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Here are some of the things we’ve been reading about this week:

School phone bans alone don’t improve mental health or academics, study finds.

Experts doubt state laws alone can curb social media’s negative effects on youth.

NYC Public Schools partners with Delaware State to launch an early college HBCU program.

To read more, click on the following links.

Research & Practice

Science Daily: School bans alone not enough to tackle negative impacts of phone and social media use, researchers find
A study published in Lancet Regional Health found that banning smartphones in schools alone does not significantly improve students’ mental health, wellbeing, or academic outcomes. Researchers analyzed data from 1,227 students across 30 schools, including 20 with restrictive phone policies. While bans led to slight decreases in phone and social media use during school hours, they did not meaningfully reduce overall screentime or improve mental wellbeing, anxiety, depression, sleep, physical activity, or academic performance. The study highlights a link between higher phone use and poorer outcomes, including lower educational attainment and increased classroom disruptions. Researchers emphasized that school policies alone are insufficient, urging a broader focus on reducing phone use throughout the day.

 K-12 Dive: Double the teens using ChatGPT for schoolwork
A Pew Research Center study found that teen use of ChatGPT for schoolwork doubled from 13% in 2023 to 26% in 2024. Awareness of the AI tool also increased, with 79% of teens now familiar with it. Older students, particularly 11th and 12th graders (31%), use it more than younger students (20%). Educators’ AI use also grew, with teachers leveraging AI for plagiarism detection and student progress tracking. Some schools now incorporate AI chatbots, like Amira and Early Bird, for reading instruction. Teens’ views on AI’s acceptability vary: 54% approve of using it for research, but only 18% find it acceptable for essays. The study highlights the growing role of AI in education and shifting perceptions of its use.

Brookings: A restorative approach to student discipline shows promise in reducing suspensions and arrests
Exclusionary discipline, such as suspensions, has long been used to curb student misconduct but has led to negative outcomes, including academic setbacks and increased incarceration risks. Black and Hispanic students have been disproportionately affected, fueling concerns about systemic inequities. Restorative practices offer an alternative approach, focusing on harm repair and dialogue rather than punishment. A study of Chicago Public Schools (CPS) found that restorative practices led to an 18% drop in suspensions and a 19% decline in student arrests, with Black students benefiting the most. Despite concerns that keeping disruptive students in school might harm peers, research showed no negative impact on test scores and improvements in school climate. With student behavior worsening post-COVID, restorative practices present a promising alternative to traditional discipline. However, scaling these practices effectively requires further research and investment in training and implementation support. CPS serves as a model for how schools can balance discipline with student engagement.

Policy

The 74: Social Media Experts Are Skeptical About the Power of New State Laws
States are implementing various policies to address social media’s impact on youth, including age verification laws, parental consent requirements, and bans on addictive feeds. Florida prohibits social media accounts for children under 14, while states like Indiana and Nebraska are considering similar measures. However, enforcement challenges and First Amendment concerns complicate these efforts. Several states have taken legal action against social media companies, accusing platforms like TikTok, Snapchat, and Meta of exploiting minors and contributing to mental health issues. Some laws, such as California’s restrictions on addictive feeds, have been temporarily blocked by courts. Critics argue that state-by-state regulations create inconsistencies and may infringe on privacy rights, while tech companies warn of unintended consequences, such as limiting access to mental health resources. Experts suggest that rather than outright bans, increasing transparency, industry accountability, and parental controls could be more effective in ensuring a safer online environment for young users.

Around the Nation

13WMAZ: Twiggs County schools tackle chronic absenteeism with extra resources for students
Georgia Department of Education data reveals that 20% of students statewide are chronically absent, meaning they miss over 10% of the school year. In Twiggs County, the rate is higher at 31%. To address this, Twiggs Middle-High School has made attendance a priority, partnering with Communities In Schools and a family engagement coordinator to support at-risk students. The district recognizes that external challenges impact attendance, so they provide resources like the Cobra Care Center, which offers clothes, hygiene items, and food. The Wellness Center also helps by keeping students in school for medical and mental health needs. Staff members go the extra mile, even visiting students’ homes to encourage attendance. Deputy Superintendent Justin Hill emphasizes using data trends to address absenteeism statewide. Other counties show varying rates, with Wilkinson County at 4.7% and Crisp County at 41%. The state continues efforts to combat chronic absenteeism through targeted interventions.

Education Recovery Scorecard: Pivoting from Pandemic Recovery to Long-Term Reform: A District Level Analysis
A district-level analysis of academic recovery from the pandemic reveals that as of Spring 2024, the average U.S. student remains nearly half a grade level behind in math and reading. While some districts, including high-poverty areas, have recovered, socioeconomic and racial disparities have widened. Higher-income districts are nearly four times more likely to have regained pre-pandemic achievement levels than lower-income districts. Federal relief funds helped mitigate losses, particularly in high-poverty areas, but their impact varied based on spending choices—districts that invested in academic interventions like tutoring saw better recovery. However, rising chronic absenteeism, especially in disadvantaged districts, continues to slow progress. The report recommends shifting from short-term recovery to long-term reform by sustaining catch-up interventions, reducing absenteeism, increasing parental awareness of student progress, and evaluating recent educational policies for effectiveness. Without continued investment, many students may struggle to reach pre-pandemic achievement levels.
See Also: America’s kids are still behind in reading and math. These schools are defying the trend

K-12 Dive: NYC Public Schools moves to launch early college program with Delaware State
New York City Public Schools is launching the HBCU Early College Prep High School in partnership with Delaware State University for the 2025-2026 school year. This will be the first collaboration between an HBCU and a school district in a state without one. The program will allow students to earn an associate degree while completing high school, with guaranteed acceptance to Delaware State upon graduation. Designed to support underrepresented students, the program prioritizes applicants from select Queens neighborhoods. Students will begin taking college courses in 9th grade, earning 64 credits by graduation. The initiative aims to expand college access, particularly for first-generation and minority students. Experts highlight the benefits of early college programs, including financial savings and higher college completion rates. However, they stress the need for sustainable funding and transferability of credits.

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