Cell Phones in School: Should Be Banned, Restricted or Allowed?

Why cell phones in school should be banned.

The use of mobile phones in schools has attracted the attention of many individuals, state organizations, learning institutions, the media and the society at large. Different views have been raised on the positive impacts and the negative repercussion that come as a result of the use of mobile phones in schools. Although some positive aspects can be drawn from the use of mobile phones in schools, the negative impacts are saddening and the need to be looked at with great caution. Poor school performance of children and cheating in exams can be attributed to the use of mobile phones in schools.

School children with mobile phones tend to have a short span of attention in class due to various activities, as surfing the internet, playing games and texting. These children are also likely to cheat in exams by searching for answers through the internet or texting their colleagues for answers. Likewise, cases of mobile phone theft increase due to the urge of getting better phones to those who already have and the desire of having a phone to the poor children who cannot afford it. These should thus give an alarm to the school board to ban the use of mobile phones.

One of the major reasons why the use of mobile phones by school children should be banned is because it promotes cheating during exams. The mobile phones may provide good avenues for the children to cheat in exams and thus earn undeserved credits. Children use the taken pictures of class notes, videos, text messaging as well as wireless earbuds to gain access to materials that assist them during the exams. According to the National School Resource Officer Survey in 2004 by NASRO, it was estimated that more than 41 percent had reported handling cases of students using mobile phones improperly. The officers reported that among the improper ways school children had used mobile phones included cheating in exams, particularly through text messaging and the internet.

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Another reason why the school board should ban the use of mobile phones is due to the short span of attention by the children. Student’s concentration in class is distracted on various occasions in the presence of mobile phones. In certain instances, the disturbance can be carried on to the rest of the children in class if the phone rings out loud. This is more likely to happen and cause a lot of distraction, hampering the learning process if these phones are not put in silent mode. Moreover, if a phone is put in silent mode or on vibration, it distracts the owner leading to a short attention span in class. If a call or message, for instance, comes in, the student loses concentration and diverts their attention towards reading the message or answering the call. These lower the student’s understanding of things taught in class and in turn results in poor performance.

It is essential for the school board to note that the use of mobile phones by children promotes theft. The changing technology results in the production of more attractive and expensive mobile phones that not every child can afford. Theft complaints are thus not going to stop anytime soon if the use of mobile phones in schools will not be banned. Despite the fact that some of the children already own mobile phones, they will be tempted to steal the more sophisticated ones from their friends. The poor children who cannot afford a cell phone are no exemption and they are most likely to steal any type of phone for them to own one. It is best if schools ban their use to prevent such cases of theft.

It is thus justifiable to conclude that the school board has a big part to play in making the learning environment suitable for all the children. The ban on the use of mobile phones will be very beneficial to all and would lead to better performance. The children’s concentration span in class would improve, cheating in exams would be minimized and cases of mobile phone theft in schools would be forgotten. If the school board embraces the idea of making it illegal to use mobile phones, the society will benefit and the school children will all have a favorable environment to learn.

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Why Cell Phones in School Should Be Restricted?

People create different devices and machines due to the constant growth of human needs and demands. It is connected with the appropriate improvement in the quality of life. In fact, the creation of such a modern device as a cell phone refers to great wonders of the twenty-first century, even if its use at school is under great concern. Thus, the development of the cell phone and its regular use can improve the process of studying at school, but it can also destruct the way students thinking and learning.

The cell phone makes a revolution in education. It widens children’s outlook and suggests new ways and approaches for learning more information in different subjects through video use. It becomes evident that “allowing students to use cell phones in the classroom for specific, academic purposes has the power to increase student engagement and allow teachers to more effectively assess learning on a daily basis” (Giambalvo).

It means that the particular use of this device contributes to the development of creativity and interactive experience. Students can get free access to a large number of sources which can be essential in studying. In this case, juniors are motivated to set their goals and reach them observing different videos based on the learning topics. Additionally, this issue includes social and emotional aspects that show how an individual can assess himself/herself to reveal the appropriate persistence and diligence. Thus, modern teachers consider cell phones as a useful tool for learning, which makes studying easier and more interesting.

The cell phones provide new effective ways of learning for those who try to overcome the difficulties with the second language. In this case, it’s primary purpose is to improve the limits of students’ vocabulary. With the help of mobile dictionaries, students can memorize many new words including their translation and spelling. They also develop their vocabulary while writing a test after reading the assignment, which seems to be rather difficult (Lu 515). The point is that students do not have any limitation to learn more words every time they look up a new one and its various meanings. It is known that lexical information improves the intellect, and students’ speech becomes better. Therefore, the effectiveness of cell phone use is obvious, and it is necessary to further develop this approach.

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On the other hand, cell phones cause cheating and unceasing ringing that destroys classroom policies at school. Many teachers claim that “the technology is considered a serious source of distraction in the classroom” because it has a negative impact on academic performance (Campbell 280). In such a way, plagiarism becomes a common problem that exists among students. After finishing high schools, they are not ready to develop and create their own ideas. Students have boundless access to the Internet, thus they simply copy and paste the suggested information. It brings harm to the students’ studying as they do not make any considerable effort to develop their own intellectual skills and abilities in the process of learning. Additionally, teachers often complain that they cannot concentrate on the representation of new material due to the ringing in the class.

Moreover, parents notice that their children stop paying much attention to the school assignments but talk over the phone all the time. Perhaps, it is a precise result of parents’ numerous requests to allow their children to use mobile phones at school as they are against the past ban (Taylor). Thus, the cell phone becomes children’s obsession as they gradually begin to depend on this advanced technology.

In conclusion, the use of the cell phone improves the quality of studying as teachers can apply various teaching videos. Students can also learn the second foreign language via the cell phone by consulting the dictionary and memorizing new words as well as establishing communication and interacting with each other. However, the use of cell phones has several disadvantages while studying: the main one is cheating. This leads to reducing students’ own knowledge because they are out of practice. Therefore, it is necessary to restrict the use of cell phones at school in order to avoid plagiarism which is not good for students studying.

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Why Cell Phones in School Should Be Allowed?

In terms of using cell phones in school, various improvements have been established at different schools, which benefited students since their privacy has been improved as well as an effective and essential means of communication was implemented. Schools are trying out various policies that allow having cell phones at schools with some permitting students to use their phones only during breaks or at lunchtime. Other schools are encouraging students to have cell phones at school in order to enhance the educational process, the main purpose of which is to improve understanding in the classroom.

This is helpful in various ways since it provides suitable platforms for enhancing educational understanding. Other policies that were implemented allow students to carry cell phones to school and use them after classes and at breaks. The phones should be kept in lockers or backpacks during classes. This is unlike the policy of some schools that allow phones and encourage students to carry them to school and use them in class for their educational advantage.

Cell phones use in high school during break times should, therefore, be allowed because of personal rights, privacy issues, and effective and essential communication. The use of cell phones during breaks prevents students from losing attention in class and allows them to maintain necessary communications with their parents as well as provides them with the advantages of e-learning tools. Allowing students to use cell phones at school gives students the right to personal life and privacy. In addition, cell phones enhance research and improve students’ understanding since they have more access to information that is available on the Internet.

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Bans may help protect classroom focus, but districts need to stay mindful of students’ sense of connection, experts say

Students around the world are being separated from their phones.

In 2020, the National Center for Education Statistics reported that 77 percent of U.S. schools had moved to prohibit cellphones for nonacademic purposes. In September 2018, French lawmakers outlawed cellphone use for schoolchildren under the age of 15. In China, phones were banned country-wide for schoolchildren last year.

Supporters of these initiatives have cited links between smartphone use and bullying and social isolation and the need to keep students focused on schoolwork.

77% Of U.S. schools moved to ban cellphones for nonacademic purposes as of 2020, according to the National Center for Education Statistics

But some Harvard experts say instructors and administrators should consider learning how to teach with tech instead of against it, in part because so many students are still coping with academic and social disruptions caused by the pandemic. At home, many young people were free to choose how and when to use their phones during learning hours. Now, they face a school environment seeking to take away their main source of connection.

“Returning back to in-person, I think it was hard to break the habit,” said Victor Pereira, a lecturer on education and co-chair of the Teaching and Teaching Leadership Program at the Graduate School of Education.

Through their students, he and others with experience both in the classroom and in clinical settings have seen interactions with technology blossom into important social connections that defy a one-size-fits-all mindset. “Schools have been coming back, trying to figure out, how do we readjust our expectations?” Pereira added.

It’s a hard question, especially in the face of research suggesting that the mere presence of a smartphone can undercut learning .

Michael Rich , an associate professor of pediatrics at Harvard Medical School and an associate professor of social and behavioral sciences at the Harvard T.H. Chan School of Public Health, says that phones and school don’t mix: Students can’t meaningfully absorb information while also texting, scrolling, or watching YouTube videos.

“The human brain is incapable of thinking more than one thing at a time,” he said. “And so what we think of as multitasking is actually rapid-switch-tasking. And the problem with that is that switch-tasking may cover a lot of ground in terms of different subjects, but it doesn’t go deeply into any of them.”

Pereira’s approach is to step back — and to ask whether a student who can’t resist the phone is a signal that the teacher needs to work harder on making a connection. “Two things I try to share with my new teachers are, one, why is that student on the phone? What’s triggering getting on your cell phone versus jumping into our class discussion, or whatever it may be? And then that leads to the second part, which is essentially classroom management.

“Design better learning activities, design learning activities where you consider how all of your students might want to engage and what their interests are,” he said. He added that allowing phones to be accessible can enrich lessons and provide opportunities to use technology for school-related purposes.

Mesfin Awoke Bekalu, a research scientist in the Lee Kum Sheung Center for Health and Happiness at the Chan School, argues that more flexible classroom policies can create opportunities for teaching tech-literacy and self-regulation.

“There is a huge, growing body of literature showing that social media platforms are particularly helpful for people who need resources or who need support of some kind, beyond their proximate environment,” he said. A study he co-authored by Rachel McCloud and Vish Viswanath for the Lee Kum Sheung Center for Health and Happiness shows that this is especially true for marginalized groups such as students of color and LGBTQ students. But the findings do not support a free-rein policy, Bekalu stressed.

In the end, Rich, who noted the particular challenges faced by his patients with attention-deficit disorders and other neurological conditions, favors a classroom-by-classroom strategy. “It can be managed in a very local way,” he said, adding: “It’s important for parents, teachers, and the kids to remember what they are doing at any point in time and focus on that. It’s really only in mono-tasking that we do very well at things.”

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Persuasive Essay on Cell Phones Should Be Allowed in School

Did you know that some schools allow students to use cell phones for learning purposes? Some schools allow students to use their cell phones to research information and work together. It is also helpful to shy and non-talkative students. Cell phones during school can be very helpful and resourceful tools. 

To begin with, in most schools cell phones are banned and not able to be used in class but can be used after school.  But in some schools they allow students to use cell phones! Research did a study that included over 4000 high school students and middle school students. They found that 79.3 percent of students owned a cell phone and were told not to use them during school hours. Some schools that had more flexible policies allowed students to use their cell phones for educational purposes. As a result, students in these schools got better grades than most schools (source 1). Although many students have good grades they can also use their cell phones in ways they aren’t supposed to. Like using it during class when told not to or going on different websites that aren’t school related. But for the most part learning using cell phones can be very beneficial to many students. 

Furthermore, cell phones are helpful to students because they can learn more about other peers or more about a topic that wouldn’t just get from a book or a textbook. Using cell phones is a benefit because it doesn’t make you bored while using it when you want to learn more about something. It is also really easy to research using a cell phone. It has many apps and functions that can be used to direct you to a specific website or help you learn something new about someone that didn’t know about them. It also allows you to share and collaborate with your fellow classmates. It's simple to just send a quick message to your instructor or your classmates (source1). Using a cell phone can help you learn more about technology and how to use it, which is a good skill to know. Cell phones are very useful and make researching and working so much easier.

Last but not least, learning by phone is a great option for students that are not like others and don’t like to talk. They can just simply send something to a teacher or to other classmates. Cell phones make it easier so you don’t have to speak up and tell the whole class but just the teacher. Students can also make the search browser useful. Such as, searching up blogs, wikis, social bookmarking tools. These things allow students to share and work together easier with social media. Although, students may use their cell phones as a time to play and goof around and could just be searching up things that don’t even involve learning. But most school wifi have filters that block specific websites and keywords. There are both pros and cons to having a cell phone in school but it could be a great help with school.

To sum it all up, having cell phones during school can be a great benefit. The ability to be able to share and communicate with classmates and teachers. This device can improve learning and grades and it could be helpful to shy students. Cell phones should be allowed in school because they are very helpful and resourceful.

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Banning mobile phones in schools: beneficial or risky? Here’s what the evidence says

persuasive essay cell phones in school

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Victorian education minister James Merlino’s announcement mobile phones will be banned for all students at state primary and secondary schools is certainly a bold move.

The policy has been justified as a direct response to mounting levels of cyberbullying, concerns over distractions and schools struggling with discipline relating to students’ misuse of phones.

Students will have to switch off their phones and store them in lockers from the start of the school day until the final bell. In case of an emergency, parents or guardians can reach their child by calling the school.

The minister said in a statement :

The only exceptions to the ban will be where students use phones to monitor health conditions, or where teachers instruct students to bring their phone for a particular classroom activity.

Whether to allow student use of mobile phones in school is certainly a hot topic in education. The Victorian announcement follows a French government ban on mobiles in school in 2018. Debates on the issue are also taking place in Denmark , Sweden and the United Kingdom .

There is considerable public support for banning mobiles. In our recently conducted survey of more than 2,000 Australian adults, nearly 80% supported a ban on mobile phones in classrooms. Just under one-third supported an outright ban from schools altogether.

Support for a classroom ban was remarkably consistent across different demographics, including political affiliation and age group.

But while banning phones from classrooms, and from school altogether, might seem sensible, there are number of reasons to be cautious. It’s clear we need to carefully consider how we want to make use of digital devices being brought into schools. But previous experience, such as in New York, suggests a blanket ban might introduce even more problems.

And the little research evidence that addresses the issue is mixed.

What’s the evidence?

Reports of cyberbullying have clearly gone up among school-aged children and young people over the past ten years, but the nature and precedents of cyberbullying are complex.

Research suggests there is a large overlap between cyberbullying and traditional forms of bullying, which wouldn’t then follow that digital devices are somehow causing these behaviours.

Cyberbullying also often takes place outside school hours and premises. There is a danger banning phones from classrooms might distract education staff from having to continue with efforts to address the more immediate causes of cyberbullying.

Read more: Teenagers need our support, not criticism, as they navigate life online

There is also a growing literature exploring the links between digital devices and classroom distractions. The presence of phones in the classroom is certainly found to be a source of multi-tasking among students of all ages – some of which can be educationally relevant and much of which might not.

But the impact of these off-task behaviours on student learning outcomes is difficult to determine. A review of 132 academic studies concluded, it is

difficult to determine directions and mechanisms of the causal relations between mobile phone multitasking and academic performance.

There is also a strong sense from classroom research that issues of distraction apply equally to laptops , iPads and other digital devices.

All told, the sense from academic literature is that the realities of smartphone use in classrooms are complex and decidedly messy. Our own research into how smartphones are being used in Victorian classrooms highlighted the difficulties teachers face in policing student use (what some teachers described as requiring “five minutes of firefighting” at the beginning of every lesson).

Despite this, we also found instances of students using smartphones for a range of beneficial purposes – from impromptu information seeking to live-streaming lessons for sick classmates.

Read more: Schools are asking students to bring digital devices to class, but are they actually being used?

These benefits are also reflected in classroom studies elsewhere in the world. Research from Stanford University has demonstrated , for instance, that with proper support and preparation, teachers in even the most challenging schools can “build on the ways students already use technology outside of school to help them learn in the classroom”.

There is now a whole academic field known as “ m-Learning ” where researchers have explored the pedagogical and learning advantages of using mobile devices (including phones) in lessons.

But what about a blanket ban from school altogether? Experience from elsewhere suggests enforcing a mobile ban in schools may not be as easy as it sounds.

What we can learn from others

The New South Wales government announced a review into the benefits and risks of mobile phone use in schools in June 2018, led by child psychologist Michael Carr-Gregg. At the review’s completion, the government said it would only ban mobile phones from the state’s primary schools, leaving secondary schools free to make their own choice.

We recognise that technology plays an important and increasing role as students progress through their education […] We want to give secondary schools the flexibility to balance the benefits and risks of technology in the way that best supports their students.

Perhaps the most pertinent example is the ban enforced in New York City from 2006, that was eventually lifted in 2015.

The reasons given for this reversal highlighted several of the concerns the new ban in Victoria will likely face. They include practical difficulties of enforcing a ban in the classroom being exacerbated by banning of phone use during break times and lunchtimes.

First, it was clear the New York ban was being inconsistently enforced by schools – with better resourced schools in more affluent areas more likely to bend the rules and permit student use. In contrast, schools in lower-income areas with metal detectors were more likely to be rigidly enforcing the ban.

Other motivations for lifting the ban were concerns over student safety such as the need for students to contact family members during break times and lunchtimes. Families were also incurring costs to store phones securely outside of the school. There was also a recognition teachers should be trusted to exercise their professional judgement as to how they could be making good educational use of devices in their lessons.

Read more: Should mobile phones be banned in schools? We asked five experts

At the same time, it was reckoned government resources were better directed toward supporting students to learn how to use technology responsibly through cyber-safety lessons.

All these reasons are as relevant now to Victorian schools as they were to New York City schools in 2015. The use (and non-use) of mobile phones in schools is certainly an issue we need to have a proper conversation about. But it might not be as clear-cut as the recent policy announcements suggest.

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There are numerous reasons why high school students should not be allowed to use their cell phones, tablets, and other gadgets at school, not to mention during classes. One of them is a severe cell phone addiction that teenagers can develop if they overuse their devices. According to a study by Gaby Badre, in such cases, teenagers tend to experience “increased restlessness with more careless lifestyles, more consumption of stimulating beverages, difficulty in falling asleep and disruptive sleep, and more susceptibility to stress and fatigue.” They may also have headaches and, what is curious, experience phantom ringing sounds (when a person thinks his or her phone is ringing when it is not). This is what distracts teenagers during studying, and keeps them awake at night, when they should be sleeping. All this does not speak in favor of allowing teenagers the use of cell phones in high school, where they are not necessary (Teen Ink).

Along with the health problems caused by the excessive use of cell phones, parents should be concerned about how teenagers use cell phones. It is not a secret that the adolescent subculture is strongly based on hierarchy; those who do not manage to fit in often become bullied by their more-fortunate peers. In these terms, cell phones provide limitless opportunities for what is called cyber-bullying. For example, camera phones can be secretly used almost anywhere, including private areas (such as restrooms and locker rooms), where bullies can take embarrassing photos of their victims; then, using their cell phones, bullies can spread these photos around school in no time, upload them to YouTube, or publicly humiliate their victims in some other way. This is not to mention sexual harassment (applications like SnapChat make it easy), digital revenge for broken relationships, hacking and stalking, and so on ( Safe Search Kids ). It is impossible to control a student outside of school, but doing this during classes is not difficult.

According to British research of cell phone policies of Birmingham, London, Leicester, and Manchester schools, their effects on students’ performance has shown that schools that banned cell phones demonstrated an increase in test scores by 6.4% for 16-year-old students. These results seem to be significant for the United States as well, since about 73% of American teenagers use cell phones (compared to 90% of British students). These gains were observed among students with the lowest achievements, and among average students these results were doubled. This shows that banning cell phones has a great impact on students’ performances, and in terms of increasing the quality of education, such measures would be beneficial ( Time ).

As it can be seen, cell phones, if used improperly, can negatively affect a teenager’s life in a number of ways. In particular, an adolescent can develop restlessness and anxiety (along with a cell phone addiction), which is unacceptable at such a young age. Due to the peculiarities of school life and the way teenagers interact with each other, cell phones can be used for bullying—for example, secretly taking embarrassing photos of classmates in private areas, and so on. In addition, using cell phones in schools negatively affects performance; in schools where the use of cell phones has been banned, students’ performance increased significantly. These reasons definitely speak in favor of prohibiting teenagers using cell phones in high schools.

“Safe Search Kids.” Cell Phones in School. N.p., n.d. Web. 22 June 2015.

Murphy, Richard, and Louis-Philippe Beland. “The Science of Why Schools Should Ban Cell Phone Use.” Time. Time, n.d. Web. 22 June 2015.

“Why Cell Phones Should Not Be Allowed in a School Setting.” Teen Ink. N.p., n.d. Web. 22 June 2015.

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Argumentative Essay on the Use of Mobile Phones in Schools

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supported the use of cell phones in schools, the other part has opposed their use bitterly. Mobile phone manufacturers, such as Apple and Samsung, have targeted students as their main market and thus they have designed various models with lots of features in order to attract them. Despite the fact that the use of mobile phones by students in schools can be used positively and constructively in order to enhance their learning, the same technological devices can be utilized negatively, which distracts them and their teachers and in turn disrupts the learning process. For instance, whilst the students can use mobile phones positively by accessing or downloading important academic materials from the worldwide web, the same can also be used to get access towards destructive information available in the net like pornographic materials.

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Mobile phones are widely used by university students and there is a controversial topic whether students should be able to use them freely during lectures. A survey was distributed seeking student opinions on using mobile phones in classroom. We used two-phase sampling method to reduce the nonresponse bias. There were 392 valid responses. To test the effect of different factors on students’ opinions a number of statistical techniques were utilized. The results showed Qatar University students marginally favored using mobile in classroom but using mobile phone distracted some students who are less in favor of using phone during lectures. The proportion of students who believe that student should decide to use or not use mobile in the classes is 0.635. Apparently, students expected implementation of a policy that controls the use of mobile phones in class. Recommendations include a blanket policy for the University on the use of mobile phones during class, mobile phone breaks given by...

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The study investigated the uses of a cell phone in educational activities of students at a higher level. The recommendation of National Professional Standards on the use of ICT in education provides a strong theoretical background for the study. The objectives of the study focused on the investigation of the perception of teachers and students regarding the uses of the cell phone in educational activities and effective communication between students and teachers for educational progress. Adopting a descriptive research design, a survey was carried out to investigate one hundred respondents by using a self-developed questionnaire. The collected data was analyzed through percentage and findings were tabulated consequently which show that majority of respondent uses a cell phone for instructive activities and having positive effects on students’ educational performances. Furthermore, the uses of a cell phone in educational activities facilitate teachers and students at the same level i...

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This study is an effort to investigate the “Impacts of Cell Phone Using Habits on the Studies of Students of University of Sargodha and Punjab University Lahore. The study used the survey method for data collection. A sample of 100 respondents consisting of 50 Teachers and 50 Parents was selected by using purposive and convenience sampling technique. The findings show that respondents frequently use cell phone and overwhelming majority spent lots of money in their daily lives. Respondents frequently use cell phone to contact with parents followed by friends, close friends whereas somewhat with classmates and rarely with teachers. But according to teachers and parents students mostly use cell phone to contact with parents; classmates, friends, and close friends with little difference. Students frequently use cell phone in class room not for lecture recording but for the purpose of SMS texting etc. It is also observed that students mostly use cell phone for un-educational activities and according to teachers and parents due the use of cell phone respondents are losing focus on their studies and parents are decreasing their parental control on their children due to the use of cell phone.

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Home Essay Samples Information Science and Technology Cell Phones

Cell Phones in School: An Argumentative Perspective

Table of contents, benefits of cell phones in school, drawbacks of cell phones in school, balancing benefits and drawbacks.

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The United Nations warned last year that cell phones are a distraction in the classroom. (Brittany Hosea-Small/AFP via Getty Images)

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Reasons Why Cell Phones Should not Be Allowed in School

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Updated: 7 December, 2023

Words: 588 | Page: 1 | 3 min read

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Hook Examples for “Cell Phones Should Not Be Allowed in School” Essay

  • An Educational Distraction: Step into the classroom and explore the pervasive presence of cell phones among students. Join me in examining how these devices, designed for connectivity, can often disconnect learners from the educational experience.
  • Quoting an Educator: Educator John Dewey once said, “”Education is not preparation for life; education is life itself.”” Let’s discuss how the intrusion of cell phones in schools can disrupt the vital process of learning and personal growth.
  • The Social Side Effects: Delve into the social consequences of unrestricted cell phone use in schools, from cyberbullying to the erosion of face-to-face communication. Together, we’ll explore the impact on student well-being.
  • Academic Integrity at Stake: Explore the challenges posed by cell phones in terms of cheating and academic dishonesty. Join me in discussing the importance of maintaining academic integrity in educational institutions.
  • Fostering a Distraction-Free Environment: Consider the benefits of creating a focused, distraction-free learning environment by restricting cell phone usage. Let’s explore how this policy can enhance the quality of education.

Works Cited

  • Ferrell, Finessa. “Ask an expert”: Should students have cell phones at school? Chalkbeat.org; published January 24, 2012, found February 2, 2019.
  • Nohar, Vanika. Should cell phones be allowed in school? ; Stabreaknews.com; published July 12, 2012. Found February 4, 2019.
  • Freed, Richard. Why phones don’t belong in school; M.huffpost.com; published April 13, 2013; found February 4, 2019.
  • Vitelli, Amie. 10 reasons why cell phones shouldn’t be allowed in school; Middleboroughtv.com; published December 5, 2018; found February 5, 2019.
  • Martinko, Katherine. Why kids shouldn’t take their phones to school; Treehugger.com; published September 6, 2016; found February 5, 2019.

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persuasive essay cell phones in school

Why School Age Kids Should or Should Not Have Cell Phones Essay

Modern technology has allowed people to communicate instantly and resolve many tasks that were difficult before within seconds. However, with these benefits, a challenge has emerged, since smartphones, video games, and the Internet makes people feel addicted to technology, as Miller reports. One solution would be to ban smartphones by children, but this could cause other issues. Children should be allowed to have cellphones to ensure their safety and security and help them adapt to modern technology.

The reasoning behind not allowing children to have smartphones is the fear that they would develop an addiction. According to Miller, in one survey, “half of the teenagers said they “feel” they’re addicted to their mobile device.” This is alarming, but it is necessary to acknowledge that children and adults alike are surrounded by technology. Hence, by not allowing children to use cell phones, caregivers deprive them of experiences they need to function in modern society. Moreover, smartphones allow them to make phone calls and message others, which is vital for child security and safety. With cell phones, children can contact their parents in case of emergency. Hence, it is best to ensure that they have access to cell phones but that their use is regulated. For example, children should not be allowed to use smartphones during studying or several hours before sleep. Overall, children should have cellphones because the benefits outweigh the potential danger.

Miller, Caroline. “Is Internet Addiction Real?” Child Mind Institute , Web.

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Argumentative Essay Example: Cell Phones Should Be Banned in Schools

Do you ever sit in a class and realize that students aren’t paying attention because they are distracted by their cell phones? In free periods, just about every student sits on their phone with their head down. Why waste time when you can spend that free time doing school work or interacting with others? In other classes, students are missing out on information because they are on their cell phones. Cell phones are just setting up students for failure. Do we really want students to fail? No. Cell phones should be banned in schools. 

The main reason why students miss out on  information is because of cell phones. When students sit on their cell phones during class, it makes it very difficult for them to stay focused. Since the use of cell phones has increased, cyberbullying is also starting to increase. During the school day, if a student sees that they are left out of a group chat or sees a photo to which they compare themselves too, can make it hard for them to stay focused throughout the school day.

Along with students being distracted, cell phones have caused a decline in communication between students. Joe Clemet, a U.S. government teacher, and Matt Miles, also a teacher, have said that “free periods have deteriorated from lively talk among students and teachers to silent screen reading, each student in a little world.” Clement thought that he could bring back the lively talk of students during a free period class by restricting cell phones. Students responded by not showing up and going to a different free period class where cell phones weren’t  restricted. It has also been found that cell phone use increases the rate of depression. Face-to-face time with friends decreases depression. Creating a school environment without cell phones can help students have a face-to-face interaction with others. This will help create a healthy environment for students in school. 

Furthermore, cell phone use does not boost achievement. Students who are on their cell phones during class time, tend to perform worse on tests (usually a full letter grade or more). According to a study in 2017, some participants were told to keep their cell phones nearby, and the other participants were told to put their cell phones in a different room. Each participant was asked to perform a memory task. The participants with their cell phones did much worse than the participants who didn’t have their cell phones. For instance, in one of my classes, I see students who don’t even pick up their heads because they are on their cell phones. When it's time for them to take a test, they have no idea what they are doing. When they get their test grade back, they seem to not know why they performed so poorly. They performed so poorly because they were distracted by their cell phone. They don’t realize all the information they missed out on. Some schools have changed their cell phone policy and they saw an increase in test scores by 6.41%. This shows that cell phones are causing students to perform poorly. 

Finally, some schools believe that the use of cell phones should not be banned. Some schools have even worked cell phones into the daily curriculum. From text reminders to school apps, cell phones are making the learning system much easier. Even though cell phones are making the learning system easier,  there will be a higher chance that students will cheat, cell phones will still cause distractions, and there will still be less interaction. Even if cell phones are useful tools for the learning system, they still won’t solve these problems. 

In conclusion, cell phones create an unhealthy environment for students. They cause distractions, failure, and less interactions. Cell phones are an unhealthy distraction for students. They should be banned in schools.

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The Future of Medicine Is Unfolding Before Us. Are We Nurturing It?

A flowering planet trapped against the inside of a glass bell jar.

By Elizabeth Currid-Halkett

Dr. Currid-Halkett is a Guggenheim fellow and professor of public policy at the University of Southern California.

On Jan. 8, 2020, as I was parking my car, I got a long-awaited phone call from one of my son’s doctors. She informed me that our 7-month-old son, Eliot, had Duchenne muscular dystrophy, a fatal neuromuscular disease.

I can still remember the way the Los Angeles winter sunlight hit the dashboard. I can see my neighbor walking up her steps with groceries, a leaf falling, oblivious to the devastation below. “Life changes in an instant,” Joan Didion wrote. “The ordinary instant.” Our son had a fatal illness. He would die before us.

D.M.D. prevents the production of dystrophin, a protein needed to protect and repair muscle cells. It is caused by a genetic mutation on the X chromosome, thus the disease almost exclusively affects boys (one in 3,300). Over time, children with D.M.D. lose muscle mass and thus the ability to do basic things like run and walk. Eventually they lose their ability to breathe, and they experience heart failure. There is no known cure. While existing treatments have helped extend the life span of sufferers, they mainly focus on managing symptoms.

In my search for answers for how to save my son, I contacted Dr. Jerry Mendell, a now-retired neurologist at Nationwide Children’s Hospital in Columbus, Ohio, who was running clinical trials for an experimental gene therapy he developed to enable dystrophin production in boys with D.M.D. The treatment, now known as Elevidys, offered the prospect of not merely managing symptoms, but slowing the disease’s progression or even stopping it in its tracks — and potentially, for the first time in the history of this terrible disease, allowing boys with D.M.D. a chance to thrive.

Since I had that first conversation with Dr. Mendell (also a senior adviser for Sarepta, the maker of Elevidys), clinical trials for the gene therapy have had their ups and downs , and some adverse effects have been reported. But in June 2023, based on a two-part clinical trial, the Food and Drug Administration granted accelerated approval for the treatment for 4- and 5-year-olds who do not have other disqualifying conditions. The F.D.A.’s approval was contingent on continuing trials showing evidence of improved motor function, which had not yet been established.

Before Eliot received his treatment, he had difficulty going up stairs. He complained about being tired after walking only a block or two, even on Halloween, when candy ought to have motivated him. Hopping on one foot, a milestone for a 4-year-old, was impossible.

On Aug. 29, he finally received the one-time infusion. Three weeks later, he was marching upstairs and able to jump over and over. After four weeks, he could hop on one foot. Six weeks after treatment, Eliot’s neurologist decided to re-administer the North Star Ambulatory Assessment , used to test boys with D.M.D. on skills like balance, jumping and getting up from the floor unassisted. In June, Eliot’s score was 22 out of 34. In the second week of October, it was a perfect 34 — that of a typically developing , healthy 4-year-old boy. Head in my hands, I wept with joy. This was science at its very best, close to a miracle.

But the goal to offer this possible future to more patients with D.M.D. is in jeopardy. Sarepta is seeking F.D.A. approval to treat boys over 5 . Disagreements over the latest clinical trial’s results threaten to derail that outcome.

Moreover, what the F.D.A. decides to do next with Elevidys could set the tone for how it handles other emerging gene therapies for rare diseases. We can already see roadblocks that prevent more families from gaining access to these new treatments — from high costs and insurance challenges to dissent over how flexible regulators should be in interpreting clinical trial results and taking qualitative improvements into account. What is at stake with the debate around Elevidys is more than just the chance to give other boys with D.M.D. a more normal life. The challenges that we are witnessing with Elevidys are a harbinger of the fights we may see with gene therapies developed for other rare diseases.

There’s an opportunity to reduce those barriers now, while these treatments are still in their early phases. Every child afflicted with a life-threatening disease deserves the chance Eliot has been given.

The biggest obstacle to getting these treatments is cost. Gene therapies cost, on average, $1 million to $2 million . At $3.2 million per patient, Elevidys is the second-most-expensive drug in the world . Insurance companies would probably prefer not to foot the bill, and without full F.D.A. approval, insurance companies can refuse to cover these treatments by claiming they are medically unnecessary or experimental . Before Eliot’s treatment began, my insurance company initially said it would cover the cost but then started stalling on coverage and questioning the urgency of Eliot’s treatment. I was able to call Dana Goldman, the dean of the Sol Price School of Public Policy at the University of Southern California, where I work, to help me navigate the process. I was in the rare position to marshal resources and assistance to pressure my insurance company into covering Elevidys. Across the country, physicians are fighting denials and seeking appeals for their young patients.

Dr. Goldman has argued that one way to incentivize insurance companies to cover the high costs of treatments like gene therapies is to amortize how much the companies pay over time if the effectiveness of such treatments does not last (analogous to a pay-for-performance model). Another option is for pharmaceutical companies to offer a warranty that gives a prorated refund to the insurance company if a patient needs to return to prophylaxis treatment within a certain number of years. Costs are an especially frustrating problem for rare diseases like D.M.D., for which the extremely small patient population deters companies from investing money and resources to develop new treatments. Some experts believe the federal government ought to do more to directly complement research funding for rare diseases , as it has through the Orphan Drug Act for over four decades. The government could also defray the cost to consumers by offering subsidies directly to patients.

There’s another big role the government can play to accelerate gene therapies besides intervening in costs, and that’s to make the wheels of regulatory approval for these drugs less onerous. Flexibility doesn’t have to come at the cost of safety. The F.D.A. acted swiftly to approve an antiretroviral drug for H.I.V. in the 1980s and the Covid vaccines in December 2020, saving millions of lives without putting people in harm’s way.

But Elevidys is a case study in how the F.D.A. can get in its own way. D.M.D. patients 4 and 5 years old received access to the drug under fast-tracked approval, the first time a drug was approved under this new framework. But this was reportedly only because Peter Marks , the director of the F.D.A.’s Center for Biologics Evaluation and Research, disagreed with his own staff’s rejection . Current concern over Elevidys’s approval for boys over 5 focuses on the most recent clinical trial results , which showed older boys, whose muscular decline is further along, did not improve on motor function as measured by the North Star Ambulatory Assessment after treatment. However, as Sarepta has noted, they still saw gains in their ability to rise from the floor and walk 10 meters, indicating possible slowing of the disease that could significantly improve and extend their lives.

Detractors suggest this improvement is not enough to meet the bar for approval. This is a common problem for rare disease trials because they often consist of very few participants. In such cases, a narrow focus on numbers ignores the real quality-of-life benefits doctors, patients and their families see from these treatments. During the advisory committee meeting for Elevidys in May 2023, I listened to F.D.A. analysts express skepticism about the drug after they watched videos of boys treated with Elevidys swimming and riding bikes. These experts — given the highest responsibility to evaluate treatments on behalf of others’ lives — seemed unable to see the forest for the trees as they focused on statistics versus real-life examples.

The F.D.A. can have a more flexible view of treatment efficacy without losing focus on safety. As with any drug, whether for migraines or asthma, there will be a spectrum of effectiveness. The same will be true of all gene therapies, and the F.D.A. should reconsider the metrics it uses to green-light these treatments now, before it potentially leaves thousands of patients in the lurch, out of access to something lifesaving.

Gene therapy is the future of medicine. But our bureaucracy and insurance companies should not hinder patients from receiving pioneering treatments that could transform their lives. As parents, we are not asking for the moon. We just want our children to live.

Elizabeth Currid-Halkett is a Guggenheim fellow and professor of public policy at the University of Southern California.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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  25. Opinion

    Dr. Currid-Halkett is a Guggenheim fellow and professor of public policy at the University of Southern California. On Jan. 8, 2020, as I was parking my car, I got a long-awaited phone call from ...