Photo credit: hechingerreport.org
SPOKANE, Wash. — On a typical Thursday afternoon, a group of approximately sixty students at Ferris High School enthusiastically sorting through fishing gear during their lunchtime angling program, which is part of their ongoing exploration of outdoor skills.
In addition to this unique break from academic rigors, one student later displayed their dual abilities by practicing routines with the varsity cheerleading team. This year, the team achieved notable success, securing second place in a statewide competition, a remarkable feat underscored by having nine boys on the squad — the highest number in the school’s history. The enthusiasm for this sport has led to waiting lists in local middle schools.
Meanwhile, at Longfellow Elementary, young learners expressed their creativity by weaving yarn into various projects during a knitting club. “It’s honestly just entertaining, but hard, and it hurts your fingers,” shared fourth grader Layden, as she skillfully manipulated a vibrant red yarn.
This scene of engaged students reflects the recent smartphone ban implemented across Spokane Public Schools, an initiative designed to mitigate distractions and promote real-life interactions.
The district, which ranks as the third-largest in Washington state, has been assessing strategies to curb smartphone use among students amid rising concerns regarding its effects on mental well-being and academic performance. Recent data indicates that about 70% of Americans endorse limitations on phone usage in schools, with a significant number supporting complete bans during the school day. Even U.S. Health Secretary Robert F. Kennedy Jr. has advocated for such measures.
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Rather than simply restricting smartphone access, Spokane Public Schools aimed to encourage students to participate “in real life,” a motto encapsulated in their campaign dubbed “Engage IRL.” The district promotes active involvement by encouraging every student to join an after-school club, sport, or activity on a daily basis.
“We can’t just enforce a cellphone ban without additional measures,” emphasized Superintendent Adam Swinyard. “This initiative is about nurturing healthy habits.”
In the new school year, Spokane Public Schools introduced regulations mandating that elementary and middle school students store smartphones and other internet-connected devices out of sight during school hours. High school students have more flexibility, with phones permitted during lunch and between classes.
Through the Engage IRL campaign, the district has broadened the spectrum of extracurricular offerings at its 58 campuses. Teachers can now organize up to two field trips monthly, with the city providing complimentary public transport. A local nonprofit has committed $3 million over three years to hire “engagement navigators” tasked with monitoring student participation and facilitating access to various activities.
Reports from district officials indicated promising outcomes: nearly 18,000 students had engaged in after-school clubs or sports, marking a 19% increase from the previous year. Correspondingly, rates of chronic absenteeism fell by 13% among students who participated in IRL activities, according to district representatives.
Research exploring the effectiveness of smartphone restrictions suggests that merely banning phones in classrooms might not suffice to address the broader issues associated with technology usage among youth.
John Ketcham from the Manhattan Institute, which has developed proposed legislation for states, noted that smartphone bans need to be part of a wider strategy aimed at reconnecting students with their communities.
“Removing habitual smartphone usage opens up new avenues for socializing and forming friendships,” Ketcham stated, emphasizing the importance of discovering healthier alternatives.
Research conducted by Common Sense Media underscores the drastic increase in screen time among teenagers, with an average of 8.5 hours spent daily on screens for entertainment by 2021, not including academic-related screen usage.
According to their studies, devices are infiltrating young lives early, with many children receiving their first tablet by age two and several obtaining personal cellphones before entering fourth grade.
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At Longfellow Elementary, a past survey revealed that approximately half of third to fifth graders owned phones, with Principal Adam Oakley noting that parents often justify this decision for safety reasons.
Parents value the ability to connect with their children during emergencies and for logistical reminders, but such technologies have also been identified as sources of distraction within the learning environment. A significant proportion of teachers, including 75% of high school educators, identify smartphone use as a substantial challenge in their classrooms, per a Pew Research survey.
As of now, at least nine states have enacted bans on student devices during the school day, with the Associated Press reporting that some states like Florida have led the way with statewide laws while others, like California, are in the process of setting district-level policies.
This trend extends globally, with countries such as Brazil, Italy, and the Netherlands also imposing comprehensive restrictions related to smartphone usage in educational settings. Various international studies have begun to illuminate the consequences seen in other countries, such as reduced bullying and improved academic performance in schools that have banned smartphones, particularly among disadvantaged groups.
Despite these promising findings, a substantial study in England revealed a lack of correlation between smartphone policies and student mental health or social media engagement. Study author Victoria Goodyear indicated that broader strategies beyond mere bans are necessary for effective change.
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In Spokane, the area has witnessed a consistent decline in overall student attendance since the pandemic began, an issue that greatly concerns local education leaders. With youth mental health statistics becoming alarming, the necessity for change has been underscored. The recent rise in suicide attempts among children has triggered calls for innovative responses.
In response to these challenges, Small collaborated with the district to integrate engagement navigators to aid students in discovering after-school opportunities. “Fostering a sense of belonging is crucial, and creating those connections in the digital realm isn’t enough,” Small emphasized.
Spokane’s approach does not enforce strict disciplinary measures for smartphone violations; rather, each school manages infractions at their discretion. Principal Matthew Henshaw at Flett Middle School noted that discussions with repeat offenders and their families are underway to enforce compliance while pursuing student engagement.
Flett has introduced new after-school activities, including running, pre-engineering, cooking, and even offerings in Salish, native to the region. However, recruiting volunteers to facilitate these programs remains a significant challenge.
Compensation for extracurricular leadership has been set at $28 per hour for teachers, with support staff eligible for additional pay. Yet, finding enough volunteers from within the community has proven challenging, particularly in light of a broader national decline in volunteerism since the pandemic.
One of the five engagement navigators, Andrew Gardner, visits multiple schools each week to analyze data related to student participation. He often engages with students about potential interests based on survey responses.
“If a student showed interest in a sport earlier in the year, I might reach out and suggest they get involved now,” Gardner explained, demonstrating the navigators’ role in fostering connections.
Identifying barriers, such as older students with babysitting responsibilities, the district has tailored after-school programs to accommodate those needs, ensuring broader participation.
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The partnership between the district and LaunchNW extends to sharing attendance and mental health survey analytics to assess the effectiveness of the Engage IRL initiative. Principal Oakley has noted a marked decrease in phone confiscations since the smartphone ban was introduced, indicating a shift in student behavior.
Initially, students appeared unsure how to fill their time without devices during recess. Oakley acknowledged that while students struggled to adapt, structured activities like flag football were introduced to facilitate engagement.
A notable scene unfolded at Longfellow Elementary as students actively participated in organized activities, fostering social interactions devoid of screen interference. Layden, actively engaged in both knitting and sports, relayed her enjoyment of the calming aspects of her new hobby.
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Meanwhile, Jetaime Thomas, a senior at Ferris High, is fully immersed in various extracurricular activities, balancing leadership roles across multiple organizations. She noted how the enhanced focus afforded by the smartphone ban has enriched her academic experience and personal productivity.
“Initially, I was apprehensive about the ban, but I’ve found that it has helped me concentrate more intently in my classes,” Thomas articulated. “The activities have deterred me from excessive social media use and encouraged ambition in my pursuits.”
Source
hechingerreport.org