50 signatures reached
To: Principal, VP, Dean of Students, School Leadership Team, Parent-Teacher Association, Student Council, District Superintendent, Board of Ed, NYS Education Commissioner, Regents Board, State Senator, State Assembly Member
Lift The Phone Ban In New York Schools
- Local Level - School Principal - Controls day-to-day enforcement of phone policies. - Can adjust rules for specific times (e.g. lunch, study hall).
- School Leadership Team / Assistant Principals - Often involved in setting and reviewing behavioral policies.
- Parent-Teacher Association (PTA) - Can advocate on behalf of students and parents. - Influences school-level decisions through organized support. - Student Council or Student Government - Represents student voices and can formally request policy changes.
- District Level - Local Board of Education - Sets district-wide policies, including phone use. - Holds public meetings where petitions and proposals can be presented.
- District Superintendent - Oversees all schools in the district. - Can initiate policy reviews and recommend changes to the board.
- State Level - New York State Education Commissioner - Leads the State Education Department. - Can revise statewide guidance or mandates.
- New York Board of Regents - Governs education policy across the state. - Influences curriculum and school standards.
- State Legislators (Senators and Assembly Members) - If the ban is codified in law, they can introduce bills to repeal or amend it.
- School Leadership Team / Assistant Principals - Often involved in setting and reviewing behavioral policies.
- Parent-Teacher Association (PTA) - Can advocate on behalf of students and parents. - Influences school-level decisions through organized support. - Student Council or Student Government - Represents student voices and can formally request policy changes.
- District Level - Local Board of Education - Sets district-wide policies, including phone use. - Holds public meetings where petitions and proposals can be presented.
- District Superintendent - Oversees all schools in the district. - Can initiate policy reviews and recommend changes to the board.
- State Level - New York State Education Commissioner - Leads the State Education Department. - Can revise statewide guidance or mandates.
- New York Board of Regents - Governs education policy across the state. - Influences curriculum and school standards.
- State Legislators (Senators and Assembly Members) - If the ban is codified in law, they can introduce bills to repeal or amend it.
Why is this important?
In an effort to foster a “healthy environment for learning,” the state of New York has implemented a ban on phones in schools. While the intention behind this policy is commendable—reducing distractions, promoting focus, and encouraging interpersonal engagement—the execution overlooks the evolving role of technology in education and the realities of modern student life. Rather than cultivating a healthier learning environment, the ban risks creating one that is outdated, inequitable, and less responsive to students’ needs. A more effective approach would be to integrate phones into the educational framework with clear boundaries and purposeful use.
The central argument for banning phones is that they distract students from learning. However, distraction is not a function of the device itself—it’s a behavioral challenge that requires guidance, not prohibition. In fact, when used intentionally, phones can deepen engagement. Apps like Kahoot!, Quizlet, and Google Classroom transform passive learning into interactive experiences. Students can research topics in real time, collaborate on shared documents, and access multimedia resources that cater to diverse learning styles. By banning phones, schools eliminate a tool that—when properly managed—can make learning more dynamic and personalized.
In today’s world, phones are not just educational tools—they’re essential for safety and communication. Emergencies, whether personal or school-wide, demand immediate access to loved ones and information. Denying students this access can be ethically problematic, especially in a state that has experienced school lockdowns and weather-related crises. Moreover, phones offer autonomy: students can manage their schedules, track assignments, and communicate responsibly. Teaching students how to use phones wisely is far more empowering than removing them altogether.
The phone ban disproportionately affects students from underserved communities. For many, a smartphone is their only reliable access to the internet. Homework, research, and college applications often require digital access that schools cannot always provide. Additionally, students with disabilities benefit from assistive technologies embedded in phones—speech-to-text, screen readers, and calming apps that support emotional regulation. Banning phones removes these supports and widens the equity gap, undermining the very mission of public education.
Rather than shielding students from technology, schools should prepare them to navigate it responsibly. Digital literacy is a core competency in the 21st century. Students will use phones in college, the workplace, and daily life. By banning them, schools miss the chance to teach self-regulation, ethical online behavior, and critical thinking in digital spaces. A healthy learning environment is not one devoid of technology—it’s one where technology is used with intention, reflection, and accountability.
Phones are creative tools. Students can film short documentaries, record podcasts, design graphics, and collaborate on projects—all from a device in their pocket. These activities foster critical thinking, storytelling, and teamwork. In a world where content creation is a viable career path, schools should encourage students to explore these skills. The ban stifles innovation and limits the ways students can express themselves and connect with others.
The goal of creating a healthy learning environment is noble, but banning phones is a blunt instrument for a nuanced challenge. Instead of exclusion, New York schools should adopt structured policies that promote responsible use, digital literacy, and equitable access. Phones, when integrated thoughtfully, can enhance learning, support safety, and prepare students for the realities of modern life. The healthiest learning environment is not one that avoids technology. It is one that teaches students how to thrive within it.
The central argument for banning phones is that they distract students from learning. However, distraction is not a function of the device itself—it’s a behavioral challenge that requires guidance, not prohibition. In fact, when used intentionally, phones can deepen engagement. Apps like Kahoot!, Quizlet, and Google Classroom transform passive learning into interactive experiences. Students can research topics in real time, collaborate on shared documents, and access multimedia resources that cater to diverse learning styles. By banning phones, schools eliminate a tool that—when properly managed—can make learning more dynamic and personalized.
In today’s world, phones are not just educational tools—they’re essential for safety and communication. Emergencies, whether personal or school-wide, demand immediate access to loved ones and information. Denying students this access can be ethically problematic, especially in a state that has experienced school lockdowns and weather-related crises. Moreover, phones offer autonomy: students can manage their schedules, track assignments, and communicate responsibly. Teaching students how to use phones wisely is far more empowering than removing them altogether.
The phone ban disproportionately affects students from underserved communities. For many, a smartphone is their only reliable access to the internet. Homework, research, and college applications often require digital access that schools cannot always provide. Additionally, students with disabilities benefit from assistive technologies embedded in phones—speech-to-text, screen readers, and calming apps that support emotional regulation. Banning phones removes these supports and widens the equity gap, undermining the very mission of public education.
Rather than shielding students from technology, schools should prepare them to navigate it responsibly. Digital literacy is a core competency in the 21st century. Students will use phones in college, the workplace, and daily life. By banning them, schools miss the chance to teach self-regulation, ethical online behavior, and critical thinking in digital spaces. A healthy learning environment is not one devoid of technology—it’s one where technology is used with intention, reflection, and accountability.
Phones are creative tools. Students can film short documentaries, record podcasts, design graphics, and collaborate on projects—all from a device in their pocket. These activities foster critical thinking, storytelling, and teamwork. In a world where content creation is a viable career path, schools should encourage students to explore these skills. The ban stifles innovation and limits the ways students can express themselves and connect with others.
The goal of creating a healthy learning environment is noble, but banning phones is a blunt instrument for a nuanced challenge. Instead of exclusion, New York schools should adopt structured policies that promote responsible use, digital literacy, and equitable access. Phones, when integrated thoughtfully, can enhance learning, support safety, and prepare students for the realities of modern life. The healthiest learning environment is not one that avoids technology. It is one that teaches students how to thrive within it.