How do students feel about phone bans? UW survey first to offer insight on policies
'I was like thank the Lord,' the Gig Harbor High School English teacher, told Gig Harbor Now and the Kitsap Sun last year. 'Finally I don't have to fight this battle on my own.'
Unsurprisingly, teachers have had by far the most positive reaction to these policies, reporting less stress, better ability to manage their classrooms and perceived social benefits for their students, according to new research out of the University of Washington.
The unpublished study, which has not yet been peer-reviewed, offers the first systematic look at how teachers, parents and students in Washington are feeling about these policies.
Districts moved to curtail phone use in recent years, after reporting unprecedented levels of disruptive behaviors and worsening mental health among students following their return from the pandemic closures. Following Peninsula's lead, all schools in Kitsap County have put some restrictions in place over the last year, as have others statewide.
UW researchers surveyed over 5,000 students, 220 teachers and 480 parents across six districts, including Peninsula, said lead author and assistant psychology professor Lucía Magis-Weinberg, who studies how adolescence has been altered in the digital era.
Students were less enthusiastic about the bans, with the vast majority saying they did not perceive an impact. According to Magis-Weinberg, 70% of students said the policies had 'no-impact' on their ability to pay attention, opposed to 20% who said it had a positive impact. A majority also said it had no impact on their well-being.
'That was very surprising to me,' Magis-Weinberg said of the findings. 'I would have expected them to be against the policies and to be quite negative about them.'
How effective these bans are at achieving their prescribed goals, and what type of restrictions are most effective, remain open questions.
There is no question that phones can be a big source of distraction, so when implemented well these bans can encourage better habits, Magis-Weinberg said. At the same time, they need to be tailored to the needs of each district and ideally created with the input from students and staff.
Both students and teachers prefer consistency in application of these restrictions, with top-down rules provided by administrations that are aligned between teachers and classrooms. When decisions about phones are left up to the teacher 'no one likes that,' Magis-Weinberg said. It tends to pit teachers against each other.
Removing phones in isolation was not enough to promote social interaction, researchers found. Schools still need to introduce alternative ways for students to connect, through activities or games.
Bans also did not appear to produce huge improvements in academics or mental health outcomes, but Magis-Weinberg said they seem to have introduced incremental improvements, particularly for teachers.
These policies allowed teachers to shift from 'referee to coach,' she said. They can now encourage better digital habits rather than having to take punitive actions against students.
'Anything that helps teachers be less stressed, feel more effective and changes the relationship from policing to actually having time to teach and connect with students, I think that's important," she said.
Middle school teachers also reported that students seemed more relaxed and had returned to more 'goofy' and 'playful' behavior. Students had become so concerned with how they were perceived, teachers reported, with fears that someone could record or take a picture of them changing how they behaved.
'Even if a school is not implementing a ban,' she said, 'I think it's a clear takeaway that (schools) should really be very very strict about recording.'
This article originally appeared on Kitsap Sun: Student opinions on phone bans in school part of new Washington study
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