Source: Levenson, Michael. “New York’s Ban on Cellphones in Schools Is Going ‘Better Than Expected’.” The New York Times, published September 10, 2025; updated September 12, 2025. Original URL: https://www.nytimes.com/2025/09/10/nyregion/nyc-schools-cellphone-b...

What is the Policy?

• As of the start of the current academic year, New York City Public Schools implemented a district-wide ban on smartphones, smartwatches, laptops, and other internet-connected devices for students during all school hours—from bell to bell.

• Devices must be stored in school-assigned magnetic pouches, shared or personal lockers, or classroom storage, depending on each school’s chosen method. 

• The policy was enabled by a state law and is one of the strictest such bans in the U.S., given the size of the district (more than a million students).

Early Reactions: Benefits and Frictions

Reported Benefits:

• Teachers are noticing fewer distractions in class. Students no longer sneak glances at phones, stretch out bathroom breaks to check devices, or otherwise use phones during instructional time. This seems to improve attention. 

• Some students say they’ve started talking more in class or hallways—less glued to screens.

• Teachers express that enforcing the ban is going “better than expected.” One teacher noted that very few students tried to bring phones to school on day one after the ban. 

Challenges & Concerns:

• Some students miss using their devices for note-taking, managing schedules, group chats, or other organizational tasks. Without laptops or phones, some must carry extra notebooks or manage hand-written tasks.

• Concerns from parents about emergencies and communication: how to contact children or vice-versa, particularly when devices are locked away. Schools maintain that emergency protocols are in place; parents are urged to update contact info; schools have direct numbers to call to reach students. 

• Enforcement issues: some students attempt tricks (fake phones, opening magnetic pouches), and there is a learning curve for both students and school staff. 

Implementation Details & Variety

• Storage solutions differ: about 800 schools are using pouches, 600 are using drop boxes or storage bins, and around 500 are collecting phones in classrooms. Choice of method is up to each school. 

• Some older schools had already started partial bans earlier; for them, the transition is smoother. In schools that already used similar policies, such as one in Queens that banned phones in May 2024, teachers report that the rule has become routine. 

Implications for Educators

• Increased Instructional Time: Less time lost to distractions could mean more effective use of class time. Educators can plan with the assumption that students are more present.

• Classroom Management: Less need to monitor off-task phone behavior. Might reduce discipline issues tied to device misuse.

• Adaptation Needs: Teachers will need to adjust how students organize their materials, take notes, collaborate outside the classroom, etc., given limited or no device access.

• Communication Planning: Schools and families need clear protocols for emergencies since students cannot carry or access phones.

• Equity and Access: For students who depend on devices for language translation, special education, or other accommodations, exemptions or solutions must be built into implementation.

What Looks Promising & What to Watch

• Overall, the policy appears promising in reducing in-class distractions and improving student focus in many settings.

• But success depends heavily on consistent enforcement, clear expectations, and support to students and teachers in adjusting routines.

• Monitoring unintended consequences—such as difficulty for students with long commutes, students needing devices for learning accommodations, or parents’ concerns—is vital.

Takeaway for School Leaders

For leaders considering or implementing similar policies, key strategies include:

1. Clear communication with families, students, and staff about purpose, expectations, and emergency arrangements.

2. Flexible, but consistent, implementation—choosing storage methods that make sense for school size, grade levels, and logistical capacity.

3. Supporting teachers with professional development around adjusting instruction and classroom practices when devices are unavailable.

4. Monitoring both quantitative (attendance, time on task, disciplinary referrals) and qualitative data (student and teacher perceptions) to assess the policy’s impact.

Original Article

Source: Levenson, Michael. “New York’s Ban on Cellphones in Schools Is Going ‘Better Than Expected’.” The New York Times, published September 10, 2025; updated September 12, 2025.

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Prepared with the assistance of AI software

OpenAI. (2025). ChatGPT (4) [Large language model]. https://chat.openai.com