Dennis Minott | Cellphones and scattered uncritical thinking among brainy leaders

Evidence from a variety of cross-sectional, longitudinal, and empirical studies implicate smartphone and social media use in the increase in mental distress, self-injurious behaviour and suicides among youth.There is a dose–response relationship, and the effects appear to be greatest among girls.

Social media can affect adolescents’ self-view and interpersonal relationships through social comparison and negative interactions, including cyberbullying. Moreover, social media content often involves distractions and normalisation and even promotion of self-harm and suicide among youth https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7012622.

The recent guidance issued by the Scottish government regarding mobile-phone use in schools reflects a broader trend observed globally, where educational authorities and governments are increasingly recognising the need to manage mobile -phone usage among students. This move is motivated by concerns over distractions, bullying, and the overall mental health of students, teachers, and the broader community.

GLOBAL CONTEXT OF MOBILE PHONE POLICIES IN SCHOOLS

Countries around the world have adopted various approaches to mobile-phone policies in educational settings. For instance:

France has implemented a nationwide ban on mobile phones in primary and secondary schools since 2018, citing the need to minimise distractions and promote face-to-face interactions among students.

Australia presents a mixed landscape, with policies varying by state and school. For example, in the state of Victoria, the government implemented a ban on mobile phones in schools, reflecting concerns over distractions, cyberbullying, and mental health. However, other states allow schools to set their own rules, resulting in a range of approaches from outright bans to regulated use during specific times. This diversity reflects that country’s federal structure and the autonomy of local education authorities https://shorturl.at/RLhFc.

Singaporean schools maintain strict regulations on mobile phone use. While there is no nationwide ban, individual schools have the autonomy to enforce their own policies. Many schools require students to surrender their phones upon arrival to prevent distractions and misuse during school hours. This approach underscores Singapore’s emphasis on discipline and focus within its education system, aligning with broader societal values of order and productivity.

CALIFORNIA CASE STUDY

United States schools vary widely in their policies, with some enforcing strict bans while others allow limited use. The debate often centres around the balance between leveraging technology for educational purposes and mitigating its potential for distraction.

In California, America’s richest and arguably most industrialised state, the stance on mobile phone use in schools is evolving, with a growing trend towards implementing restrictions to address concerns over distractions and mental-health impacts associated with smartphones and social media.

The Los Angeles Unified School District, the second-largest school district in the United States, has voted to ban students from using smartphones during the school day. This policy aims to improve students’ learning experiences and foster a culture of face-to-face interactions. The district plans to implement the ban by January 2025, with the details still being finalised. The decision reflects broader concerns about the negative impact of smartphones on student engagement and mental health.

California Governor Gavin Newsom expressed support for statewide restrictions on smartphone usage in schools. He highlighted the mental-health risks posed by social media and the need for students to focus on their studies rather than screens. Newsom’s proposal builds on a 2019 law that allows school districts to limit or ban smartphone use by students. However, the California School Boards Association advocates for local control over such policies, emphasising the importance of tailoring decisions to community needs.

Many school districts in California, such as the Roseville City School District, have already implemented no-cellphone policies. In these districts, students are required to power off their phones from the start to the end of the school day. The aim is to reduce distractions, encourage interpersonal interactions among students, and protect the mental health of students and teachers. Enforcement measures include warnings, parental notifications, and potential detention for repeated violations.

LEGAL FRAMEWORK

Under California Education Code 48901.7, school districts, county offices of education, and charter schools have the authority to adopt policies limiting or prohibiting smartphone use by students. Exceptions are made for emergencies, health-related needs, or when required by a student’s individualised education programme https://shorturl.at/W4Vbs

Overall, California is moving towards more restrictive policies on mobile-phone use in schools, driven by concerns over their impact on student well-being and academic focus. The approach varies across districts, with some adopting outright bans and others implementing controlled usage policies.

The Scottish government’s new guidance empowers headteachers to enforce mobile-phone bans, reflecting a growing recognition of the negative impacts of excessive phone use on student concentration and well-being. Education Secretary (Minister) Jenny Gilruth emphasised the importance of headteachers’ discretion in making these decisions, highlighting the need for tailored approaches that consider the unique contexts of their schools.

SITUATION IN JAMAICAN SCHOOLS

In the context of Jamaica, the lack of guidance from the Culture, Health, or Education and Youth Ministries regarding mobile-phone use in schools raises significant concerns. Despite the evident challenges related to respect, civility, and mental health among students and teachers, there has been little action taken to address these issues through policy. “Policy scatter”, perhaps resulting from thought scatter, is all too evident in this violent society.

The absence of a cohesive strategy to manage mobile-phone usage in Jamaican schools is particularly troubling given the increasing reports of violence and bullying. The mental health of both students and teachers is under severe strain, with incidents of harassment and distraction now commonplace. The situation calls for urgent intervention, similar to the measures being adopted in jurisdictions like Scotland, France, Singapore, Australia, and California, USA.

COMPREHENSIVE STRATEGIES

The evolving policies in Scotland and elsewhere underscore the importance of addressing the multifaceted issues surrounding mobile-phone use in schools. The Scottish guidance not only allows for bans, but also encourages schools to develop clear procedures for handling misuse and to consider the needs of students who may require phones for legitimate reasons such as medical conditions or caregiving responsibilities.

In Jamaica, there is an urgent need for a comprehensive strategy that addresses not only mobile-phone usage, but also the broader cultural issues affecting student behaviour and mental health. This strategy should involve collaboration among various ministries to create a unified approach to fostering respect, empathy, and civility in schools as a major means of socialising our people away from the CTLI (Cherry Tree Lane Inclinations) staring us in the face.

The Scottish government’s recent guidance on mobile-phone use in schools is part of a global trend towards stricter management of technology in educational settings. As Jamaican schools grapple with rising violence and mental-health challenges, the lack of a clear policy on mobile-phone use as the academic year begins is concerning. There is a pressing need for the Jamaican Government to take decisive action, drawing from international best practices, to ensure that students can learn in a safe and supportive environment. Addressing these issues holistically will be crucial in fostering a culture of respect and compassion in Jamaican schools and communities. mCEL works!

Dennis Minott, PhD, is the CEO of A-QuEST-FAIR. He is a multilingual green resources specialist, a research physicist, and a modest mathematician who worked in the oil and energy sector. Send feedback to a_quest57@yahoo.com or columns@gleanerjm.com.