CELLPHONES IN SCHOOLS: THE UNSPOKEN BROADER IMPLICATIONS

The pervasive use of “smart” phones by high school and middle school students has become a significant issue in modern education, leading to grave challenges within the classroom, school communities, the overall academic performance of the pupils, and further affecting the mental health of these students. Recent reports highlight that the distractions caused by smartphones especially in high schools and middle schools are so severe that some teachers are leaving the profession.

Hailing from Ghana, West Africa, where boarding in high school dormitories is almost mandatory with strictly no-phone policies, seeing high school students in the U.S. commuting from home to school daily fascinates me. My fascination turned to concern when I facilitated a journalism conference during the Fall of 2023 at Eastern New Mexico University (ENMU). High school students across New Mexico counties gathered to learn about different professions and disciplines in Communication to help them navigate their career choices.

During the conference, I moderated three different sessions. Throughout the day, four out of the 22, 25 and 27 students who attended each session put their phones away or asked questions of the industry professionals who had taken an interest in their futures. I had to repeat myself again and again to get the attention of these students present. What could have been more important to these young individuals during such a crucial moment for their futures that they had their faces in their phones? They were busily scrolling, laughing and sharing whatever they were watching on their phones with their seatmates. And when I prompted them to at least accord the industry professionals present some respect, they simply ignored.

Seeing numerous articles and news items this summer on the distraction students cause to themselves, the school environment, and the actions various schools nationwide are taking to curb this menace of smartphone-cellphone distractions in schools, I decided to add my voice.

I began my observations in churches across Eastern New Mexico, studying phone use among young worshippers. I noticed that a significant percentage of both young and old attendees did not have their phones in sight. They took notes in ink during church services, and the few who used their phones strictly used the notes app. This made me wonder how these churches manage to instill such discipline. How is the culture they are fostering in their members and the specific words they use to achieve this different from the schools that do not?

Again, I observed that, it was easier for the young men and women to stay off their phones at their respective work places as demanded with no fuss. How easy could that be? And why can’t this same discipline and self control be replicated in the classrooms?

Historical Context of Classroom Distractions & Modern Technology Classroom Dynamics

Even if you disagree, you will find that distractions in the classroom are not a new phenomenon. Through the ages, educators have had to deal with various forms of student disengagement. In the 19th century, teachers contended with students passing notes to one another, doodling, murmuring, fidgeting, or daydreaming, clandestine war games fought on paper, drawings, the molding of crayon, etc. (Spence, 2023). The introduction of radio and television in the mid-20th century brought new concerns, as students’ attention spans were perceived to be under threat from these emerging technologies. However, each era’s distractions were manageable within the educational framework of the time.

In contrast, the cellphone presents a unique challenge due to its mobility, multifunctionality, and constant connectivity. No matter where people are, whom they are with, or what they are doing, they are typically accompanied by their cellphones (Fortunati, 2023; Kaufmann, 2018). These cellphones which are also called “smartphones” enable various users to stay connected to the Internet as they go or while on the move, wherever they go. As a result, frequent instances of smartphone use increasingly intrude on everyday routines and capture individual attention. Unlike past distractions, smartphones offer an endless stream of social media, games and other digital content that can continuously engage students’ attention even in the classroom. This constant accessibility worsens the issue at hand, making it difficult for educators to maintain student focus.

Teachers report that smartphone usage leads to decreased student engagement and increased behavioral problems. According to a survey by the Pew Research Center, 95 percent of teens have access to a smartphone, and 45 percent are online almost constantly (Anderson & Jiang, 2018). This omnipresence of technology in students’ lives often intrudes into the classroom, where the temptation to check notifications or browse the Internet can be overwhelming.

The constant distraction of cellphones not only affects students’ academic performance but also diminishes the authority of educators. Historically, teachers have been the primary source of knowledge and authority within the classroom. However, the immediate access to information via cellphones undermines this role. Students may question the relevance of classroom instruction when they can quickly search for information online. This shift challenges the traditional teacher-student dynamic, making it harder for educators to command respect and maintain discipline.

Broader Implications

The issue of cellphone usage in schools reflects broader social changes, particularly the increasing emphasis on connectivity and instant communication. In today’s society, being constantly connected is often seen as a necessity rather than a choice. This cultural shift influences students’ attitudes towards learning and authority. The expectation of immediate responses and the allure of social media can lead to shorter attention spans and a preference for quick, superficial engagement over deep, reflective learning.

Parents can also add to the distractions by reaching out to their wards directly as and when they feel the need to, when such calls should be directed through school authorities and class teachers to ensure some decorum and to control the transmission of whatever information that has to get to the child. Disregarding the channel of authority and communication of these schools and their leadership.

“For where your treasure is, there your heart will be also” is a quote from the Bible which implies that what a person focuses on and finds worth their time, energy, attention and all seriousness is what dictates the actions they take in that regard. This concludes that students treasure their social media interactions, games and other cellphone activities over academic and intellectual pursuits. The quote calls for a reflection on values and priorities for schools and educators, and most especially, the students, realigning their “treasure” in time to education and knowledge acquisition.

Addressing the Challenges

Schools across the nation are looking forward to a strict no-phone policies to be implemented in the Fall of 2024, an action I believe to be in the right direction. The only way to take the distraction out of the school environment and from the student, is to take the distraction away.

Moreover, fostering a classroom environment that emphasizes respect, responsibility and self-regulation can help mitigate the negative impact of cellphones. Teachers should be given the autonomy to drive away students who fail to stay off their cellphones during class hours and accept that the student has made a choice to be on their phones instead of being a part of that class. Continuous education and awareness creation about digital citizenship and the appropriate use of technology can empower students to make better choices while accepting the consequences that comes with irresponsible phone use behaviors.

Additionally, involving parents in the conversation about cellphone usage can create a supportive network that reinforces positive behaviors both at home and at school. While the hint of a no-phone policy may be disturbing to parents, I would suggest that no smartphones should be allowed on the school community. Better a flip phone or a brick phone for the sole purposes of texting when the need arises and/or passing a call in the case of an emergency only.
Students do not need the whole Internet in their pockets while in school when schools have advanced and furnished Internet facilities in their libraries and at the convenience of the student.

Parents may want to regard and respect the authority of schools and the teachers their wards are entrusted to. Emergency phone calls and alerts can be shared through the right channel of school authorities as long as their children are in school.

I will leave you with this thought: Education is gradually losing its value in this nation, most especially among its young men and women, and this decline poses serious threats to the future of this nation. If measures are not put in place for the nation’s young people to imbibe the importance of education and knowledge acquisition, the consequences could be dire.