Cell Phone Bans in Schools Linked to Higher Test Scores, Lower Absence Rates

In a significant development for educational policy, a recent study by the National Bureau of Economic Research has demonstrated that banning cell phones in classrooms can substantially improve student academic performance.

The comprehensive research, which examined data from a Florida school district, found that test scores increased by approximately two to three percentiles compared to the previous academic year following the implementation of phone restrictions. Researchers also documented a notable reduction in unexcused absences, which they believe contributed to the academic improvements.

While the initial response to the ban included a temporary spike in disciplinary suspensions, researchers noted that these numbers stabilized within the same school year as students adapted to the new policies. This pattern suggests that after an adjustment period, students generally comply with the restrictions.

The study’s findings come amid growing national concern about smartphone usage among school-age children. Education specialists have increasingly voiced alarm about the potential negative effects of constant phone access on students’ mental health, engagement, and ability to concentrate—issues that many educators report have intensified since the COVID-19 pandemic disrupted normal learning patterns.

The impact of phone restrictions appears most significant in middle and high schools, where smartphone ownership is substantially more prevalent than in elementary settings. This demographic distinction may explain why many of the policies being implemented nationwide target secondary education institutions specifically.

According to an analysis by ABC News, the trend toward restricting phones in educational settings has gained considerable momentum. Currently, 18 states plus the District of Columbia public schools and the U.S. Virgin Islands have enacted comprehensive “bell-to-bell” policies that prohibit the use of phones and tablets throughout the entire school day. Other states, including Utah, have opted for partial restrictions that allow students to use their devices during non-instructional periods such as lunch breaks or between classes.

Public support for such measures appears to be growing. A recent Pew Research Center survey revealed that 74% of American adults favor banning middle and high school students from using phones during class time—representing a 6% increase in support compared to the previous year’s data. This shift suggests evolving public attitudes about appropriate technology boundaries in educational settings.

Despite the academic benefits, some stakeholders have expressed reservations about comprehensive bans. Many parents voice concerns about not being able to contact their children during emergencies or coordinate after-school arrangements. In an interview with NPR, one New York City student articulated frustration with the restrictions, lamenting the loss of opportunities to document social experiences with friends during school hours.

These cell phone policies represent part of a broader societal reassessment of technology’s role in education following the pandemic, when remote learning necessitated unprecedented levels of device usage. Schools are now attempting to strike a balance between leveraging technology’s educational benefits while mitigating its potential for distraction.

Educators and policy experts note that successful implementation of phone restrictions typically requires clear communication with students and parents, consistent enforcement, and sometimes secure storage solutions for devices during school hours.

Despite the mixed reactions, the emerging consensus among educational researchers, parents, and even many students themselves is that thoughtful restrictions on smartphone use in academic settings will yield positive outcomes for learning, social development, and mental health—both immediately and in the long term.