“Their Schools Banned Phones. Out Came the iPods and Cassette Players” by Callie Holtermann, 

Summary for Educators

What’s Going On

In reaction to increasingly common bans on smartphones and internet-enabled devices in schools, many students are turning to analog or older digital gadgets—iPods, Walkmans, cassette players, MP3 players, even CD players—to bypass restrictions. 

Sebastien Wall, 17, in New Hampshire, is one example. When his high school announced a “bell-to-bell” phone ban, he bought a used iPod so he could still listen to music during downtime. Others have done similar: bringing cassette players, CD players, or other single-purpose gadgets that can’t connect online. Teachers and administrators are now grappling with how to respond. 

Why It’s Happening

• Loopholes in policy: Many bans are written to target internet-connected devices. Devices that can’t connect (classic iPods, Walkmans) aren’t always addressed explicitly, so students use them legally under current rules.

• Desire for non-digital distractions or “quiet” personal audio: Students say music helps them focus, decompress during breaks, or manage their study time. These older devices offer audio content without notifications, social media, or multitasking that come with phones. 

• Cultural nostalgia and resourcefulness: Some students see using older tech as a workaround; others enjoy the nostalgia or the novelty. There is also a market effect—used iPods and analog devices have seen increased demand. 

Where It Matters: Examples & Variation

• In New York City, the strictest district ban forbids internet-connected devices. So non-internet-enabled audio players are a compromise in some cases. 

• In Festus, Missouri, the district is less permissive: MP3 players are already disallowed there, per local policy. Teachers and administrators are trying to figure out when to enforce or change policy in light of student behavior. 

• In Ithaca, New York, a student (Elijah Bayron) uses an inexpensive MP3 player to listen to film scores in the study hall; he finds it less distracting than a phone. Students in that district report increased socializing. 

Benefits, Concerns, and Trade-Offs

Benefits:

• Reduced distractions: Without phones, students are less likely to multitask, be tempted by social media, or sneak usage.

• Increased face-to-face social interaction: Some report more talking and engagement during non-class times.

• Student buy-in: Because students choose these alternate devices, there is a sense that rules are being respected rather than resisted.

Concerns:

• Equity & access: Not all students can afford older tech; sometimes devices are donated or used, but gaps may arise.

• Emergency communication: Parents and students express concern about how to reach each other during emergencies when phones are unavailable. Schools often respond that they have contact protocols.

• Policy ambiguity and consistency: Some schools don’t clearly state whether MP3 players or other non-internet devices are allowed. This leads to confusion and inconsistent enforcement.

• Potential for other ‘loopholes’: As older tech becomes permitted, schools may need to revisit what counts as distraction or what rules include.

Implications for Educators & School Leaders

1. Clarify policy language: If school leadership bans “internet-enabled devices” or “smart devices,” specify what’s permitted — for example, MP3 players with no connectivity, cassette players, etc. Being clear helps avoid confusion and conflict.

2. Think about instructional and non-instructional time: Establish when device use is allowed (e.g., during lunch, study hall, free periods) and ensure students understand boundaries.

3. Include student voice: Students are creative in finding workarounds. Involving them in policy discussions can lead to rules that are fair and workable.

4. Balance structure with flexibility: It’s useful to recognize that some non-internet devices serve non-disruptive but meaningful student needs (focus, decompression). Allowing certain devices under controlled conditions may reduce resistance and improve culture.

5. Monitor outcomes: Track how these policies affect student behavior, attention, social interaction, and possibly academic outcomes. Are students more focused? Less distracted? More or less frustrated?

Original Article-

Source: Holtermann, Callie. “Their Schools Banned Phones. Out Came the iPods and Cassette Players.” The New York Times, September 11, 2025.

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Prepared with the assistance of AI software

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