Limiting cellphone use during instructional time, and in some cases, throughout the whole school day, has improved student engagement in class and resulted in fewer disciplinary issues… (source)

Fascinating update on a controversial topic that research is making clearer. That is, smartphones ARE a distraction in classrooms.

I had missed this piece from The Atlantic Monthly that asserts:

In 2011, just23 percent of teenagers had smartphones. By 2013—roughly the peak of American education—37 percent did. By 2015, 73 percent had access to one. And by 2018, that figure was 95 percent, where it remains today. Nearly half of teenagers say that they use the internet almost constantly.

For parents, this explanation is also intuitive. You can apply your own experience of smartphone-induced self-sabotage to children (who do not have the biological benefit of a mature prefrontal cortex) and conclude that unregulated phone use is destructive to learning and creativity.

What is the scientific consensus on smartphones in school?

There isn’t a single unanimous scientific “consensus” that smartphones are either wholly good or bad in schools. Instead, the strongest research trends suggest:

Smartphones pose risks to attention, classroom focus, and academic outcomes when used without guidance. Harmful effects increase with unfettered use (especially for entertainment/social media). Intentional, structured educational use paired with clear policies and digital literacy instruction tends to yield better outcomes. Policy decisions are more effective when they consider broader student behavior and wellbeing, not just banning devices. (Source)