Text 4 - What the science says - smartphones in schools (BCDWL, 2024) (1)

Date: September 2024
Source: Boston Children’s Digital Wellness Lab
Purpose: To examine current research on cell phone policies in schools and their impacts on student outcomes.

Common justifications for cell phone bans:
- Reduce distractions in the classroom.
- Increase academic achievement.
Statistics on teacher perceptions about distractions:
- 72% of high school teachers report distraction as a major issue.
- 33% of middle school teachers agree.
- 6% of elementary teachers share similar concerns (Lin, Parker, & Horowitz, 2024).
Evidence on effects of bans:
- Potential positive effects on academic achievement for struggling students, especially from low socioeconomic backgrounds (Abrahamsson, 2024; Beland & Murphy, 2016).
- A study found little improvement due to short duration and small sample size (Gajdics & Jagodics, 2021).
Media multitasking impacts:
- Demonstrated negative effects include lower test scores and reduced working memory capacity (Cain et al., 2016; Cowan, 2014).

Schools’ rationale for cell phone bans also focuses on:
- Reinforcing face-to-face interactions among students during downtime.
Negative impacts of cell phones on social interactions indicated by some studies (Dwyer et al., 2018).
Smartphones as crucial tools for connection post-COVID-19:
- Serve as “third spaces” for social interaction (Cowan et al., 2021).
Usage of smartphones in schools:
- Assist in organizing schedules and coordinating with others (Ricoy et al., 2022).
Parental controls may disrupt school time use (Radesky et al., 2023).
Impact on physical activity during recess noted in a Danish study where a ban increased activity levels (Pawlowski et al., 2021).

Smartphones in schools offer:
- A sense of control and safety amid rising gun violence in the U.S.
Concerns include:
- Cyberbullying implications (mixed evidence regarding cell phone bans' effects) (Selwyn & Aagaard, 2021).
- Need for further study on school safety and emergency scenarios.
Evidence suggests the role of phones in providing documentation during emergencies (Eckstein, 2020).
Bans may hinder help-seeking behavior for dangerous situations (Rodriguez, 2024).

Recent Reviews:
- A consensus suggests that a one-size-fits-all approach to phone policies is unlikely to be effective (Campbell et al., 2024).
Challenges in implementing smartphone bans:
- Tensions may arise between students and teachers, complicating policy enforcement (Grigic Magnusson et al., 2023).
Recommendations for effective policy design:
- Agree on Goals: Identify the primary objectives for cellphone policy.
- Obtain Stakeholder Buy-In: Involve teachers, students, and families in discussions to create effective policies.
- Teach Digital Literacy: Incorporate training on being responsible about the use management.
- Set a Good Example: Ensure adult accountability to promote cooperation and fair treatment.

The digital age demands nuanced policies reflective of community needs and behavior patterns, promoting healthier device use.