As schools in California gear up to enforce limits on students” cellphone usage by July 2026, new findings from the University of California, Los Angeles (UCLA) urge caution against outright bans. Researchers argue that completely prohibiting phones on school grounds could exacerbate existing inequities among students and lead to unintended negative consequences.
This research comes from the University of California and California State University Collaborative for Neuroscience, Diversity and Learning, which includes faculty from both systems, along with the UCLA Center for the Transformation of Schools. The state”s Phone-Free School Act, signed by Gov. Gavin Newsom last year, has met with mixed reactions from school districts, particularly in the Bay Area. Many educators express concerns over school safety and question the logic of banning phones in districts where students have access to computers and Wi-Fi.
Research indicates that excessive cellphone use among young people can disrupt learning, negatively impact mental well-being, and contribute to issues such as bullying and distractions. Additionally, young adults often exhibit underdeveloped impulse control, making them more vulnerable to the adverse effects of cellphone use. The shift to remote learning during the COVID-19 pandemic intensified these challenges, adversely affecting students” abilities to engage socially and focus in academic settings.
However, the UC and CSU collaborative emphasizes that implementing blanket restrictions without offering guidance for enforcement or considering the educational benefits of technology can do more harm than good, particularly for marginalized groups. Lead author Kathy Do stated, “There”s no one-size-fits-all answer and the goal shouldn”t be just about restriction, but helping young people build those balanced, digital habits.” She stressed that mere restrictions do not equip students with the skills to use their phones responsibly.
The research brief highlights that while cellphones can distract students and hinder their concentration, they also serve essential roles. For instance, students utilize phones to stay informed about current events, manage stress, and develop their identities. Moreover, technology can enhance learning, providing vital access for students with health or learning needs and maintaining social connectivity with peers and caregivers.
As of 2025, 42 states in the U.S. have enacted laws or guidelines to limit student cellphone use in schools. Eighteen states have established total bans on campus, while several have restrictions during instructional hours. California is among the states mandating local policies to regulate phone use in educational settings.
Researchers compared different approaches to cellphone policies across states, highlighting the challenges schools face in enforcement. Less restrictive measures, such as allowing phones for educational purposes, can alleviate anxiety and offer flexibility. However, inconsistent policies can lead to excessive usage during breaks. Stricter bans, such as confiscating phones, may reduce distractions but raise safety concerns for families trying to communicate with their children, especially regarding medical or learning needs.
The authors of the research brief argued for a balanced approach, acknowledging the need for guidelines while also recognizing the potential benefits of cellphone use. They advocate for involving educators, families, and students in policy design to ensure that diverse needs are met. Do expressed hope that the research could inform better cellphone policies in schools. “It”s important that we don”t just do the restriction part, but also invest in that digital readiness,” she concluded. “We”re all learning how to build those balanced, healthy digital habits.”
