from the student body.
Embrace a graduated approach: Instead of an immediate, blanket ban, implement a phased approach as the culture develops. Start with “phone-free zones” in classrooms and libraries. Introduce designated “phone breaks” throughout the day. This allows students to adjust while reinforcing the importance of focused learning time.
Empower teachers: Provide teachers with the autonomy to set clear phone-use expectations within their classrooms. Allow for specific academic uses of phones when appropriate, encouraging innovative integration of technology into lessons.
This is not about demonizing technology but about creating a learning environment where students can thrive. By embracing these strategies, we can ensure that CSD remains a forward-thinking district, fostering both academic success and responsible digital citizenship.
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