Posted by By Lila Ackerman
In a school filled with so many different types of people, one thing unites us: our phones, and our shared reliance on them. However, though phones unite us digitally, our dependence represents larger issues reflecting our social isolation and diminishing mindfulness. The newly instituted statewide phone ban aims to guide students away from turning into a generation of disconnected people.
What exactly is this ban? New York State’s school phone ban officially went into effect on September 4, 2025, at the start of the 2025–2026 academic year. This policy prohibits unsanctioned use of smart phones and other internet enabled devices during the school day across all K-12 public schools.
“from parents and teachers, to social justice and law enforcement leaders, New Yorkers agree that our young people succeed when they’re learning and growing, not clicking and scrolling.”
The incentive behind this ban, according to Governor Kathy Hochul, was that “from parents and teachers, to social justice and law enforcement leaders, New Yorkers agree that our young people succeed when they’re learning and growing, not clicking and scrolling.” The goal of this ban was to create a more engaging school environment, eliminating online distractions and encouraging learning in person. However now that students and teachers have experienced this ban for almost two months, reactions have varied.
“I love the phone ban. It’s the best thing that’s ever happened to my learning,” says Julian Eames, a Junior at NPHS. Like many students, he’s noticed an increase in classroom engagement since the policy took effect. Last year, phones were often hidden behind students’ laptops or concealed in students’ laps beneath desks. But with consequences now ranging from confiscation to suspension, phone use has notably declined, contributing to more active and responsive students.
“They’re not thinking about their phones,” posits math teacher Ms. Russolello. Studies have shown that the mere thought of a phone can reduce cognitive performance. Without viable access, students are becoming more present, thoughtful learners.
While banning phones creates a focused learning environment, does it also overlook how students actually live and communicate? Eames admits the phone ban wasn’t as bad as he initially expected, especially given the increase in face-to-face interactions since the phone ban was enacted.
“During lunch I’d be on my phone, but I prefer not to, so I can talk to my classmates,” Eames says. In the cafeteria, rather than resorting to scrolling when a friend has a different lunch period, students are now more likely to interact with people they wouldn’t previously have acknowledged. Teachers have also noticed this positive effect.
“I saw a bunch of kids in the library playing with the big Uno cards, and everyone was laughing, not sitting there, on their phones.” exclaims Ms. Fredericks.
Students report that their day-to-day routines have been disrupted by the ban. The absence of their phone is most noticeable when trying to use it for quick tasks— like calculations or texting their friends— but the biggest adjustment has been losing access to earbuds.
Because earbuds are directly connected to phones, they’re also restricted. For many, this marks a big shift given how heavily they relied on music to get through the school day.
“I can’t listen to music ever and I need music to be happy”.
“I can’t listen to music ever and I need music to be happy”. It brightens my day when I listen to music. That’s the worst thing,” says Ellie Oremus, NPHS Junior.
Of course, the ban isn’t ideal to many. “I don’t like it. It’s not my favorite thing that’s happened,” says Nev Wightmen, NPHS Junior. Given that there is still pushback regarding the phone ban, the majority of students don’t use their lockers to store their phones during the school day, as initially intended by the district. Instead, many teachers have adopted an “out of sight, out of mind” approach.
“I do see that some students still have their phone in their backpack, just because at the end of the day, I see them take it out. So I know they’re not putting it in their locker, but I don’t see it at all until the bell rings. As long as I don’t see it, then I don’t care,” says Ms. Russolello.
While there has been a considerable decrease in phone usage in school, the same can’t be said for after school. Would the ability for students to control phone usage extend without the structure of external boundaries, once students leave campus?
“My screen time shoots up when I get home because I’ve been wanting to get on my phone during school, but I haven’t been able to,” says Eames. Wightmen agrees, adding, “I’m still on my phone 24/7. I’m actually on it more than before because once I get home I need to catch up on my TikTok.”
Last year, Mr. Cook was hesitant about the ban. “My overall opinion is that young people need a space where they can practice moderating their phone interactions in a professional environment, while having access to them. The reality is that school is not going to be that place for them, and that’s okay, you don’t have to learn every lesson in school.” And this year, his opinion hasn’t changed— but he acknowledges the impact has been overwhelmingly positive. Given the opportunity, he says he wouldn’t revoke the phone ban. “The overall benefit outweighs the possibility of learning how to manage phone usage,” he concedes.
His perspective raises the question of whether it is up to students to develop autonomy and responsibility, regardless of the circumstances— and when, if ever, the school should intervene.
“I would say without the phone ban, I was pretty engaged in class. I was really disciplined to not be on my phone while the teacher was talking,” says Wightmen. But while that level of self-control may work for some, others have found unexpected benefits for themselves and their peers in the ban.
As Oremus puts it, thanks to the ban, “I’ve met more people, which is really good for our generation.” Although online interaction has become the norm for high school students, the ban encourages them to step into the shoes of their parents and function as if phones never existed.
If even parents are still learning how to balance time online and offline, perhaps our generation needs this enforced push in the right direction— a chance to build the habits and discipline needed to resist the engineered addiction of screens in the future.
The Maroon 