By: Hailey Young-Stewart
Halfway through the school year, schools across Ohio are adjusting to a new state cell phone ban that limits student phone use during the school day. Teachers and administrators say the policy is meant to reduce distractions, improve focus, and encourage better behavior. Students, however, have mixed reactions about the change. Nationwide, more than half of U.S. school leaders report that cell phones negatively affect academic performance and attention spans, according to the National Center for Education Statistics. Schools that have implemented phone restrictions have seen improvements in classroom engagement and a reduction in disruptions caused by constant notifications.
Federal Hocking Government Teacher Nicolas Warmke shared his thoughts.
“It’s out of our hands. But I don’t think it’s a bad thing. It’s doable, and I think it will be very good for us in the long run.”
Warmke believes that students have become overly dependent on their phones, which has hurt attention spans and mental health. He hopes the ban will encourage students to focus more on their work and on each other, rather than constantly checking screens.
“There’s this assumption that everyone always needs to check their phone, but it doesn’t have to be that way. Being away from it for the school day isn’t a big deal. I think grades could go up, and there will be less drama”.
He also hopes the change will reduce incidents of students recording fights or posting drama online, something he considers a significant factor in toxic school interactions.
Research supports Warmke’s perspective. The American Psychological Association reports that excessive phone use among teenagers is linked to higher stress and reduced attention spans. The National Bureau of Economic Research found that schools with strict cellphone bans experienced fewer classroom disruptions and improvements in student performance over time.
Guidance counselor Hope Briles said the transition will be challenging for students who have grown up with smartphones. She reflected on her own experience, noting that when she was in high school, smartphones were not as central, and students were more accustomed to completing tasks without constant digital input.
“The difference in the last ten years is crazy. A lot of kids feel like they need their phones, so it’s going to be a rough adjustment,” Briles said.
Briles added that using one’s brain without relying on a phone is an important skill, even if it is challenging at first.
“Half of living is the struggle, and it’s good to be challenged,” she stated.
She also sees the ban as a way to reduce conflicts that begin online.
“A lot of kids have texted their friends about fights in the bathroom. If you’re in a texting fight, it may stop it,” she said.
Supporting Briles’ view, the Centers for Disease Control and Prevention reports that arguments begun through text or social media are more likely to escalate in person when students have unrestricted access to phones. Additionally, research from the University of London suggests that temporary separation from devices can improve focus and problem-solving skills, even if students initially feel uncomfortable.
Principal Richard Spindler emphasized that the new policy ensures consistency across classrooms.
“It’s no longer up to individual teachers. If a phone is out, it gets taken. That consistency matters.” he said.
Spindler noted that students who previously used phones in ways that led to disciplinary action are less likely to repeat those behaviors under a consistent policy. Research from the Brookings Institution supports this approach, showing that schools with uniform rule enforcement experience fewer repeat violations and improved classroom behavior.
Superintendent George Wood highlighted the addictive design of smartphones, noting that apps are often structured to keep users checking repeatedly.
“These devices were designed to keep people hooked. I’m hoping students will talk to each other more and feel less anxious,” Wood stated.
Wood stressed that limiting phone use alone won’t automatically improve social skills, which require intentional practice. Scientific American notes that building interpersonal skills involves active face-to-face interaction, not just removing devices from the classroom. Common Sense Media and the American Academy of Pediatrics also report that many apps exploit reward systems in the brain, making it difficult for both students and adults to disconnect.
Senior Mahayla Birt said the phone ban could possibly help her slow down and focus more on assignments.
“It actually might help me not rush my assignments. I might not constantly check how much time is left,” Birt stated.
She acknowledged that some students rely on phones for music or academic assistance, which may make the transition more difficult. Birt also noted that the ban could reduce negative interactions among students.
“It won’t get spread around as much, and people won’t text about wanting to fight someone. It’ll be a problem for most likely a month, and then it won’t be as much of a problem,” she said.
Research from the University of Michigan supports her observation, finding that frequent phone checking can increase stress and reduce productivity, and that limiting access allows students to focus on tasks without constant distraction.
Senior Cassidy Lockhart said the ban may initially affect motivation and grades for some students.
“Some students might struggle in the beginning. But people will probably adjust over time.”
Lockhart noted that students may compensate by using phones more outside of school, but habits tend to stabilize over time. Research from Stanford University supports the idea that adjusting to new routines can be uncomfortable at first, but over time, students often develop improved focus, self-reliance, and better learning habits. Lockhart also suggested that restricting phones during lunch might prevent arguments, which frequently occur during that period.
Internship Coordinator Renee Ripple feels the phone ban supports teens’ emotional intelligence. However, it presents a challenge when internship sponsors need to get a message to students, or vice versa.
“It is a factor and we will need to adjust and adapt, as we do.”
Staff members agree the first few weeks will be the hardest. While the phone ban may not solve every problem related to technology use, teachers and administrators hope it will create a calmer, more focused learning environment, reduce drama, and encourage face-to-face interaction among students.
