Six months after Gov. Kathy Hochul’s “bell-to-bell” phone-free schools law took effect statewide, administrators and mental health professionals at Oceanside High School say the change is reshaping student life in ways that go far beyond academics.
The law bans student use of smartphones and other personal internet-enabled devices throughout the school day in public and charter schools. Devices must be stored from the opening bell to dismissal, with limited exceptions for students with medical needs, individualized education programs and emergencies.
At Oceanside High, Principal Brendon Mitchell said the transition has been smoother than many initially expected — and the benefits are increasingly visible.
“This is bigger than us — this is New York state law,” Mitchell said. “But it aligned very closely with the research we were already seeing about how distracting devices can be, not just for students, but for adults, too.”
Mitchell said that Oceanside began preparing students months before the policy took effect, holding grade-level meetings last June to explain expectations and address concerns ahead of the new school year. Under the policy, students are required to store phones in their lockers during the academic day. The ban also applies to smartwatches, earbuds and similar devices.
While some teachers previously experimented with phone pouches or classroom-specific rules, Mitchell said the statewide mandate brought consistency. “Before, it was almost a ‘choose your own adventure’ depending on the classroom,” he said. “Now the expectations are uniform, and that consistency has been really helpful for both staff and students.”
Changes are evident not only in classrooms, but throughout the building, according to school officials.
“In the cafeteria, in the hallways, between classes, you see kids talking, laughing, engaging with each other,” Mitchell said. “Instead of eyes down on a screen, they’re connecting. By disconnecting from devices, we’ve actually become more connected as a school.”
Teachers have reported increased engagement in class, including more eye contact, participation and collaboration among students. There has also been a decline in discipline issues tied to social media use during school hours.
Initial student reactions included frustration and anxiety about being without their phones during the day. Mitchell said those feelings were addressed head-on. “We did hear anxiety concerns, which in some ways reinforced why this was necessary,” he said. “We’ve become so reliant on our phones that not having them can feel unsettling. But over time, many students have adjusted.”
Parents can still contact students through the main office, and students may use school phones if needed. That this arrangement has sometimes proven faster and more efficient than texting.
“It’s also been good for parents,” Mitchell added. “It forces all of us to be more mindful about distractions during the school day.”
Nina Weisenreder, coordinator of the school’s Wellness Center and its psychologist, said the mental health benefits of the policy are becoming increasingly clear.
“I see more smiles, more conversations and more laughter than I did in the past,” Weisenreder said. “Those small, casual interactions — what we call micro-interactions — make a very real difference in mood and overall well-being.”
She explained that students initially struggled with how to fill free periods without phones, but have since turned to board games and card games, creative projects and studying. The PTA has helped provide art supplies and materials for hobbies.
“Hobbies encourage mindfulness, patience, focus and a sense of accomplishment,” Weisenreder said. “And fun is really important for mental health.”
The absence of phones has reduced what researchers describe as “attention fragmentation” — the constant splitting of focus caused by notifications and scrolling — while also easing social isolation. “Phones can be helpful as short-term distraction tools in moments of crisis, but distraction isn’t meant to be a lifestyle,” Weisenreder said. “Being present, even during boredom, helps students develop impulse control, creativity and stronger self-esteem.”
She said she has also seen more students studying and finishing homework during free periods, which she attributes to the removal of constant digital temptation.
Students have expressed mixed but increasingly reflective views. Senior Megan Osborn, writing on Sider Press, the official news site for Oceanside High School, described initial anger when the ban was announced, followed by eventual reluctant acceptance.
“Being off my phone during class has given me a much-needed break from the constant urge to check it,” Osborn wrote. “I’m more focused in class, and I’m talking to more people.”
Other students echoed that sentiment, acknowledging the difficulty of adjustment while recognizing their improved social connections.
“Breaking a phone addiction is difficult,” Osborn wrote, “but most students seem to agree that their social skills are improving.”
Mitchell said that balance — resistance mitigated by growth — is exactly what the policy was intended to create.
“Students don’t necessarily love the rule,” he said. “But many have told me, in quiet moments, that it feels freeing not to respond to every ding and ping. Overall, they’ve been phenomenal.”
As the school year continues, Oceanside administrators say the focus remains on engagement, connection and creating an environment in which students are fully present — with or without a screen.
