Other school districts, including the Gettysburg School District, have recently decided to lock students' phones, smartwatches, and Bluetooth headphones in magnetic pouches during school hours.
The Gettysburg School District recently announced the policy on social media, promoting a "device-free learning environment" to minimize distractions and improve mental health. According to their post, the new policy aims to help students focus better in class and reduce the anxiety often associated with constant connectivity.
RCAS teachers have noted similar challenges, particularly in secondary education.
"I'm very concerned about the presence of phones in classrooms," RCAS board member Katy Urban said. "They not only distract from learning, but also contribute to mental health issues among our teens. Ensuring that students are off their phones for seven hours a day could positively impact both their education and health."
Urban said while RCAS already has a policy requiring phones to be turned off and stored in lockers, enforcement has been inconsistent, especially at the high school level.
"There is a consensus among secondary teachers that phones should not be in classrooms, but enforcing this policy has been difficult," Urban explained. "As a board and district leadership, we need to support teachers in holding students accountable. Parents also play a crucial role in ensuring that their children adhere to the handbook rules."
According to Urban, the district is considering various solutions, including the potential use of locking pouches similar to those implemented in Gettysburg. However, she expressed reservations about their cost and the possibility of students finding ways to circumvent the system.
"I've heard that in other communities, students find ways around these pouches. They might bring a fake phone or an old phone to put in the pouch while keeping their actual phone with them," Urban said. "We must be cautious about any significant investment without clear evidence of its effectiveness."
There are also concerns from parents who prefer their children to have phones for safety reasons, Urban said.
"Parents have expressed that they feel more at ease knowing they can contact their children in an emergency. However, I believe that during crises, communication should be handled by district and law enforcement officials to prevent the spread of misinformation," she said. "Kids texting parents during lockdowns can create unnecessary hysteria because rumors spread quickly in these situations."
As a parent of five children, Urban shared her personal experience with the negative effects of smartphones.
"I've seen the impact smartphones have had on my kids. The restrictions we have on our youngest children are much stricter compared to what we allowed with our older children due to the consequences we witnessed," Urban said. "While there are ways to make phones safer, kids are smart and often find ways around these measures. From predators to bullying and learning distractions, I believe phones do more harm than good during the school day."
Teachers in the district have voiced similar concerns. Many have reported that phones are a significant distraction, making it difficult for students to concentrate on lessons. Some teachers have attempted to collect phones at the beginning of class or enforce strict no-phone policies, but the efforts have had mixed results, Urban said.
The RCAS Board continues to discuss the best approach to managing phone usage in schools, aiming to create an environment conducive to learning and well-being. The ideas include considering feedback from parents, teachers and students to develop a policy that balances safety, learning and mental health needs.
The discussions within RCAS are ongoing, and no definitive plan has been put in place yet. The board remains committed to finding a solution for all stakeholders involved.
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