Understanding the Shift in Student Behavior

Having taught for more than twenty years, I’ve witnessed numerous trends among students—fashion cycles from baggy to tight pants and back again—but one significant change stands out: many kids today find it increasingly difficult to concentrate. A growing number of students exhibit attentional difficulties (often diagnosed as ADHD, yet appearing in many who are not officially diagnosed), as well as emotional and social challenges. It seems that young people are struggling more than ever to connect with their peers.

Many attribute these changes to either natural developmental processes or to failings within the educational system. However, neither explanation fully accounts for the dramatic rise in ADHD diagnoses or the relatively unchanged classroom environments of the past.

But what is driving this issue? The conversation has recently shifted towards linking it to either the COVID-19 pandemic or the pervasive use of smartphones. As we move beyond the pandemic and gather more data, it appears increasingly evident that smartphones bear much of the responsibility.

As researchers analyze various indicators of adolescent success—ranging from academic performance to mental health—there is a notable decline beginning around 2010, coinciding with the widespread adoption of smartphones in developed nations.

For instance, a study examining PISA scores revealed two key points: firstly, the decisions made about pandemic schooling in the U.S. were relatively effective, and secondly, there was a notable drop in test scores worldwide starting around 2010, which aligns with the rise of smartphones.

In Derek Thompson’s summary for The Atlantic, he notes:

Studies indicate that when students use their phones, they take fewer notes and retain less information. Moreover, "task-switching" between social media and homework correlates with lower academic performance. Evidence shows that students who text during class tend to perform worse on exams, and those who are temporarily deprived of their phones in controlled settings achieve better results. As psychologist Jon Haidt points out, even the sight of a smartphone can diminish our focus, pulling our attention away—even if the device is turned off.

How do smartphones affect mental health? Psychologist Jean Twenge identified a significant change in 2012, remarking:

In 2012, I observed sudden shifts in teen behaviors and emotional well-being. The gradual trends became steep declines, and many traits characteristic of the Millennial generation faded. In all my years of analyzing generational data, I had never encountered anything like this…

What happened in 2012? It was the period following the Great Recession, which officially lasted from 2007 to 2009, and severely impacted Millennials entering a struggling job market. Notably, this was also when smartphone ownership in the U.S. surpassed 50 percent.

Furthermore, Jon Haidt has published numerous articles emphasizing that early smartphone access leads to poorer mental health in adulthood, and that social media significantly contributes to the mental health crisis among adolescent girls.

The data is compelling—smartphones appear to heighten anxiety, reduce happiness, and negatively impact academic performance in children. A 2019 study indicated that most American children own smartphones by age 11 (with many fourth-graders receiving them as young as 9). By the time they finish middle school, nearly every child possesses one, and many have had access to tablets from an even earlier age, often retreating to private spaces to engage with the internet.

Addressing the Impact of Smartphones

Given the growing evidence that excessive device usage is detrimental to children, the popular solution has been to ban smartphones in schools, a recommendation echoed by Haidt, Twenge, and Thompson. While I agree that such bans are necessary, they cannot stand alone as a solution.

If a high school were to prohibit cell phones, we would likely see improved social interactions in hallways and fewer distractions during lessons. However, the broader issue is that students are still using their devices extensively outside of school hours.

Prohibiting smartphones in educational settings while allowing students to acquire them at age 10 (and permitting hours of screen time on tablets from age 3 or 4) is unlikely to yield significant improvements. How can we expect 10-year-olds—whose brains are still developing—to manage powerful devices that can compromise their cognitive abilities, and then expect them to focus during a 65-minute chemistry lesson, even if their phones are not physically present?

Schools must go beyond mere phone bans; they should also communicate clearly with parents about the effects of smartphones on children's development.

While I understand the temptation for parents to give in to the pressure of providing smartphones at a young age—especially when it feels like all other parents are doing so—it’s a challenging decision. My wife and I held off until our kids reached high school, but it was not without its difficulties. Had I not witnessed firsthand the adverse effects of these devices on my students, I might have caved. Interestingly, the child who resisted our smartphone restrictions the most later expressed gratitude for our decision!

Navigating Parenting in the Digital Age

Parenting, especially during the teenage years, can be perplexing. Children change rapidly, sometimes within hours, and communication with other parents is often limited, as teens usually prefer privacy. Parents would benefit from guidance from experts familiar with these challenges and who understand the complexities involved.

This is where educational institutions can step in. Rather than simply implementing smartphone bans in middle and high schools, educators should engage with parents at the elementary level about the role of technology in their children’s lives. Teachers and administrators could inform parents of third and fourth graders that research suggests waiting until their children are at least 13 before introducing smartphones. They might even encourage parents to participate in a collective agreement, like "Wait Until 8th."

Will every parent heed this advice? Naturally not. Some may respond defensively, feeling that their parenting choices are being questioned. However, this initiative could empower those parents who are inclined to do the right thing. It would reassure them that they are not alone in believing that smartphones may not be beneficial for children, and they would have a convenient rationale to defer their child’s smartphone request. (“Sweetheart, I know you want a cell phone, but your principal advised us otherwise!”)

Most educators recognize that the surge in smartphone usage has contributed to various challenges for children—academically, socially, and emotionally. Our responsibility extends beyond merely banning phones in schools; we must aid parents in understanding why providing their children with these devices may be detrimental.

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Chapter 2: The Case for Smartphone Bans in Schools

The first video titled "Jonathan Haidt Talks Banning Smartphones in Schools + The Effects of Social Media on Children" explores the implications of smartphone use in educational settings and its impact on youth mental health.

The second video, "Smartphone Ban in NY Classrooms," discusses the recent initiatives to restrict smartphone usage in classrooms across New York.