As schools grapple with a student population that, as a whole, is experiencing a mental health crisis exacerbated by social media use, school leaders identify these emerging trends in smartphone policies.

The effect of smartphones and social media use on students in schools is a fast-growing topic among educators and the public alike. As leaders in their communities and forward-thinking innovators, principals, in partnership with their school districts, often are charged with being at the forefront of emerging trends and identifying paths forward that meet their students’ and communities’ needs.

Parents and families look to them for guidance, research-backed resources, and best practices in ensuring their child—the whole child—is supported emotionally and academically. Student smartphone use in schools is one of the latest emerging trends that’s gaining attention.

In a recent NBC News article, “Generation Text: NBC Survey of Principals Reveals Deep Concern about Impact of Phones in Schools,” author Chris Glorioso found the following: “By wide margins, hundreds of school leaders polled in the survey said they believe phones are having negative impacts on student mental health, making kids tired and distracted, and amplifying conflict and bullying in school communities.”

NAESP Associate Executive Director, Policy and Advocacy, David Griffith agrees with the findings. In an interview for the article, Griffith said, the results of the survey were “a loud warning to parents and the public about the perils of smartphones and social media on this generation of young people.

“School principals are sounding the alarm about the negative impact of smartphones on student learning and well-being,” Griffith continued.

Why the Increased Attention?

Lately, schools and districts, the federal government, and even media outlets have given more attention to the effects on cellphone use in schools. U.S. Surgeon General Vivek Murthy even has called for a warning label on social media platforms as he called the impact of social media a youth mental health crisis.

NAESP asked members why they think this issue is gaining speed. Here’s what they said—and how it aligns with trends.

  • Rising Awareness of Mental Health Impacts: Increased interest in books like The Anxious Generation and growing concern about links between device use and adolescent development
  • Cyberbullying and Harassment: Surge in cell phone-related issues, including sharing inappropriate content, and devastating effects on students’ emotional well-being and social interactions
  • Classroom Disruptions: Discipline problems stemming from cell phone usage and time spent addressing phone-related behavioral issues
  • Social Skill Development: Concerns about underdeveloped social skills due to excessive screen time and potential long-term impacts on emotional and social development
  • Data-Driven Concerns: Studies, such as those by the Annie E. Casey Foundation, highlighting negative trends and emerging alarming statistics on teen depression, isolation, and suicide rates

These concerns reflect a growing consensus among educators that the potential downsides of unrestricted cellphone use in schools often outweigh any benefits, particularly for younger students. The impact on mental health, social development, and classroom dynamics is prompting many schools to reevaluate their policies.

Emerging Policy Trends in K-12 Schools

The following five emerging trends reflect the ongoing struggle to balance the potential benefits of technology in education with the need to maintain a focused learning environment.

Trend 1: Nearly universal ban on cell phone use during school hours at the elementary level

Most principals said phones must remain in backpacks or lockers, with widespread agreement that cell phones are unnecessary at this level.

Trend 2: More varied and controversial policies in the middle and high school levels

Principals identified the challenge of balancing potential educational benefits with distraction concerns, leading to ongoing debates and policy experimentation.

Trend 3: Most states defer policy decisions to individual districts or schools

Principals cited benefits to this trend that allow for customization based on community needs and values, with the exception of some states, like Massachusetts, which encourage restrictive policies

Trend 4: Increasingly structured approaches to policy violations, with tiered enforcement strategies

Principals outlined common steps like initial device confiscation, family involvement for repeat offenses, and daily check-ins for chronic issues that lead to clear consequences to discourage misuse.

Trend 5: Stricter personal device policies alongside increased school-provided technology

Principals cited emphasizing controlled, educational technology use and the challenge of preparing students for a tech-driven world while minimizing distractions.