The Problem of Cell Phones in the Classroom

Many school districts are grappling with the issue of cell phones in the classroom. There are two sides to this debate. Some parents worry about student safety and the ability to contact their children in case of an emergency. Meanwhile, many educators view cell phones as a distraction to learning. School administrators have attempted to find a solution, but the issue remains controversial.

As a retired teacher with over 30 years of experience in the Buffalo School District, I have concerns—especially regarding the impact of cell phones on students' academic achievement. The recent Nation’s Report on student performance has raised critical questions.

According to this report, students have fallen behind in both reading and math. Alarmingly, most fourth and eighth graders in 2024 are still performing below pre-pandemic levels from 2019. While the pandemic exacerbated these declines, evidence suggests that academic struggles began even before COVID-19. This raises an important question: Why are students struggling, and what can educators and policymakers do to address it?

Public schools have spent nearly $190 billion in federal emergency funding allocated by Congress. This money has been used for research-backed interventions, summer school programs, tutoring, and other educational initiatives. However, research shows that many of these efforts have not led to significant academic gains. The latest data highlights that our students still have a long way to go.

Based on my classroom experience, I have seen numerous factors that contribute to students losing focus during instruction —some of which may surprise you. In Part Two of this article, I will share a note from one of my former students, written in 2001 —24 years ago. This letter offers a unique perspective on student engagement before cell phones became a classroom issue. Additionally, I will explore potential solutions to this growing problem.

Stay tuned for Part Two.