Fostering Student Well-Being Through Phone Restrictions

In the classroom, phones distract students, reducing focus and retention. Beyond academics, constant phone use is linked to anxiety and social isolation. It is clear that student well-being is deeply affected by the regular use of this technology.

Jonathan Haidt (2024), in The Anxious Generation, highlights the harmful effects of smartphones on young people’s mental health. He explains how social media amplifies anxiety and depression, particularly among teens who constantly compare themselves to others online. Haidt’s research shows that overuse of phones not only decreases attention spans but also weakens emotional resilience, both critical for academic success. His findings emphasize the importance of limiting phone use to create healthier, more focused learning environments and optimizing student well-being.

Personally, as someone who has relied on their phone for regular communication during the school day, especially when away coaching or teaching out on the field, I have noticed how often I reach for it. This new awareness has shown me just how ingrained the habit has become. Awareness is the first step toward meaningful change.

Though we are still in the early stages of implementation of this policy, I am optimistic that it will foster deeper learning, a greater sense of belonging and a healthier school environment, as the empirical research suggests. While adapting to this change will pose challenges, the long-term benefits will far outweigh any initial discomfort.

In addition to Haidt’s work, the CCBE offers access to current and influential books and podcasts that promote reflection and professional learning within our community. Should this interest you please reach out for a curated reading or listening list, and join us in upcoming professional learning conversations.