Jonathan Tuck

Sophomores Coleman James and Quinn Fiscus on their phones in class.

As smartphones become more prevalent in students’ lives, some are experiencing what is commonly referred to as “brain rot,” a feeling of mental fog and distraction that affects their academic performance. Viral videos are capturing some students’ attention, leading to excessive screen time and “doom scrolling,” the act of spending excessive time online scrolling social media, which has become a concern for students and teachers.

Coleman James is a sophomore who struggles with screen time averaging around seven hours a day.

“I start doom scrolling and get addicted to [brain rot videos],” said Coleman.

Coleman’s productivity decreases as his focus switches from homework to his phone.

“I would be more productive if it was lower,” said Coleman. “I wouldn’t be on my phone, and I’d be doing my work.”

Sean Scudder, a senior at Clover Hill, agrees that “brain rot” has a negative impact on his ability to focus. With a daily screen time of over eleven hours, Scudder admits that he often gets distracted in class and agreeing that he would likely be more productive if his screen time were lower.

“A lot of the time [I get distracted] and it’s mostly because I learn boring stuff so I’m just sitting on my phone most of the time,” said Scrudder. 

For students like James and Scudder, social media creates distractions that are difficult to ignore. Teachers are also noticing that excessive phone use disrupts students’ focus as well as the classroom environment, often resulting in lower engagement.

Computer science teacher Brian Deleon has noticed the effects of social media on student attention.

“I think it can create a little bit too much of a buzz, and it can be distracting,” Deleon said.

While he believes students should have access to their phones during breaks, he believes in limiting their use during class time and becoming more engaged.

“In the classroom, I would be in favor of students putting their phones in a general place and not having access during class,” Deleon said.

However, students feel that access to their phones is sometimes essential. James argues that phones are important for emergencies.

“What if I need to text my mom because something very bad happened?” James said.

He believes phones should remain accessible to students but only used in appropriate settings.

The question of allowing phones in schools is becoming more complex, with students and teachers having mixed opinions on the matter. While students argue for emergency access, teachers believe in a structured approach that limits distractions during class.

“I don’t think a complete ban is necessary,” Deleon said. “But during class, it would be beneficial for students to have a bit more awareness about how much time they’re spending on their phones.”

As technology continues to influence student behavior, striking a balance between accessibility and restriction may be the key to addressing “brain rot” and helping students focus more on their academic goals.