Abstract. Schools worldwide are reconsidering student smartphone access, yet evidence on social and academic consequences remains mixed. This study examines student perceptions at a private high school that implemented a zero-access phone ban during the 2024–2025 school year. Two anonymous surveys were fielded at policy launch (October 2024) and three months later (January 2025), yielding a combined N = 494. Primary outcomes were perceived changes in in-person interaction frequency and quality, perceived connectedness, perceived classroom focus, perceived productivity during school, and self-reported academic performance. Most respondents perceived social benefits, including more frequent face-to-face conversations, while a minority reported diminished connectedness. Nearly half perceived higher productivity during school, yet most perceived no change in academic performance. Over half reported increased phone use during homework, which may offset in-school gains. Findings underscore heterogeneity in responses and suggest that bans, without complementary supports, can improve opportunities for in-person interaction for many students but may disadvantage students who rely on digital scaffolds for social engagement.
Luca Bravo (Mon,) studied this question.