Questions and Answers

Q&A

Why not implement a total ban on cell phones?

While a complete ban might seem straightforward, we recognize that cell phones are an essential tool for safety before and after school hours for many students and families. This policy seeks to balance those needs with a focus on minimizing distractions during instructional time with the practical benefits of having phones accessible when appropriate.

Why are we taking this step in Lawrence Public Schools?

1. We prioritize a focus on teaching and learning within our classrooms.
2. Cell phones represent a significant educational distraction not just for the students using them in class but also for teachers and others in the classroom.
3. We want to achieve a quality, focused school day experience by supporting our students' engagement in learning, focusing on academics, and building healthy relationships with peers and school staff. 

What does ‘not on, not seen, not heard’ mean?

This phrase means that cell phones should be turned off during instructional hours, kept out of sight (e.g., in backpacks), and remain silent. Any visible or audible use during these times is considered a violation.

What if a student needs to use their phone for an emergency?

In emergencies, students may request permission from staff to use their phones. Parents and guardians may also contact the school’s main office to communicate urgent messages to their children.

What research supports this initiative?

The Pew Research Center (2024) reported that 72% of U.S. high school teachers consider cell phone distraction a major problem in classrooms. Research published in Computers in Human Behavior demonstrated that college students who used cell phones during class scored lower on tests and had overall poorer grades than those who did not use phones during instructional time (Kuznekoff et al., 2015).

A Rutgers University (2018) study revealed that students permitted to use electronic devices during lectures scored lower on exams than their peers, indicating that device usage can impair learning.

The U.S. Surgeon General issued an advisory highlighting the adverse effects of excessive social media use on youth mental health (Financial Times, 2024). Excessive smartphone use has been associated with increased anxiety and depression among adolescents, reinforcing the benefits of limiting phone use during school hours (Twenge & Campbell, 2018).

Policies encouraging students to keep their phones "Away for the Day" have improved concentration, classroom behavior, academic results, and social development (Screenagers, 2016). Schools adopting these policies report positive changes, with increased focus and healthier social interactions among students.

Learn more by viewing these voices of change and submit your "Away for the Day" story to info@screenagersmovie.com for inclusion here.

What if a student experiences symptoms of addiction and feels they need additional support with breaking the cell phone habit?

We understand that changing ingrained habits will take individual commitment and our collective time and attention. As educators, we will begin from a place of curiosity, learning, and support. We understand that some students may require more steps than others to achieve the goal of a cell phone-free instructional environment.

The research shows that this endeavor, although difficult, is worth the effort in terms of increased focus, academic achievement, and improved social-emotional well-being and mental health.

What if teachers, administrators, and school teams do not want the enforcement burden?

The reality is that when clear expectations and solid support systems are in place, schools are not overburdened. Together, a cell phone-free classroom environment can be achieved in Lawrence Public Schools. According to the ‘Away for the Day’ organization, many schools implementing clear and direct policies report minimal pushback. For instance, one principal introduced an "Away for the Day" policy by initially issuing warnings for the first month to help students adapt to the new rules. Once students became accustomed, consequences were enforced. This gradual approach allowed for habit-building and eased the transition (Away for the Day, n.d.).

Will there be exceptions to this policy?

Yes, exceptions will occur for documented medical or other needs as appropriate. These cases will be handled individually to ensure the practice accommodates necessary circumstances.

What steps will we take, and how will the school team handle non-compliance?

1. A cell phone-free instructional environment is the expectation and a requirement in Lawrence Public Schools’ classrooms.
2. During the early weeks of implementation, everyone will continue to educate, reteach, reinforce, and redirect as needed to successfully achieve systemic change.
3. As always, when appropriate, school teams will engage support from the student’s family and school support team members to achieve the expected outcome of a cell phone-free classroom.
4. When needed, following a progressive model of conversation, action, and reflection, members of the school team will work together to clarify additional structures for those students who require them to ensure a cell phone-free classroom environment. 

What are the steps of the Teach, Reteach, Reinforce, Remind, Redirect model of behavior change?

Positive Behavioral Interventions and Supports (PBIS) highlights the value of frequent positive reinforcement, recommending a 4:1 ratio of positive feedback to corrections to enhance behavioral outcomes (PBIS.org, n.d.). Research also suggests that habit formation can take anywhere from 18 to 254 days, underscoring the need for consistency and repetition in making new behaviors automatic (Lally et al., 2010).

1. Teach and Reteach

1. • During the early weeks of implementation, continuously educate and reteach the cell phone policy to ensure students understand the expectations. Frequent reminders help create a consistent framework for behavior.

2. Reinforce Positive Behavior

2. • Acknowledge and explicitly name when students follow the cell phone policy. For example, “I noticed you kept your phone in your backpack during class; that helps everyone stay focused.” This reinforces the desired behavior and encourages its repetition.

3. ​​Remind Expectations

3. • Use prompts to help students recall the cell phone policy before they act. For instance, “What should you remember about where your phone belongs during lessons?” This proactive approach keeps expectations clear.

4. Redirect Off-Track Behavior

4. • Address off-task phone use clearly and non-punitive by stating the desired behavior. For example, “Please put your phone away and begin your assignment by writing your name on your paper.” This immediate redirection supports compliance without escalation.

5. Monitor and Adjust     

5. • Pay attention to classroom dynamics and individual student needs, adjusting as necessary. Continuous monitoring helps the policy remain effective and relevant over time.

Consistency is Key. Use reinforcing, reminding, and redirecting language regularly throughout the day. This ensures that all students internalize the guidance and promotes a culture of accountability.

What are the expected outcomes of this initiative?

The primary goal is to protect the work of teaching and learning in the classroom: to enhance student focus, reduce distractions, and create a more interactive and engaging learning environment. Over time, improved academic performance and mental health are also anticipated as outcomes of this transition.

How can parents support this initiative at home?

1. Reinforce the idea that classroom learning time at school is valuable and worth protecting.
2. Emphasize the importance of minimizing distractions during instruction and encourage responsible phone use.
3. Practice cell phone-free family time as a great way to develop capacity for separation time away from the phone.

Are other school districts limiting cell phone use during the school day?

Yes, many school districts across the United States are implementing policies to limit the use of cell phones and personal devices during school hours. States such as Alabama, California, Florida, Indiana, Kentucky, Ohio, South Carolina, and Virginia have taken steps to reduce cell phone distractions in classrooms. These measures align with broader efforts to enhance focus and improve learning environments (Education Commission of the States, 2024).

In Kansas, the State Board of Education recently released guidance promoting cell phone-free schools based on recommendations from a state task force. This initiative is part of a growing trend as bipartisan support for limiting classroom cell phone use gains momentum. State-level guidance and regulations have provided frameworks for districts to implement these changes, though further analysis is needed to understand the effectiveness of local policies (KWCH Staff, 2024).

For more information, refer to the Education Commission of the States' publication on school cell phone policies.

How have students reported feeling about schoolwide policies on cell phones?

Teens interviewed in a study conducted by Common Sense Media expressed their preference for consistent cell phone policies applied throughout the school. They noted that uniformity helps avoid confusion about which teachers permit phones and which do not. The policy and its related guidance aim to provide clarity and support consistent implementation across all Lawrence Public Schools’ classrooms (Common Sense Media, n.d.).

Can we provide feedback on the Cell Phone-Free Instructional Day?

Absolutely. We encourage families to share their experiences and suggestions on this feedback form.

How will the effectiveness of the Cell Phone-Free Instructional Day be evaluated?

The district will gather feedback from students, parents, and staff. Over the coming year, we will monitor metrics pertinent to the change to assess the impact of this shift, including student and teacher experience, levels of classroom engagement, academic performance, and disciplinary data.