Governor Kathy Hochul’s “Distraction-Free Schools Act” passed earlier this year, making New York the largest state in the nation to implement a full day restriction on student phone use. The policy, which took effect at the start of the school year, requires all public schools to ban the use of smartphones, smartwatches, and other internet connected devices from the start of the day until dismissal.
“I know our young people succeed when they’re learning and growing, not clicking and scrolling — and that’s why New York continues to lead the nation on protecting our kids in the digital age,” Hochul said.
The policy was introduced to reduce distractions, improve classroom engagement, and alleviate the mental health effects of too much screen time. However, more than a month into the school year, many students say the results have not lived up to the expectations.
“I don’t believe a phone ban in schools is necessary,” senior Samuel Da Silva said. “It’s a student’s personal choice whether or not they want to pay attention in class. Rather than banning phones entirely, schools should focus on teaching accountability and giving students the tools to manage their own time. All the phone ban does in the end is create resentment towards the schools that try to limit kids who do things correctly.”
Many students share that exact sentiment, arguing that the law punishes everyone for the behavior of a few.
“I think it’s pointless,” junior Momchil Yanchev said. “Bad kids are gonna do bad things. It’s repeat offenders, not new kids every time, and it’s frustrating for everyone else. The people who were paying attention before are still paying attention, but now they can’t even simply check the time on their phones or text their parents on school grounds”
Students like Yanchev say that the rule feels more about control than concentration. While phones may no longer buzz on desks, the frustration has grown exponentially louder in hallways and in lunchrooms. Many feel that the policy assumes the worst in students rather than trusting them to self regulate
In classrooms across New York State, enforcement looks different depending on the district. Some teachers collect phones at the start of class, while others rely on hanging pocket organizers or Yondr magnetic lock pouches that can’t be reopened until the final bell. Though these measures have reduced visible phone use, many students say the atmosphere feels tense and restrictive rather than focused.
Teachers and administrators argue that the ban promotes learning and in-person connection, but students argue that it hasn’t made lessons more engaging or improved participation. Instead, they say it’s a blanket policy that ignores the root causes of disengagement, such as stress, workload, and a lack of motivation.
”I think it creates a distraction-free environment for students to learn,” English teacher Mr. Schad said. “I also like that children are talking to each other a little bit more. That’s kinda nice.”
At North High, the faculty calls the law a “significant adjustment” that’ll benefit students in the long term. But many remain unconvinced that confiscating phones is the way to better learning. At the end of the day, the ban has achieved its goal of removing phones from sight, but not necessarily from students’ minds. As the law continues to shape school life across the state, the question still remains whether limiting technology actually improves focus, or simply breeds resentment.
