Local Education Agency Cell Phone Policy Continuum
Welcome to the Cell Phone Policy Continuum, designed to help districts explore the range of approaches to student cell phone use in K-12 schools. Each level presents potential benefits and considerations associated with that approach, along with supporting research to provide evidence-based perspectives. Model board policy templates are also included and may be adapted by local districts.
Wis. Stat. § 120.12(29) and Wis. Stat. § 115.28(38) require school boards to adopt a policy restricting student use of wireless communication devices during instructional time; however, the law provides districts with flexibility in how those restrictions are implemented and identifies circumstances under which exceptions may be permitted.
The Cell Phone Policy Continuum below illustrates a range of approaches that districts may consider when developing or revising local policies. The examples provided are intended to support local decision-making by highlighting potential benefits, considerations, research, and sample policy language associated with each approach. Districts should consult legal counsel regarding the development and adoption of local board policies.
Level 1 - Complete Ban on Phones
Students are not permitted to bring phones onto school grounds.
Benefits
- Eliminates potential distractions and issues related to phone use.
Considerations
- May increase parental concerns regarding emergency communication.
- Phones cannot be used as instructional tools.
- Does not reflect real-world expectations for technology use.
- May be perceived as reducing student autonomy and trust.
Supporting Research:
The Status and Evidence for School Cell Phone Bans (opens in new window)
Level 2 - Phones in Lockers
Students store their phones in lockers upon entering the school and retrieve them at the end of the day.
Benefits
- Prevents phone use during school hours.
- Promotes face-to-face interaction.
- Supports student focus and engagement.
Considerations
- May increase parental concerns regarding emergency communication.
- Phones cannot be used as educational tools.
- May be viewed as reducing student autonomy and trust.
Supporting Research:
Smartphone Policies in Schools: What Does the Evidence Say? (opens in new window)
Level 3 - Personal Lockable Pouches
Students secure their phones in personal lockable pouches and keep them throughout the day without access until dismissal.
Benefits
- Eliminates access during school hours.
- Reduces distractions and misuse.
- Allows students to retain possession of their devices.
Considerations
- Additional cost for districts and families.
- Requires management of unlocking stations.
- Pouches may be damaged or tampered with.
- May increase stress related to after-school communication.
- May increase parental concerns regarding emergency communication.
- Phones cannot be used as educational tools.
- May be viewed as reducing student autonomy and trust.
Resource:
Yondr Locking Pouches (opens in new window)
Supporting Research:
Cell Phones, Student Rights, and School Safety: Finding the Right Balance (opens in new window)
Level 4 - Classroom Phone Caddies
Students place phones in designated classroom holders at the beginning of class and retrieve them afterward.
Benefits
- Reduces in-class distractions.
- Allows access before and after class periods.
- Provides a consistent classroom routine.
Considerations
- May increase parental concerns regarding emergency communication.
- Phones cannot be used as educational tools during class.
- Potential for theft or accidental damage.
- May be viewed as reducing student autonomy and trust.
- Places enforcement responsibilities on educators.
Supporting Research:
Having Your Smartphone Nearby Takes a Toll on Your Thinking (opens in new window)
Level 5 - Restricted Use During Instructional Time
Students may possess phones but may not use them during class. Use is permitted during non-instructional times such as lunch and passing periods.
Benefits
- Reduces distractions during instruction.
- Allows communication and personal use during breaks.
- Requires less infrastructure than more restrictive approaches.
Considerations
- May reduce face-to-face interaction during non-instructional times.
- Potential for cyberbullying.
- Requires ongoing monitoring and enforcement.
- May disrupt transitions into instructional time.
- Risk of exposure to inappropriate content.
- Potential negative impacts on student mental health.
Supporting Research:
Where Should Students Be Allowed to Use Cellphones? (opens in new window)
Level 6 - Permissive Use with Educational Integration
Students may use phones during class for educational purposes as directed by the teacher.
Benefits
- Provides access to research tools and digital resources.
- Supports collaboration and communication.
- Allows authentic use of technology in learning.
- Reflects technology use common in higher education and workplaces.
Considerations
- Potential for increased distractions.
- Risk of misuse.
- Equity concerns related to device access.
- Additional demands on teachers.
- Inconsistent implementation between classrooms.
- Cybersecurity and privacy concerns.
- Need for professional learning and support.
- Challenges in defining educational use.
Supporting Research:
Promoting the Joy of Learning by Turning a Smartphone into Scientific Equipment (opens in new window)
Level 7 - No Limits on Phone Usage
Students are permitted to use phones during the school day without formal restrictions.
Potential Benefits
- Provides maximum student autonomy.
- Requires minimal monitoring and enforcement structures.
- Allows continuous access to personal devices.
Considerations
- May increase distractions and off-task behavior.
- Potential for cyberbullying and inappropriate use.
- Cybersecurity and privacy concerns.
- Potential negative effects on classroom engagement.
- Requires strong student self-regulation skills.
Supporting Research:
Cell Phones in Schools: Empower Learning or Enforce Limits? (opens in new window)