Imagine a classroom where the students are more focused on scrolling through social media than engaging with their lessons. Are cell phones enhancing education, or are they a major distraction? Cell phones can hinder academic performance and classroom behavior, making it essential to establish clear policies on their usage. While cell phones offer valuable tools for learning and communication, students can still have access to them and they often cause distractions and reduce their focus which proves the need for a restriction and a healthier academic environment.
One of the main concerns with cell phone usage in schools is the distraction they pose to students during class. A survey was conducted students with 90.4% of the students completed it. The survey asked 55 different aspects of classroom distractions, which included external and internal (self-produced) distractions. The results indicated that 67% of students reported cell phone ringing as the most electronic external distraction that interfered with their concentration and learning ability of material presented in class and was extremely distracting to 21% of them.[1]
Cell phone usage is a big concern with students because even when it is restricted, students find a way to use their phones while the teacher is instructing them. They hide their devices in their laps, sweatshirt pockets, or even their backpack pockets.
Christy Edward, a student, shared her perspective: “I use my phone for social media, and I feel more connected to my family because whenever I have a bad day, I text my sister. I do get really distracted by it and I believe it should be taken away, but at the same time, I’m attached to it, so it’d be hard to refrain from it. A drawback would be losing concentration and not knowing what’s going on during class and a benefit would be being able to communicate with my family.”
Although cell phones can be distracting, they also offer valuable benefits for education and communication when used appropriately. Cell phones can serve as essential tools for students in specific situations where immediate communication is needed. For instance, if a student is facing a personal issue or emergency, they might prefer to call their parent or guardian directly rather than confide in a teacher, especially if the matter is private and only trusted loved ones are involved.
Mila Sadler, another student, emphasized this: “I use my phone for reading a lot of times, and I have used my phone to look up something related to class, and it ends up being very helpful. Having access to my phone in school makes me feel safer because, during a lockdown or something, I can contact my mom.”
While Mila doesn’t feel distracted by her phone because she limits her usage, she acknowledges both the benefits and drawbacks, stating, “The biggest benefit of having it would be connections, and drawbacks would be distractions.”
Additionally, cell phones can provide access to educational apps or websites that may be blocked on school-issued devices, offering students an alternative way to complete assignments or research in time-sensitive situations. While cell phones may have negative effects on focus and academic performance, they also hold undeniable benefits, acting as valuable resources for communication and learning when used responsibly.
Ultimately, while cell phones in schools present challenges such as distractions and potential misuse, their benefits cannot be overlooked. They provide students with a reliable way to communicate in emergencies, access educational tools, and navigate academic challenges when other resources are limited. The key lies in creating balanced policies that minimize their negative impact while maximizing their potential for enhancing learning and safety. By finding this balance, schools can ensure that cell phones serve as tools for success rather than obstacles to education.
1. Attia, Najya A et al. “The potential effect of technology and distractions on undergraduate students’ concentration.” Pakistan journal of medical sciences vol. 33,4 (2017): 860-865. doi:10.12669/pjms.334.12560