Student Autonomy Is the Missing Piece in the Phone Debate

Source: Sewuparistudio/Pixabay, used with permission

This is Part 2 in a series concerning AI and education. To read from the start of the series, see Part 1.

AI, cell phones, the internet... Our world is changing more rapidly than ever before as new technology disrupts the ways we work and live. As schools scramble to keep up, educators face a predicament: How do we prepare students for the jobs and world of tomorrow (where they are sure to use technology to work smarter and more efficiently) without detracting from students' acquisition of key foundational skills?

One of the biggest pain points for schools is the matter of cell phones: a device where AI, the web, communication, entertainment, and more collide in a way that can distract students from learning. Whereas some campuses confiscate phones or police their use, others are finding alternatives. I had the pleasure of interviewing two experts in the field about such alternatives: Shannon Godfrey and Julia Gustafson are co-founders of The Commons, software that helps schools foster distraction-free learning environments and reflects Gustafson's public health expertise. Their answers follow each question below.

Why are so many schools struggling to enforce phone policies effectively, and what are they missing?

Despite a rise in cellphone bans and restrictive policies, a recent study in JAMA Pediatrics found that students still spend between 1.5 and 2 hours per day on their phones during school hours, amounting to an estimated one month of lost instructional time over the school year (Christakis et al., 2024).

What many schools overlook is that phone use is not simply a discipline problem; it’s a neurocognitive one. According to a study in Translational Psychiatry, individuals with problematic smartphone use demonstrate impaired attentional control, linked to disruptions in the brain’s frontoparietal network, which governs attention and self-regulation (Choi et al., 2021). This means that even when phones are banned, students often struggle to comply, not because they don’t care, but because their capacity to resist distraction is compromised.

So while policies may remove the temptation, they rarely address the underlying behaviors. It's like locking the pantry and expecting someone to learn portion control—it may reduce exposure, but it doesn't teach moderation.

Some schools are locking up phones (despite what we know about teens and reactance). What are the chances of punitive or restrictive models actually changing behavior long-term?

Phones are designed to be addictive. Social media apps in particular exploit dopamine-based reward loops, which hijack our attention and reinforce compulsive use—something that affects adults as well. Over half of US adults report being concerned about their own cellphone usage (US Surgeon General, 2023).

Even adults struggle to set limits; it’s no surprise that teenagers do too, especially since the prefrontal cortex, responsible for impulse control and self-regulation, isn’t fully developed until the mid-20s (Casey, 2008).

This is where “rebound consumption” comes into play. In behavioral psychology, this refers to the phenomenon where individuals, after being restricted from something they crave, later overindulge once access is restored. It’s similar to gasping for air after holding your breath—a survival response, not a rational one. So when schools confiscate phones during the day, students may binge once they’re home, undermining the very goals of the policy.

Schools are now exploring a scaffolded approach: allowing students to retain physical possession of their phones while limiting or blocking access to distracting content during school hours. This helps students reflect on their habits, make intentional choices, and build real-world digital literacy, without triggering overuse outside of school.

I can relate to that relationship with my own cell phone. If you could reimagine the school day with phones in mind, what would it look like?

Instead of pretending phones don't exist or trying to eliminate them entirely, a modern school day would acknowledge their presence and teach students how to use them wisely. In this model:

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• Students keep their phones but use tools or systems that limit access to social media and games during instructional time.
• Educators are supported by technology, helping them manage distractions without the power struggle.
• Digital wellness becomes part of the curriculum, including lessons on persuasive tech design, the science of attention, aligning values to technology use and healthy boundaries.
• Students regularly reflect on their screen time through journaling, discussion, or app usage reviews — integrating metacognition and awareness into their digital lives.

The goal isn’t compliance—it’s capacity-building. Rather than forcing behavior change through restriction, schools can become the place where students learn how to manage their attention, not just follow rules. This kind of model prepares them for the challenges they’ll face outside of school, where there are no locks or timeouts for screens.

What’s one misconception people have about kids and phones that you wish more educators and parents understood?

One of the most persistent myths is that teens don’t care how much time they spend on their phones.

In reality, many teens feel conflicted, even guilty, about their screen time. A 2023 Common Sense Media study found that the majority of teens recognize they spend too much time on their phones and would like to cut back, especially when it interferes with relationships, schoolwork, or sleep (Common Sense Media, 2023).

Research from the Harvard Center for Digital Thriving shows that teens want adults to understand that disconnecting isn’t easy. What they need is not blame, but support in navigating a digital world that’s designed to keep them hooked (Weinstein et al., 2023).

According to the US Surgeon General, teens spend about 3.5 hours per day on social media alone (US Surgeon General, 2023). But that behavior isn’t simply about laziness or lack of willpower — it’s the result of developmental factors, peer influence, and algorithmic design. Recognizing this helps shift the focus from control to coaching, empowering students with the tools and understanding they need to make healthier choices for themselves, both now and in the future.

Continue to Part 3 in this series concerning AI and education.