Mississippi’s educational landscape has seen significant strides over the past half-century. In 2024, the state achieved its highest-ever ranking, securing the 30th position nationally in the Annie E. Casey Foundation’s KIDS COUNT Data Book. This marks a notable improvement from the 32nd and 39th rankings in 2023 and 2022, respectively.
While the 2021 Education Week Quality Counts report placed Mississippi at 35th for K-12 achievement, the state’s remarkable progress in 2019 earned it the second spot nationally for improvement. This turnaround is especially striking considering the 50th-place ranking just over a decade ago in 2013.
Mississippi’s high-school graduation rate, now surpassing the national average, further underscores this positive trajectory. Naturally, challenges persist, and advocates argue that there’s still ample room for enhancing the state’s educational system.
A growing body of peer-reviewed research has illuminated the significant influence of high-school policies on student outcomes, encompassing both academic achievement and mental health.
One such policy with detrimental effects is zero-tolerance disciplinary policies. These policies often impose harsh punishments, such as suspensions and expulsions, for minor infractions. Research by Skiba, Peterson and Wooten in 2011 concluded that these policies can lead to increased dropout rates, lower academic achievement and negative mental-health outcomes.
Another policy with potential negative consequences is overemphasis on high-stakes standardized test scores. These tests can induce stress, anxiety and burnout among students, as noted by Darling-Hammond in 2010. Moreover, overemphasis on test scores can narrow the curriculum, limiting opportunities for creative and critical thinking.
Furthermore, the lack of adequate (timely, trusted and accessible) mental-health support services in schools can have a profound effect on student well-being and academic performance. Published research has highlighted the increasing prevalence of mental-health issues among adolescents. Schools that fail to provide sufficient mental-health support may exacerbate these problems.
What About Cell Phones?
The integration of cell phones into classrooms presents a complex challenge for educators. While these devices offer potential benefits like learning tools, their misuse can influence student engagement and academic performance.
One primary concern is the potential for distraction. Numerous studies have demonstrated that cell-phone use can disrupt students’ attention spans, hindering their ability to focus on classroom activities and absorb information.
Furthermore, the blue light that screens emit can disrupt sleep patterns, leading to fatigue, difficulty concentrating and mood disturbances. Additionally, cell phones can be a platform for cyberbullying, which can have severe psychological consequences.
To address these concerns, schools are increasingly implementing policies regarding cell-phone use. These policies should strike a balance between allowing students to use technology for educational purposes and minimizing distractions.
Avoiding Negative Consequences of New Policies
While cell-phone bans in classrooms are often implemented with the intention of improving academic focus and reducing distractions, growing evidence suggests that these policies may have unintended negative consequences on both academic achievement and students’ mental health.
Cell phones can be valuable tools for accessing educational resources, such as online textbooks, research articles and educational apps. By banning these devices, schools may limit students’ ability to conduct research, complete assignments and engage in independent learning.
Additionally, cell phones can be used to enhance active learning strategies, such as collaborative projects, real-time feedback and interactive quizzes. Restricting access to these tools may stifle innovative teaching methods and reduce student engagement.
Furthermore, cell-phone bans can exacerbate the digital divide, particularly for students from low-income families who may rely on their phones for internet access. This can further hinder educational opportunities for disadvantaged students. Cell phones can be used to provide personalized learning experiences like adaptive-learning platforms and individualized tutoring. By banning cell phones, schools may limit students’ access to these valuable tools.
To speak on mental health, cell phones play a crucial role in social interaction and connection, particularly for adolescents. Banning them can lead to feelings of isolation and loneliness. Many students use cell phones to relax, to listen to music or to play games, which can help alleviate stress and anxiety.
The debate surrounding cell-phone use in schools has led to a patchwork of policies across the United States. While the federal government hasn’t taken a strong stance, several states including Ohio, Indiana and Virginia have enacted legislation or issued guidelines to limit cell-phone use during instructional time. Other states, like Mississippi and New York, are actively considering similar measures.
While the intent of banning cell phones in classrooms may be to improve student focus, it can lead to several unintended consequences, particularly in emergency situations. In the event of a school shooting or natural disaster, students may be unable to contact emergency services or their families promptly if their phones are confiscated. This was tragically demonstrated in the Oxford High School shooting in Michigan, where students were unable to use their phones to call for help or alert others to the danger.
The digital divide, also exacerbated by cell-phone bans, can significantly affect educational equity. By restricting access to cell phones, schools can further marginalize disadvantaged students, limiting their opportunities for online learning, research and virtual collaboration. This can lead to a widening gap in educational attainment.
It is crucial to weigh the potential benefits and drawbacks of cell phone bans in schools. Approaches that balance the need for focus with the importance of safety and accessibility may be more effective in creating a positive learning environment.
As technology continues to change, the debate over cell phone use in schools will likely continue. While states are taking steps to minimize distractions and improve learning, striking a balance is crucial.
Here are questions to consider before finalizing plans and budgets for cell-phone bans:
- How can we support implementation of teacher-created classroom management plans to maximize student engagement?
- How can we promote digital citizenship education at earlier ages and in more meaningful ways to help students use technology responsibly and ethically?
- How can we ensure that cell-phone policies are equitable and do not unintentionally nor intentionally discriminate against students based on socioeconomic status or other factors?
- What can be done to enhance existing parent and guardian education and engagement efforts as it relates to children’s technology habits?
This MFP Voices essay does not necessarily represent the views of the Mississippi Free Press, its staff or board members. To submit an opinion for the MFP Voices section, send up to 1,200 words and sources fact-checking the included information to voices@mississippifreepress.org. We welcome a wide variety of viewpoints.
