Developing Local Policy on Limiting Student Personal Device Use in Schools

Developing and implementing policies on limiting student personal device use in schools can be challenging. To help ensure clear and consistent guidelines, it’s important to understand the rationale, terminology, and core components of comprehensive policies.

Every school district should engage educators, students, and families on an ongoing basis throughout development and implementation phases.

What Are the Core Policy Components to Limit Student Personal Devices in Schools?

Bell-to-Bell Restrictions require students to keep personal devices powered off and out of sight for the entirety of the school day, including instructional time, time in between classes, and lunch and recess periods to limit distractions and focus on learning.

Exceptions refer to any assistive technology needs required to comply with 504 plans, individualized education plans (IEPs), and/or plans that support emergent multilingual learners, with appropriate team or coordinator approval.

Communication Plans inform students, families, and educators about the policy, its purpose and expectations, and how to use school-provided communication tools that allow students and families to communicate during the school day.

Student Compliance Plans are created by administrators, in consultation with educators, to clearly communicate how student personal device restrictions will be consistently enforced without placing the burden of policing devices on educators.

Policy Assessment refers to the periodic review of the policy and schoolwide implementation. Administrators, educators, students, and families are essential interest holders in the review.

What Educators Need to Know About Policies Restricting Student Personal Device Use

State and local policy implementation and enforcement is more effective when educators are informed and provided with professional learning opportunities on such policies. It is also critical that students and families are informed of the expectations, enforcement, and exceptions to the policy prior to implementation.

School districts should consider offering educators professional learning opportunities on topics that cover:

• Educating students and families on the policy itself, how the policy will be enforced throughout the school year, and how to respond to questions and concerns
• Addressing unintended challenges students might experience, including approved exceptions under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 as well as plans to support emergent multilingual learners
• The role of administrators in student compliance and policy enforcement
• Clear and consistent procedures on how to communicate with students, families, and the community in emergency situations
• How to incorporate media literacy education in the school curriculum