The classroom was dark and quiet, with only the faint hum of fluorescent lights breaking the stillness of the room. My teacher had just posed an intriguing discussion question about Sir Gawain, inviting us to discuss what we just read. But instead of a discussion, I looked around and saw faces illuminated by the cold, hard glow of their phones. Zero conversations were happening, and zero connections were being made. At that moment, I realized how much phones were disconnecting us from our learning, and each other.

This is something I’ve noticed in many of my classes. In one class with 10 students, only four didn’t immediately whip out their phones. Those four classmates were willing to talk and connect with me and the people around us. The rest? They sat scrolling TikTok or playing Clash Royale, completely disengaged.

I understand not everyone feels like talking all the time, but what’s concerning is how pervasive the silence has become. Phones have built an imaginary wall, separating students in the very place that’s meant to foster learning and community. I can’t help but think back to elementary school when everyone talked to each other, friendships flourished naturally and we shared our childhoods without screens getting in the way. Now, I sit in my English class and realize I only know the names of a couple of my classmates — those who are willing to put their phones down and engage. Every time we choose a screen over a conversation, we lose a piece of that connection and any chance of meeting someone who might end up changing our lives.

The research backs up what I’ve been seeing daily. A staggering 97% of students with phones use them during school hours, and the average teen receives 237 notifications per day. It’s no wonder that our focus is shattered before class even starts. After witnessing this lack of attention, I’ve come to realize that it isn’t only distracting us from learning but also distracting us from our peers.

My school board recognized this issue and implemented a district-wide phone policy. As of Jan. 7, teachers across the district began enforcing the same rules when it came to phones in the classroom. From what I’ve been able to gather, teachers are glad that the expectations are clear and consistent across all classrooms, making it easier for them to enforce this policy while also focusing on teaching.

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This change has given me some hope. It’s a step toward addressing the problem I’ve witnessed every day. Without the constant distraction of their phones, students are starting to engage more with the material — and with each other, building a community.

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Imagine what our schools could look like if we prioritized in-person connections over spending time watching Instagram Reels. Instead of silent classrooms filled with the glow of screens, we’d have vibrant discussions and genuine interactions. Instead of lunchrooms where everyone watches YouTube videos, we’d see laughter and conversation.

As a student, I am a primary stakeholder when it comes to education-based policies like this one. Our experiences should help guide decisions that are made by our school board and legislators, that affect our learning and overall well-being. Limiting phone use isn’t a punishment; it’s about restoring what we’ve lost. It’s about giving us the opportunity to focus not just on academics, but also on each other. Some of the most important lessons aren’t taught in a textbox; they’re taught through the connections we make, the people we meet and the community we build together.

That’s why, as a student, I support initiatives like The Policy Project’s Focused Student Project, which aims to limit smartphone use in schools. By prioritizing connection and meaningful interaction, we can create a school culture that prepares us not only for academic success, but also for life beyond the classroom.

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