Beyond Distraction: Why Removing Cell Phones is the Best Investment in Our Children’s Future
Why We Chose to Go Phone-Free
For adolescents, having the world at their fingertips twenty-four hours a day isn’t necessarily what is best for them. At Bennett Day School, we recognize that the ubiquitous presence of the smartphone is fundamentally undermining the core goals of education: deep learning, emotional well-being, and genuine community building.
This is why six years ago, as a structural decision, we required our Middle and Upper School students to store their cell phones during the school day. This is not about punishment or questioning maturity; it’s about acknowledging the clear science that shows these devices cause more harm than good in a learning environment.
The Science Behind Our Policy
The evidence is powerful, and it begins with mental health. The primary reason for a ban on cell phones is their documented negative impact on student mental health. Studies show that adolescents with high smartphone use report higher scores related to depression, anxiety, and daytime dysfunction. Furthermore, smartphones have a detrimental impact on adolescent sleep and overall health. As school leaders, we must prioritize the collective health and well-being of our community.
Academically, the effect is equally destructive. At Bennett, we define a rigorous education as one fueled by purpose, not pressure, relying on Project-Based Learning (PBL) for inquiry, discovery, and problem-solving. This deep engagement requires focused attention. Research on working memory—the very mechanism by which learning occurs—found that the “mere presence” of a cell phone reduces available cognitive capacity. This learning loss happens even if the person doesn’t believe they are thinking about their device.
Creating Space for Deep Learning and Connection
Removing devices is a vital structural support that allows students to fully engage with the world and each other. Globally, phone-free policies are documented to strengthen students’ sense of belonging and improve their social lives. In this environment, we foster social acuity and support our relationship-driven advisory and mentorship, where students feel seen and understood.
By implementing this policy, we create what Marshall McLuhan referred to as an “anti-environment”—a space where students can step back from the constant digital current and focus on the accomplishments that truly define who they are. This choice ensures our students can be thoughtful, engaged, and deep learners, ready for a life of learning in today’s world.
