by Kelly McCandless | Photos by Seth Kroft

The permeation of technology today is undeniable. We carry it around, wear it on our bodies, and build our days around it. Smartphones provide access to many amazing things and create opportunities for learning, connection, and much more. But, according to many researchers, they are also unbelievably addictive and used irresponsibly. In schools, these issues cause significant concerns across the board.

                 Smartphones and constant access to technology have been a significant problem for schools worldwide for over a decade, often creating huge issues online before administrators or teachers can even address a situation. One Billings school administrator shared an example: "A teacher radioed us at the office to say they were breaking up a fight in the hallway. By the time I ran from the office to the hallway, we were already getting calls from parents who were watching the fight stream live on social media." Kids are reaching for their phones instead of considering their safety or trying to talk with one another to resolve issues, which is just one of many examples of how difficult the presence of smartphones can be in a school.

Trying Something New

After years of witnessing some of these disturbing outcomes, Billings Senior High School's principal, Shelli Strouf, decided to make a change. After reading Jonathan Haidt's book The Anxious Generation: How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness, her decision was further solidified.

                 "We implemented a no cell phone policy during class at the beginning of last school year," Strouf said. She explained how students have storage options for their phones in all classrooms. Some classrooms offer a locked wooden box so they can take it with them in an emergency. Some use a pocket storage system to take attendance – the phone must be in the student's assigned pocket to be counted as 'present.' "The only time they were allowed to use them was if it was a teacher-directed lesson or if there were issues with Wi-Fi," Strouf continued.

                 The change was big and initially met with little enthusiasm. "When I read Haidt's book, I was very bothered by the research showing how technology and smartphones are rewiring kids' brains and causing a host of mental health issues. Cell phones are an addiction. As adults, it's up to us to make the decisions. It was uncomfortable at first, but soon, both kids and teachers were thanking me. Kids said they are learning better, and teachers loved it. Parents also had concerns early on, but we held firm, and eventually everything settled down."

The Research

Haidt's book talks about the impact of immersive technology on Gen Z (birth year 1995 – 2015) and Gen Alpha (2015 – present).   He discusses the integration of social media, the desperation of pubescent children to succeed socially, and their developmental need to establish an identity. "They spent far less time playing with, talking to, touching, or even making eye contact with their friends and families, thereby reducing their participation in embodied social behaviors essential for successful human development."

Positive Outcomes

As confident as Strouf was in the data and reasoning behind the change, she knew it would be a bumpy transition. "I was really kind of nervous… I thought I'd be the most hated person in Billings. But now the kids just know they can't have their phone in class or even in the hallways. The teachers follow the rules, too, modeling the behaviors. It's not a big deal."

She also surveyed her teachers to gauge their feelings about the change. "100% said they liked the new policy, 95% said they wanted more restrictions next year. When they have free time in the classroom, the students play card games or board games, or they talk to one another. The kids are connecting. And our teachers also say how much more they can accomplish because they aren't battling for their students' attention."

Administrators are observing other measurements as well. They're measuring office referrals for phone violations, vaping, and other disciplinary issues. Academically, they're also watching. "I did get preliminary ACT scores for juniors and compared to the pre-ACT scores, there was a ton of growth."

While Senior is the only school currently implementing the policy, changes are on the horizon. "We share these things at our state meetings, and now others are catching on." She explained how important it is to get this information to parents and caregivers. "Kids have no idea what they're doing and that they're addicted," Strouf said.

Originally printed in the August 2024 issue of Simply Local Magazine

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