Insights Gathered at First Community Conversation of the School Year

The Lakota Board of Education recently hosted the first community conversation of the school year with nearly 50 parents, staff and students discussing the District’s cell phone policy, which has been in place since 2013. The State of Ohio is requiring school districts to have a policy in place or its current policy updated by next summer. Prior to making changes to the current policy, the Board is engaging stakeholders to gather feedback. Lakota’s cell phone policy was last updated in 2017. 

Prior to the event, a ThoughtExchange survey was conducted asking what changes to the current policy would promote a healthy school culture and a strong sense of community. With 363 participants sharing 136 thoughts, the responses revealed a range of opinions. Some parents appreciate the emergency access phones provide, while others support teachers collecting phones to reduce distractions in class. Several suggest using Yonder pouches or similar methods to prevent the use of cell phones in class. Many emphasized the need for clear, consistent policies, with some advocating for a total ban during school hours to enhance focus and social interaction. Concerns about emergencies and mental health were prevalent, with some parents insisting on having immediate access to their students. 

Participants split into eight small groups, each addressing a unique scenario related to student cell phone use in school. After small and large-group discussions, participants engaged in a gallery walk, allowing for additional feedback and reflections to be shared. A summary of the responses are listed below.

Scenario 1:

A student has worked ahead and is 100% finished with everything in class. There are 15 or so minutes left in class. Can they use their phone during this time?

Students, both in small-group discussion and the gallery walk, generally agreed that phones could be used if approved by the teacher but noted that Chromebooks offer alternatives like Netflix, games or additional schoolwork. 

Parents were concerned about inconsistency across classrooms and schools. Some emphasized that phones are unnecessary during class and suggested alternatives like reading or taking a mental break. Others stressed the importance of being able to contact their students in the event of an emergency. 

Staff highlighted the difficulty of enforcing rules when exceptions are made and the inconsistency this scenario takes away from instruction.

During the gallery walk both staff and parents noted the distraction of certain students being allowed to be on their phones. Staff also mentioned the inconsistency of this scenario across classrooms.

Scenario 2:

You’re in the middle of class and a student says their parent is calling (even though their phone should have been off and away) and it’s important. Can they step out in the hallway and take the call?

Students weren't directly represented in the small group. Those participating thought students might find calls during class stressful and they should be avoided unless it's during breaks like class change or lunch.

Parents agreed that calls should not be answered during class and encouraged following school protocols, like calling the office for emergencies or to get a message to their student. They reiterated that phones should not be out during class and that the district-issued Chromebook should be the personal communication device used in class.

During the gallery walk, parents echoed these sentiments and also noted that Chromebooks may not be the best learning device for all students. In this case, alternatives should be considered.

Staff echoed these concerns, noting that answering a call is disruptive to the class and urged parents to follow established communication protocols such as calling the office. During the gallery walk, staff emphasized the importance of teaching how to use technology appropriately and suggested the policy should clarify whether phones would be accessible during the school day or kept in lockers.

Scenario 3:

The assignment in class requires Chromebooks but one student did not bring their charger and there are no extra ones available. Is it okay if the student completes the assignment on their phone?

Students felt it was important to be responsible for bringing school devices, just as they do with their phones.

Parents noted the importance of supporting teachers by setting clear expectations at home. They also suggested reminding students to charge Chromebooks overnight. During the gallery walk, they emphasized natural consequences for forgetting a charger. Additionally, a reminder was made that neurodiverse students are more likely to forget to charge their Chromebooks and fall behind. This should be taken into consideration when determining any consequences for forgetting to charge the Chromebook.

Staff noted that enforcing policies fairly is crucial and explaining the reasons for the policy. During the gallery walk, staff offered suggestions such as the charging stations available in the Innovation Hub or borrowing a charger from another student.

Scenario 4:

A student says they are going through a difficult situation at home and would be more comfortable having their phone on their desk in case someone needs to reach them. Should the student be allowed to use their phone?

Students empathized with the scenario but worried that other students might feel jealous or distracted. Concerns about sharing their situation with the teacher was noted during the gallery walk.

Parents stressed that school is not the place for constant phone use and suggested students seek help from counselors if needed. During the gallery walk, parents suggested keeping the student at home and notifying administrators proactively about the situation so they can support the student. They also explored trauma-informed care, acknowledging that students experiencing distress might need individualized support.

Staff found it difficult to make exceptions without clear guidelines, expressing concern about fairness and consistency. During the gallery walk, staff asked about other school resources that could support the student.

Scenario 5:

Your class is on a block schedule day (extended periods). The teacher is thinking of creating a mid-class break as a transition between the first and second parts of class. Is a five-minute “phone break” for students to access and check phones okay?

Students felt a five-minute break was too short for meaningful phone use. However, it was also noted that if a student needed to send a text for a personal emergency situation, the break would be a solution. During the gallery walk, a concern about receiving an upsetting text during the break and being able to refocus on class was noted.

Parents suggested that classroom breaks don't need to involve phones, with some noting potential social issues for students without phones. Other parents noted that this would be an opportunity for students to check messages or reminders from parents. These sentiments were reiterated during the gallery walk, with parents also noting that five minutes on the phone “is never enough” time.

Staff noted the challenge of re-engaging students after the break and concerns of discipline if a student refuses to put their phone away. During the gallery walk, staff supported alternatives to phone breaks, like class games or physical movement.

Scenario 6:

One of your students respectfully approaches you before class and says that they learn better with soft music playing and would prefer to use their headphones. (Note: There is no formal documentation for this.) Do you let the student use their phone for this?

Students, both in the small-group discussion and during the gallery walk, liked the idea of using music during independent work time, as it helps some focus.

Parents wanted consistency across classrooms and pointed out that Chromebooks could be used for music instead of phones. It was also noted that listening to music may not be best for learning. During the gallery walk, several points of consideration were offered: There would not be consistency across classrooms in college; music may not be best for learning; and the importance that the music must not be distracting to others.

Some staff were concerned about managing music on top of other classroom responsibilities and students understanding when music is okay versus not okay. They also noted that the subject of the class should be considered. During the gallery walk, staff noted that clear instructions should be given and that Chromebooks could be used for music.

Scenario 7:

We have both internal and external lockdowns. An internal lockdown means that classes are continuing within the building but that nobody may enter or leave the building. An external lockdown means that classrooms are locked and potentially barricaded. In all lockdown situations, parents are receiving district communications. In both of these situations, should students have access to their phones?

Students noted they most likely would not be aware that an internal lockdown was taking place. During the gallery walk, there was agreement that having phones could be useful during a lockdown for contacting emergency services.

Parents had mixed feelings about phone use in a lockdown, with some trusting the school's communication process while others worried about emergency contact with their child. Wanting to be in contact with their student during an emergency was echoed by parents during the gallery walk. There were also concerns that in an external lockdown, cell phone alerts and rings could be noticeable when everyone is supposed to be quiet. Phones could also distract students when they need to be focused on following instructions.

Staff emphasized that phones could interfere with emergency procedures and law enforcement communication. During the gallery walk, staff emphasized the importance of following safety protocols.

Scenario 8:

You are detained at work and you need your older student to meet their younger sibling at the bus stop and walk them home this afternoon. Do you think a student should be able to take a cell phone call or respond to a text about this during the school day?

Students felt obliged to follow their parents' directives, but it was noted during the gallery walk that phones are checked by students at dismissal.

Parents recognized the convenience of contacting students but agreed that calls during downtime (e.g., lunch) were more appropriate than during class time. There were concerns during the gallery walk that calling the school office to send messages to students would overwhelm the office staff, especially close to dismissal.

Staff commented on the disruption to learning this would cause if parents expected students to respond during class. They suggested parents contact the office if necessary. However, during the gallery walk, they cautioned that the office staff may not be able to reach your student during dismissal.

Follow Up

At the end of the event, participants were asked to complete an exit survey through ThoughtExchange. The feedback showed that the District needs a consistent and clear cell phone policy across its schools. Many people think it’s important to teach students how to use their phones responsibly to prepare them for college and beyond. Most respondents supported limiting phone use during class but allowing them during lunch and class changes. Concerns about emergencies, mental health and the need for students to communicate with their parents were common. Participants want policies that balance keeping classrooms free of distractions while also allowing modern communication, making sure the rules are fair and easy to follow.

The Board will use this feedback to guide its decision-making as they work to refine the cell phone policy to better support our students, staff and families. Be on the lookout for a future survey about this topic to gather more feedback for the Board.