As of July 2026, all California high schools, under Governor Newsom’s Phone-Free Schools Act, will be mandated to restrict cell phone usage during educational hours. This policy was created in response to years of increased phone and AI usage in the classroom, which has led to decreased learning, attention spans and performance.
The William S. Hart Union High School District began implementing its own policy called the Mobile Communication Devices policy this school year. Although it has received criticism from high school students across the district, the new policy is a long-overdue response to the growing problem that has been ignored for too long: students are too dependent on our cell phones and it’s hurting us more than we realize.
The Mobile Communication Devices policy has been actively combating rising cell phone addiction in most teenagers. By restricting cell phones in the classroom, the Act has been limiting the amount of screen time by multiple hours a day. This decreased screen time might seem like an inconvenience at first, but the long-term impact on mental health issues, such as depression and anxiety, is significant.
One of the key points outlined in the bill was the problem of cyberbullying, which has quietly become a crisis among teenagers. As stated in the district phone policy “Cyberbullying of any kind, including the creation or transmission of harassing communications, direct threats, or other harmful texts, sounds, or images on the internet, social media, or mobile devices will not be tolerated (Board Policy 5131.2).” Not only does the restriction on phones reduce our students’ screen time, but it also decreases opportunities for cellphones to be used against each other.
West Ranch AP US History and Government teacher Mrs. Arrowsmith explained her perspective on the impact the act has had on cyberbullying: “I hope that it has eliminated students taking pictures of other students during class or students sending bullying texts to each other during class… At least during class, we can remain focused on learning and that the bullying actions aren’t a distraction,” she shared.
However, West Ranch junior Sophia Swain had a different opinion. “Cyberbullying doesn’t happen in a classroom, so I don’t think it would have anything to do with it,” she shared. Although this is the first year that a school-wide phone ban has been implemented, most West Ranch teachers already had certain restrictions on cell phone usage even before this school year. Most Wildcats agree that, regardless of the new policy, they weren’t using their phones to cyberbully others in class. Instead, students were more likely sending text messages or scrolling through social media during class.
Swain continued to explain how there are numerous ways to combat the issue of phone addiction without restricting them, such as encouraging teachers to make their classes more engaging and entertaining. Swain also strongly advocated for integrating phones into the learning process, allowing students to merge technology with education.
But the problem within our schools is not that teachers aren’t providing fun, engaging ways to learn; instead, students have become too reliant and dependent on the instant gratification that comes from their phones. Expecting students to regulate their own cell phone use is unrealistic, given the strong hold this addiction has on them. However, this over reliance isn’t solely the fault of the students; there are greater psychological factors at play that contribute to and fuel this addiction.
West Ranch AP Psychology teacher Mr. Varner provided insight into the reason behind this increased reliance on technology and the positive benefits that come from restricting phones in the classroom. “The bottom line is you are working against, as we talk about them in class, strong dopamine reactions to phone usage. No amount of discipline, particularly for young children without a fully developed brain, you’re asking them to display a type of discipline with a logic that they don’t understand,” Mr. Varner explained.
Dopamine is a neurotransmitter in the brain that is associated with pleasure and reward. Our brains are naturally drawn to activities that give us an instant dopamine boost. The growth of “bedrotting” and “doomscrolling,” in which it’s become common for people to spend hours a day scrolling social media, is directly caused by the instant gratification that comes from social media usage. Unfortunately, phones and social media are wired to keep our brains addicted due to this strong dopamine response. Without strong policies like the Phone-Free Schools Act, students are just not capable of choosing themselves and their learning over phones.
Another growing concern from students, such as Swain, is the safety issue. Students and parents all over the state are worried about how they will communicate during emergencies if students don’t have access to their phones. However, the Phone-Free Schools Act already has exceptions in which teachers and faculty are mandated to give students access to their phones in the case of any emergency. So in reality, there is no danger that comes with restricting phones. Mr. Varner, a parent himself, also addressed the communication and safety issue: “We’ve had a school system for a hundred years in this country before cell phones came in. We’re okay.”
Understandably, students having their phones taken away might feel like losing a lifeline. But that alone shows how deep this dependency runs. By limiting phone usage in the classroom, we can foster a better school environment by encouraging more participation and in-class discussions. The act has allowed students to have more meaningful, face-to-face conversations with their peers and develop a sense of community and appreciation for our teachers and peers.
Overall, the Mobile Communication Devices policy isn’t just about prohibiting phones, but instead, enhancing our learning experiences, combating the problems of cyberbullying and cell-phone addiction and allowing for better participation and engagement in the classroom. West Ranch staff and students are already starting to feel the difference and if we give this policy a real chance, our schools will be better off for it.
