Op-ed: Keep cellphones out of the classroom

Government has a fundamental responsibility to provide an excellent education to the next generation. To meet the moment, we must get cellphones out of the classroom and empower our students to learn and our teachers to teach without cellphone distractions.

Locally, we can do this by passing the “Heads Up! Distraction-Free Learning Amendment Act of 2025” to remove cellphones and digital distractions from our schools. Cellphones are undermining the educational experience and the well-being of our students. As recently introduced, the Heads Up Act would establish consistent. equitable guidelines across all DC public and charter schools, removing personal wireless communication devices (including cellphones, gaming devices and smartwatches) during the school day while accommodating educational needs and emergencies. This policy strikes the right balance between reducing distractions and maintaining flexibility for educators, students and parents. While we understand the transition will be challenging for many, it is important to the well-being and future of our kids.

The detrimental impact of unrestricted cellphone use on learning is well-documented. A study published in the journal Labour Economics found that banning mobile phones in schools significantly improved test scores, with the greatest benefits observed among low-achieving students. Here in DC, where only 30% of fourth grade students are reading proficiently, we need to prioritize evidence-based legislation proven to support learning outcomes.

Parents, students and educators are calling on us to help get cellphones out of the classroom, and the Heads Up Ac will answer this call. At the DC State Board of Education’s public meeting on Dec. 11, parents, teachers and researchers overwhelmingly voiced their support for phone-free schools. Their testimonies highlighted the urgent need for a citywide policy to safeguard students’ mental health, enhance focus and promote safety.

Nicole Travers of DC Charter School Alliance explained how phones in schools often amplify bullying, escalate conflicts, and create “spectacles” shared online. By creating phone-free environments, schools can reduce these harms and encourage face-to-face interactions. Harry Hughes, an instructional superintendent for DC Public Schools, observed that phone-free policies lead to “positive conversations during lunch and in hallways,” fostering critical social and emotional development.

Well-enforced phone bans enhance learning environments. “I don’t have to compete with the entire internet for the attention of the 30 14-year-olds sitting in front of me,” eighth grade teacher Rachel Hargreaves said of her experience after Deal Middle School’s implementation of a phone collection policy. Teachers in other districts echo similar successes, demonstrating the benefits of consistent phone-free policies across schools.

Critics argue that banning cellphones sends the wrong message about technology and limits students’ ability to prepare for higher education and future careers. However, this legislation is not anti-technology- it is pro-intentionality. By creating structured, phone-free environments, the Heads Up Act ensures that students focus on using technology that is being managed to support focused learning.

Safety concerns are another critical factor this legislation addresses. A phone-free policy does not compromise safety; rather, it enhances it. Eliminating the reliance on personal devices helps reduce the risk of spreading misinformation and disrupting crisis protocols during an emergency situation. We encourage schools to establish robust communication systems, such as reliable intercoms and parent notification platforms, to ensure students and families remain connected during emergencies.

We also recognize that technology can be and is an important tool for learning and accessibility, and this bill would not interfere with technology’s use in these productive ways. Schools would need to provide secure storage for devices and ensure accommodations for students who rely on adaptive technologies as part of an Individualized Education Program (IEP) or to accommodate a disability. The legislation also outlines a process for students to obtain permission from an educator or administrator to use a wireless communication device in the event of an emergency or to manage their health care.

By reducing distractions, phone-free schools provide students with the environment they need to focus, collaborate, and engage meaningfully with their education. DC should join the 19 other states prioritizing student health and outcomes and double down on strategies to improve students’ educational outcomes, mental health and safety.

Read our op-ed via The DC Line

Brooke Pinto represents Ward 2 on the DC Council and is author of the “Heads Up! Distraction-Free Learning Amendment Act of 2025.” Allister Chang is the Ward 2 member on the DC State Board of Education