Introduction

Cellphones have become part of students’ daily lives—powerful tools for learning, connection, and self-expression.

At the same time, their use in schools can raise concerns around attention, stress, and safety. With more states moving toward regulation, education leaders have both a challenge and an opportunity to craft policies that promote healthy, equitable, and effective technology use.

A new research brief from the UC|CSU Collaborative for Neuroscience, Diversity, and Learning and UCLA CTS translates developmental science and policy trends into clear, practical recommendations for K-12 leaders.

Authors Kathy T. Do, Jennie K. Grammer, and Joseph P. Bishop provide evidence-based strategies to support focused learning, healthy digital habits, and safer school environments.

Key Findings

  • Phones can be distracting and valuable for learning.

Although multitasking and notifications can reduce focus and the development of key cognitive skills, phones can be valuable instructional tools when used appropriately.

“Cell phones’ internal sensors [can] help students without science labs conduct experiments. Imagine several students opening [an] app on one phone to measure and graph the speed at which different objects drop. It’s fun, it brings the formulas students learn during direct instruction to life, it’s experiential, and it’s accessible to almost every student in the country. This is just one of many ways phones can boost learning if used well and strictly for pedagogical purposes, particularly for neurodivergent students or in environments with little access to technology.”

— Rebecca Winthrop, Director of the Center for Universal Education, Brookings Institution

  • Impact on student well-being is complex.

Cellphones can both support and harm youth mental health, depending on how they’re used.

“It’s pushing me to reach out more to my peers instead of relying more on my phone, like I did in middle school. I have a bit of social anxiety so [sic] don’t like connecting with people. But the friends I’ve made are great, so I’m kind of glad we have that cellphone policy and we’re encouraged to talk to each other.”

— Aniya, a student

  • Connection and risk go hand in hand.

Devices foster social connection, but can also limit in-person interaction and fuel cyberbullying.

“As someone with autism, I was bullied all the time while I was in school, and as I got older, it became more severe with cyberbullying occurring on social media. People at school would plan attacks—or what they called pranks—on me, record my humiliation, and then spread it all over the internet. It got to the point where the bullying led to unhealthy eating habits, depression, suicide attempts, and struggles with addiction.”

— Victoria Handy, an autism advocate

  • Not all phone use is safe.

There is no evidence that higher levels of cellphone use are universally safe for all children and adolescents.

  • Policy design drives effectiveness.

Strong policies matter. Success depends on grade-appropriate rules, clear exceptions, and consistent implementation.

“…in an emergency, students need to be able to listen to the adult giving directions instead of texting and not paying attention to what’s happening. Once everyone is safe, teachers can [unlock cellphone pouches], and students can communicate with their parents.”

— High school principal

“The biggest way that I look at this is the equity piece. You have kids of various backgrounds coming to your school… They might only have a cell phone in their household. It might be a tablet. They might not have an updated laptop… whatever it may be. So when the teacher sends the student home with homework, they might not have the accessibility of all these different apps and programs [that we are using]. That’s a part that I’m a little concerned about.”

— School superintendent

Implementation Challenges

  • Inconsistent enforcement across classrooms
  • Family safety expectations vs. crisis protocols
  • Equity risks without clear accommodations
  • Staff burden, if responsibility isn’t shared

Recommendations

Recommendations for School and District Leaders

  • Co-design policies with the community. Involve students, educators, staff, school leaders, families, union leaders, and researchers.
  • Match rules to age. Stricter limits in middle school; more flexibility for older students.
  • Design for equity and accessibility. Incorporate individualized education program (IEP) or 504 plan needs for students who rely on assistive technology for learning and daily functioning, as well as medical cases, and emergencies.
  • Move beyond restriction—invest in digital readiness. Pair restrictions with digital citizenship education.
  • Clarity + consistency = credibility. Apply policies consistently while adapting to local contexts.
  • Measure impact. Use school climate and student well-being data to refine policies.

Related Work

See more
Positive, Healthy Learning Climates & Communities
Digital Equity and Wellbeing in Schools