Monique Darrisaw-Akil: On smartphones, collaborate, don’t mandate

The advent of smartphones, social media and other personal devices has brought about a revolution that has impacted everything from the way we communicate and socialize to the way we research information and work. While these technologies offer undeniable benefits, they also present significant challenges, particularly for our youth.

Gov. Kathy Hochul’s proposed statewide ban on student smartphone use during the school day aims to address these challenges, but a top-down approach risks creating more problems than it solves. The governor has charged each school district with devising a plan for eliminating student smartphone use during the school day. While the motivation behind her proposal is laudable, the impact of this mandate could place schools at odds with students and their families. The path forward requires collaboration with our stakeholders, not mandates.

The research highlighting the negative impacts of social media on young people, especially girls, is compelling. Teachers, administrators and even students themselves acknowledge that smartphones are a problem. In addition to harmful effects on student well-being, their use has an adverse effect on learning, socialization and development.

Students whose use of smartphones is unregulated tend to pay attention less in class. As teachers battle for attention, learning declines. Students may try to pay attention, but the gravitational pull of their phones is just too great. Between the alerts, the messages, the apps and the games, it’s extremely difficult for even the most diligent students to resist the urge to check their devices. We can all agree that something must be done.

But as we discuss the challenges of phones in schools, we cannot overlook the benefits they provide. Teachers may utilize phones during class for instant feedback, and students rely on them when their school-issued devices malfunction or are unavailable. Additionally, some families rely on the access to their teens for coordinating child care or work schedules. In lower-income communities, access to smartphones is more than just play; it is a lifeline to work and needed resources.

Hochul frames phones as a public health threat, justifying government intervention. However, we must consider parental choice and respect the principle of local control. Schools need to work with teachers, families and students to co-construct “rules of engagement” for student smartphone use. We also need to understand the perspectives of all stakeholders before we make decisions that alter the way students navigate their day at schools.

We should teach students to be responsible young adults, with the ability to self-regulate, by fostering opportunities for them to do so. By teaching them from a young age to manage their phones, we empower them with lifelong skills that they will need in order to succeed in most workplaces. During these conversations with family members, we will undoubtedly find that one-size solutions will not fit every district. Instead, school leaders, in consultation with teachers, parents and students, should be able to develop their own solutions.

The practical implications of a ban are also significant. Storing thousands of phones every day will present logistical and financial burdens for schools that are already stretched thin. While the state proposes funding for storage solutions, the ongoing costs of staffing and implementation remain a concern. Moreover, how will schools facilitate communication between parents and children in emergencies? These logistical hurdles underscore the need for careful planning and collaboration.

Many districts already have cellphone policies in place. These models, along with input from all stakeholders, should inform the development of targeted strategies that work for them. Let’s allow schools the flexibility to develop plans that are responsive to the unique needs of their communities.

The goal is to create safe and productive learning environments in which children are free from the distracting influence of their phones. This requires open communication, mutual respect, and a commitment to finding solutions that work for everyone. By fostering collaboration and empowering local communities, we can effectively address the challenges of smartphone use in schools.

Monique Darrisaw-Akil is superintendent of the Uniondale Union Free School District.