Robert Eagle Staff Middle School in Seattle has implemented a new policy requiring students to lock their cellphones inside fabric pouches provided by Yondr. This policy aims to reduce distractions and misuse of phones during the academic day. The school had previously allowed phones during breaks and lunch but found that students were using them inappropriately, resulting in distractions, cheating, and conflicts among students. This led to teachers becoming enforcers of smartphone rules, creating tensions and inconsistencies in handling offenders.
Educators nationwide are experimenting with similar cellphone restrictions in schools, with varying policies in place. Washington’s public schools have been encouraged by the state to implement plans for controlling students’ cellphone use during the school day. Seattle Public Schools has banned smartphone use at some schools during the day, while Mercer Island and Peninsula School Districts have restrictions on phone use. Schools make accommodations for students with disabilities or health issues that necessitate the use of the devices.
Research into the impact of cellphone restrictions in schools is limited, prompting efforts by University of Washington professor Lucía Magis-Weinberg to study the effects of these policies. Her research will focus on assessing students’ feelings of belonging, distraction levels, interpersonal interactions, and sense of autonomy and agency. The goal is to provide evidence-based guidance for policy-making around cellphone use in schools. While there is support for limiting phones, many acknowledge that positive uses are lost with a ban, leading to calls for better management of cellphone use without an outright prohibition.
At Robert Eagle Staff Middle School, students use Yondr fabric pouches to lock up their phones, with unlocking stations provided outside the school for easy access. The school provides replacement activities during lunch and breaks to help students adjust to the lack of phones. This policy is aimed at fostering meaningful interactions and relationships among students, creating a safe and valued community. While some families express concerns about emergencies and the inability to connect, educators emphasize the importance of prioritizing safety and following directions during crises.
Principal Zachary Stowell has spearheaded the cellphone ban at Eagle Staff Middle School, following a year-long effort of education and outreach to students and families. Early observations of the policy implementation show positive results, with students complying with the rules and engaging in alternative activities offered by the school. Stowell believes that creating a phone-free environment can lead to a more focused and connected community conducive to learning and personal growth. The school’s experience could serve as a model for other schools looking to implement similar policies to reduce distractions and foster positive relationships among students.
