Prime Highlights
- New York legislators have passed a statewide ban on cellphones during full-day use in public schools to minimize distractions and help student mental well-being.
- The policy is included in a $254 billion state budget and includes a funding provision to assist schools with device storage.
Key Facts
- The “bell-to-bell” prohibition applies to all schooltime, such as classes, lunch, and time spent in hallways, beginning in the 2025-26 school year.
- Extra provisions will be provided for students with medical requirements, disability, or language assistance needs.
Key Background:
New York State legislators and Gov. Kathy Hochul have agreed to implement a “bell-to-bell” prohibition on cellphone use in public schools, beginning the 2025-26 school year. The proposal is part of the state’s $254 billion budget plan and aims to halt the rising trend of student distraction, cyberbullying, and poor mental health due to excessive use of the device.
The ban calls on students not to use their phones at any part of the school day — not in class, during lunch, or in the hallways. Instead, phones will be stored safely. While schools will have to determine how they effect this storage—e.g., through locked pouches or lockers—the state is offering $13.5 million to assist with paying for or installing these systems.
Notably, the policy makes considerable exceptions for students who require their phones for health issues, disability assistive technology, or translation purposes. Additionally, schools will be forced to implement communication systems that allow parents and guardians to reach students in the event of emergencies or issues of importance so that time-sensitive access will still be available.
The proposal puts New York on par with at least eight other states that also have cellphone bans in schools. It was strongly supported by children’s advocacy groups such as Common Sense Media and Fairplay, who argue that limiting cellphones can help improve student performance, reduce bullying, and promote more focused classrooms.
Despite the wide support base, the policy has been disputed by some politicians and teachers demanding flexibility to treat the different needs of districts in the state differently. There continue to be implementation concerns, particularly in under-served schools or districts with extraordinary student needs. However, the policy is an important milestone within New York’s general education reform movement.
