The Complex Reality of Cell Phone Use and Academic Performance

This is the third in our series of episodes on Jonathan Haidt's book The Anxious Generation.   In Part 1, we looked at the evidence for the teen 'mental health crisis.'   In Part 2, we reviewed the evidence for whether social media is causing the so-called 'teen mental health crisis.   In this episode, we begin looking at what to do about the effects of phones on kids - starting with school cell phone bans.   Phone bans are spreading like wildfire across America, with 21 states either studying or already enforcing restrictions, up from none just a few years ago. But before you advocate for - or against - a ban at your child's school, you need to hear what the research actually reveals. This episode examines real studies from Denmark, England, and Hungary, plus the eye-opening results from schools using those tamper-proof Yonder pouches that promise to solve everything.   You'll discover why the "golden age" of unsupervised childhood play that experts want us to return to wasn't actually golden for most kids. More importantly, you'll learn what's really driving students to their phones: unmet needs for choice, agency, and genuine connection. Through a fascinating deep-dive into one teacher's blog post about his school's phone ban, you'll see how current approaches may be missing the point entirely, and what students themselves say would actually help them engage more in school.   Which states are banning cell phones in schools? 21 states are currently studying or have already enforced cell phone bans, including Florida, Louisiana, Virginia, Indiana, Oklahoma, North Dakota, and New York.   Are cell phone bans in schools effective for improving academic performance? Research shows mixed results with only tiny improvements on test scores, and most studies don't control for other factors that could explain the changes.   Does banning phones in school improve students' mental health? Studies from multiple countries found no significant improvements in student anxiety, depression, or overall wellbeing from cell phone restrictions.   Are cell phone bans in schools a good idea? The evidence suggests that school cell phone bans address symptoms rather than root causes - students turn to phones because their needs for autonomy and connection aren't being met.   What happens when schools try to enforce cell phones being banned in schools? Students find creative workarounds: stabbing through security pouches, buying unlock magnets, bringing decoy phones, and creating underground phone-sharing economies.   Why do students want their phones during school hours? Research shows students use phones to meet basic psychological needs for choice, agency, and genuine connection that traditional classrooms often fail to provide.  

What you'll learn in this episode

• The real data on school cell phone ban effectiveness - examining studies from Denmark, England, Hungary, and the U.S. that reveal surprising results about academic and mental health outcomes
• Which states are leading the cell phone ban movement - a breakdown of the 21 states implementing or studying restrictions, from Florida's pioneering ban to New York's upcoming policies
• Why current approaches to cell phones being banned in schools may backfire - discover how students circumvent Yondr pouches and other enforcement methods, and what this reveals about their underlying needs
• The hidden problems with returning to "phone-free" childhood - learn why the idealized past of unsupervised play wasn't accessible to all children, especially girls and marginalized communities
• What students actually need to engage in school - research-backed insights into the real factors that improve student wellbeing and academic performance beyond device restrictions
• A better approach than outright bans - explore how involving students in creating technology agreements can build trust and address root causes rather than just symptoms

 

Dr. Jonathan Haidt’s Book

The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness (Affiliate link)   Jump to highlights 00:00 Teaser of today’s episode 07:25 There’s a Smithsonian Museum lesson plan that points out many people saw child labor as desirable after the Civil War. It was a way for poverty-stricken youngsters to support their families 09:01 In the 1930s, concerns about women's health led universities to drop athletic programs for females. During the outdoor play, boys spent more time outside than girls. This gender gap persists today, with girls reporting that parks feel unwelcoming. Unsupervised play often reinforces harmful cultural norms 14:26 Banning phones in school is a good thing, according to Dr. Haidt. But what did the research say? 19:51 Looking at international test scores from 2010-2019, there's no clear pattern linking higher cell phone use to declining academic performance. Countries with high phone penetration showed varied results, with some improving, others declining, and many remaining flat. Haidt oversimplifies by attributing test score changes solely to phone use, ignoring multiple contributing factors. 23:43 A cross-sectional study compared 30 English secondary schools with restrictive phone policies, meaning phones weren't allowed for recreational use, and permissive policies, meaning phones were allowed for recreational use at certain times and places 27:50 According to Gilbert Schuerch’s Fit to Teach Substack, students were using their devices for 8-17 hours each day on weekends. Basic restrictions didn't work. The approach that succeeded involved taking phones entirely and imposing serious penalties, which resulted in better classroom focus and less bullying 34:35 The needs students were trying to meet through their phones were the internal motivation, trust, and true connections 41:46 When your child comes across something they don't want to do that happens in service of a goal they very much want, they will do it 44:45 Wrapping up   References Centers for Disease Control and Prevention. (2016). Epi-Aid 2016-018: Undetermined risk factors for suicide among youth, ages 10–24 — Santa Clara County, CA, 2016. Santa Clara County Public Health Department. https://files.santaclaracounty.gov/migrated/cdc-samhsa-epi-aid-final-report-scc-phd-2016.pdf

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