Almost three months into the school year, the impact of House Bill 1491 is being felt across the student body and faculty on campus. Since passing the law on Aug. 1, 2025, students have been banned from using electronic devices during school hours. Under the regulations, all devices must be turned off once the bell rings and remain off until the end of the school day.
Principal Jim Baker has observed several changes the new law has brought to the school environment, particularly in how students interact, learn and engage with their peers.
“I can see by walking into classrooms and doing observations students are more involved in the work of the actual class instead of being distracted on their phones,” Baker said. “Even [interactions] between students to students [improved], which is something that has been lost significantly after COVID.”
The decline in phone confiscation marks a turning point, suggesting students are beginning to adjust to the new policy and growing more comfortable with the routine. There has been a drastic change in the number of phones being taken away since the start of the year.
“It was probably less than 100, but more than 50 phones were taken away, so it was a big number and now we are averaging [between] five or six,” assistant principal Sonny Dack said. “It’s definitely getting much better and more under control.”
The numbers highlight how quickly students have adapted to the new expectations. Teachers have also noticed a positive shift in student behavior.
“My students are enjoying talking with each other more and realize that collectively, we have gone too far with social media and constant scrolling,” English teacher Amber Counts said. “I used to watch friends sit next to each other in class and never speak; they simply shared media posts with each other all day. Now that the phones are put away, they turn and talk with each other. I’ve heard more laughter this year than I’ve heard in a while, and that’s a beautiful sound.”
Some teachers have returned to traditional teaching methods that encourage discussion and collaboration thanks to students being more present and engaged in class; something many say wasn’t as effective when students were lost on their screens.
“I have returned to some group discussion activities,” Counts said. “For example, we had a Socratic Seminar for our final exam in Dual Credit English. My students were able to discuss and debate their viewpoints on issues that matter to them in a safe space. I was so proud of how they engaged in respectful discourse with each other to build knowledge.”
These changes haven’t gone unnoticed by students, many of whom have mixed feelings about the ban.
“I used my phone for school work sometimes, and it’s a headache to switch apps on my iPad,” senior Augusta Udabor said. “My iPad glitches sometimes, and I feel like a phone is just more handy. Plus after a test, what am I supposed to do? I get bored when I can just be on my phone.”
Still, even Udabor admits there is still a positive aspect to the ban that students should take advantage of.
“It has also affected me positively because I don’t think I would have talked to anyone this much if I had my phone,” Udabor said.
Other students have also noticed similar shifts in their classrooms compared to previous years.
“People are staying more engaged, not just during a teacher’s lecture in class, but also just with each other,” junior Tien Tran said. “In my PSAT class right now, everyone is connected. We are all one big group, but last year, I felt like I was in some classes where once a teacher’s done, everyone’s just on their phones.”
As the students and staff continue to adjust to the statewide policy, there is more ambiance in the school, and the school spirit has noticeably improved.
“I am excited about the opportunity for kids not to feel so connected to their phone and adults too,” Dack said.
