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https://www.seq.org/DEPARTMENTS/Student-Services/Cell-Phone-Policy/
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Sequoia Union High School District

Cell Phone Policy

California Phone-Free Schools Act (AB 3216)

California Phone-Free Schools Act (AB 3216)

Background

The increasing prevalence of student smartphone use during the school day has emerged as a pressing issue not only within the Sequoia Union High School District but also across the United States and globally, as educators, researchers, and policymakers grapple with its far-reaching implications on youth development, academic engagement, and social norms. In response to these concerns, California Governor Gavin Newsom recently issued a letter to school district leaders statewide, urging immediate and thoughtful action to mitigate the harmful effects of student smartphone use in educational settings.
 
This call to action was reinforced by the passage of Assembly Bill 3216 in August 2024, which amends Section 48901.7 of the California Education Code. The legislation requires all public school districts, county offices of education, and charter schools to develop and adopt policies, no later than July 1, 2026, that limit or prohibit the use of smartphones by students while on school campuses or under school supervision. Policies must also be reviewed and updated at least once every five years.
 

Current State of School Practices

Across our district campuses, responses to student smartphone use in classrooms have varied significantly. Individual school sites, administrators, and educators have adopted a range of approaches, some implementing classroom-level restrictions or using phone caddies, while others allow more flexible use. While some campuses have implemented schoolwide guidelines or designated phone-free zones, others have opted to provide teachers with autonomy to manage device use at the classroom level. This highlights the need for a more cohesive and equitable approach to managing smartphone use during the school day.
 
In preparation for the 2025-2026 school year and the shift to a district-wide policy and practice by July 1, 2026, schools have better aligned practices to limit student smartphone usage during instructional time. 
 

Stakeholder Engagement & Next Steps

To better understand the perceptions and experiences of students, families, and staff, we plan to survey each constituency to understand their respective perceptions of the impact of the devices on student learning, engagement, and safety. We will also engage the Student Board Representatives and other key student leadership groups (like Student Leadership and Equity Councils) and parent organizations to solicit their input. This data will all be compiled and summarized as part of policy development in the early spring semester. 
 
To better understand the perceptions and experiences of students, families, and staff, we plan to survey each constituency to understand their respective perceptions of the impact of the devices on student learning, engagement, and safety. We will also engage the Student Board Representatives and other key student leadership groups (like Student Leadership and Equity Councils) and parent organizations to solicit their input. This data will all be compiled and summarized as part of policy development in the early spring semester.

Explore More Information

Why

Emerging research in adolescent neuroscience underscores the urgency of this issue. According to studies published in journals such as JAMA Pediatrics and Nature Communications, excessive smartphone use is linked to changes in brain structure and function, particularly in areas related to attention, impulse control, and emotional regulation. The constant influx of notifications and social media content can overstimulate the developing brain, leading to reduced attention spans, impaired sleep, increased anxiety, and lower academic performance. The National Institutes of Health (NIH) Adolescent Brain Cognitive Development (ABCD) Study found that children who spend more than seven hours a day on screens exhibited premature thinning of the cerebral cortex, which plays a key role in processing information and decision-making.

Furthermore, prolonged use of smartphones has been associated with decreased face-to-face interaction and higher rates of loneliness, depression, and cyberbullying among teens. These factors can severely impact students’ mental health, social-emotional development, and their ability to form meaningful interpersonal relationships.

Given this evolving legal framework and the clear academic and developmental risks associated with unregulated smartphone use, it is both timely and imperative for the Sequoia Union High School District to begin engaging stakeholders and establishing a comprehensive, research-informed approach to address student smartphone use during the school day.

Data Highlights

The Negative Academic and Social Emotional Impact of Cellphones on Students

  • 10.6% Lower test scores among students regularly interrupted by text messages (Psicologia Educativa, 2011).
  • Students take an average of 20 minutes to refocus after receiving a notification from their phone in class. (Global Education Monitoring Report, 2023).
  •  59% of teens have experienced cyberbullying or online harassment (National Bullying Prevention Center, 2020).  
  • Social media use linked to increased feelings of inadequacy and depression (American Psychological Association, 2023).  
  • 70% of students report feeling distracted by notifications during class (Common Sense Media, 2019).  
  • 45% of teens say they feel overwhelmed by constant connectivity (Pew Research, 2018).  
  • According to a research study of American teens ages 12-15, those who used social media over three hours each day faced twice the risk of having negative mental health outcomes, including depression and anxiety symptoms. (JAMA Psychiatry, 2019).
  • Teenagers in the U.S. who spend 3 hours or more a day on electronic devices are at a 35% higher risk of suicIde than those who spend less than one hour on them. (Clinical Psychological Science, 2011).
  • Eighth graders who are heavy users of social media have a 27% higher risk of depression than kids who exceed the average time playing sports or hanging out with friends (Environmental Research and Public Health, 2022).

Research

Summary of Current Research

A growing body of research examines the effects of restricting or managing student smartphone use during school hours. Studies indicate that limiting access to smartphones can lead to improvements in academic performance, reductions in bullying, and enhancements in mental health.
 
Improvements in academic performance: A study by Beland and Murphy (2016) found that banning mobile phones in schools increased student test scores, with the most significant gains among low-achieving students. Similarly, research conducted in Spain demonstrated that regional mobile phone bans correlated with improved scores in mathematics and science (López-Bazo & Moreno, 2021).
 
Reductions in bullying: Beyond academics, smartphone restrictions have been associated with positive behavioral outcomes. A study published in SSRN reported that banning smartphones in schools led to decreased bullying incidents and improved mental health among students, particularly girls from low socioeconomic backgrounds (Kessel, 2023).
 
Enhancements in mental health: Kessel (2023) found that schools implementing smartphone bans experienced measurable improvements in student mental well-being. The study noted a decrease in reported symptoms of anxiety and depressive mood. These findings support the idea that less screen time, particularly on social media, can mitigate some of the psychological pressures students face during the school day.
 
Potential drawbacks or consequences: The effectiveness of such policies often depends on consistent implementation and clear communication. A rapid review by Cakirpaloglu et al. (2023) emphasized that the success of smartphone bans is influenced by how policies are enforced and the extent to which they are supported by educators and parents. 
 
Arguments have been made that banning smartphones may limit students' opportunities to develop digital literacy skills, which are increasingly important in the 21st century. Additionally, smartphones can be valuable tools for learning, providing access to educational resources, apps, and online research. A blanket ban could deprive students of these learning opportunities.
 
Additionally, a report by the Kaiser Family Foundation highlighted equity concerns regarding the enforcement of smartphone bans. It noted that New York's prior statewide cellphone ban was lifted in part because of stricter enforcement at schools serving students from low-income households compared to those serving students from high-income households. This suggests that without careful implementation, such policies could disproportionately affect disadvantaged students.
 
Creating a balanced approach: Many scholars advocate for balanced approaches that involve clear guidelines for smartphone use rather than outright bans. For example, some schools implement policies that allow smartphone use during non-instructional times or for specific educational purposes while restricting their use during class. This approach aims to minimize distractions while leveraging the potential benefits of mobile technology in education.
 
 
Beland, Louis-Philippe, and Richard Murphy. "Ill Communication: Technology, Distraction & Student Performance." Labour Economics, vol. 41, 2016, pp. 61–76. https://www.sciencedirect.com/science/article/abs/pii/S0927537116300136ScienceDirect

Cakirpaloglu, Stanislav, et al. "To Ban or Not to Ban? A Rapid Review on the Impact of Smartphone Bans in Schools on Social Well-Being and Academic Performance." Education Sciences, vol. 13, no. 8, 2023, p. 906. https://www.mdpi.com/2227-7102/14/8/906MDPI+1Academia+1
 
Kessel, Daniel. "Smartphone Bans, Student Outcomes and Mental Health." SSRN, 2023. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4735240SSRN

López-Bazo, Enrique, and Rosina Moreno. "Banning Mobile Phones in Schools: Evidence from Regional-Level Policies in Spain." Applied Economic Analysis, vol. 29, no. 85, 2021, pp. 23–45. https://www.emerald.com/insight/content/doi/10.1108/aea-05-2021-0112/full/htmlEmerald
 
Panchal, Nirmita, and Sasha Zitter. "A Look at State Efforts to Ban Cellphones in Schools and Implications for Youth Mental Health." KFF, 5 Sept. 2024. https://www.kff.org/mental-health/issue-brief/a-look-at-state-efforts-to-ban-cellphones-in-schools-and-implications-for-youth-mental-health/KFF

Resources

Anticipated Timeline

  • Spring 2025
      • SUHSD AB3216 Implementation Plan
      • Review with Administrators
      • Develop and finalize Parent, Student, and Staff surveys
      • Revise School Handbooks with current practices
  • Summer 2025
      • Prepare communication for the Fall
  • Fall 2025
      • Communications in staff and community newsletters
      • Begin stakeholder engagement and implement surveys
      • Review survey data and feedback
      • Draft Policy and begin reviewing with stakeholder groups 
      • Continue/revise current practices with potential pilots 
  • Winter/Spring 2026
      • Present the final Policy draft (BP5131.8) with corresponding site-based implementation plans of Fall 2026
      • 1st and 2nd readings
      • Board adoption process
  • July 1, 2026
      • Full implementation deadline
  • Ongoing
      • Review & refine policy every five years
Smartphone Use