News Release

BUFFALO, N.Y. – As the 2024-25 school year kicks off, several Western New York school districts, including Lackawanna City School District, have implemented new policies banning cellphones in classrooms. This move comes in response to a growing statewide initiative led by Governor Kathy Hochul, who is advocating for a ban on cellphones in schools across New York State.

Katheryne T. Leigh-Osroosh, an assistant professor of counseling, school and educational psychology at the University at Buffalo Graduate School of Education, offers her expert insights on the implications of these new policies.

“While I appreciate the effort to examine the impact of cellphone use on learning, I wonder if these bans are more reactionary than preventative,” said Leigh-Osroosh. “In education, we have the power to be on the prevention side, and I’d like to see more focus on educational aspects that help students foster healthy relationships with technology.”

• Model Responsible Technology Use: Educators should reflect on their own use of technology and establish clear boundaries in the classroom. By modeling responsible technology behavior, educators can set an example for students to follow, helping them to adhere to the new rules more effectively.
• Create Alternative Social Spaces: Schools should prioritize creating physical and social spaces where students can engage in person, helping them transition from virtual interactions to face-to-face communication. Encouraging students to interact in these environments can reduce their reliance on phones for social engagement.
• Educate on Data Privacy: Pair the cellphone ban with a prevention curriculum that addresses privacy and the long-term impacts of digital behavior. “Education is key. This ban should be paired with a strong prevention curriculum that teaches students about data privacy and social media’s impacts on identity development,” Leigh-Osroosh said.
• Support Students’ Emotional Well-Being: For some students, losing access to their phones might feel like a significant loss, similar to the grief experienced when losing a significant part of their identity. According to Leigh-Osroosh, schools should be prepared to offer support through group discussions or psychoeducational interventions. “For many students, especially those who are used to communicating through their phones or social media, the ban could feel like a loss of an aspect of themselves,” she explained.

Leigh-Osroosh advocates for a comprehensive approach that balances restrictions with education and support, ensuring that students are not only following rules but also understanding the reasons behind them.

Leigh-Osroosh welcomes the opportunity to engage with the media to discuss the evolving landscape of technology use in education, particularly the implications of banning cellphones in classrooms. She offers an in-depth analysis of key issues, such as the impact on student attention and learning, the role of technology in student well-being and effective strategies for implementing these policies. Her insights are particularly relevant in the context of the ongoing debates about digital distractions in educational settings and the broader push for similar policies across the state.