As a MathSci sophomore myself, I have seen how easily classrooms turn into spaces full of distractions. Even when access to electronics is limited, students still manage to find ways to keep themselves occupied or distracted. Whether it is doodling in notebooks, reading unrelated books, or fidgeting with small toys, distractions have had the opportunity to evolve rather than disappear.
Many assume electronics are the main culprit of losing focus. While electronics play a role, removing them does not automatically solve the problem. Instead, it has been proven that students and even adults have adapted, watching the clock, tapping pencils, holding side conversations, and fidgeting with their computers. These behaviors suggest that the true problem is not devices, but the lack of attention we hold.
Personally, I feel as if lawmakers should observe schools before making decisions on limiting “distractions” because it seems like they are making laws for an age group they do not fully understand. Phones are one of the biggest distractions, so it is good to start somewhere, but either way, distractions will always find their way into the classroom.
According to Your Teen Magazine, the average teenager can focus roughly 15 to 50 minutes, depending on age. What is more concerning is that attention spans decline yearly, revealing that the deeper issue might be that students are not just distracted by what is around them, but by the length they are expected to concentrate without breaks. The long lectures and repetitive routines can make the most motivated student lose focus, speaking from experience, it can be very hard to act as yourself when your brain is on autopilot mode.
Within MathSci where academic and performance expectations are high, this issue seems more visible. For students who tend to be mentally exhausted, distractions become possible coping mechanisms, providing short breaks from reality. The habit of constantly blaming students for being distracted by electronics, etc., ignores the pressure they might be under.
Distractions should not be ignored or receive disciplinary actions unless it is actually causing others harm towards their learning. I believe classrooms could benefit from structured breaks for the K-12 system. More interactive lessons, varied teaching methods, and continued hands-on activities to help reset focus.
Some students may or may not have seen a difference in their grades or performance in class due to the schoolwide electronic ban.
Sophomore Charlotte Lehosit has not seen a difference in her grades, choosing to use her computer as a substitute device.
“No, I haven’t really seen a difference in my grades since the phone ban came out. I’ve noticed that sometimes I’m more focused in class than I would be with phones, but I mainly just used my phone for music when they were allowed,” Lehosit said.
From a students perspective, the phone ban fails to address the root of the problem.
Student Miracle Long, believes that the phone ban was truly a waste of time.
“I don’t think the phone ban was necessary. I think no matter what law they imply, teenagers will always find a way to get what they want. The law was kinda useless and doesn’t really make a difference in our schools,” Long said.
Many teenagers think the phone ban did not work out the way lawmakers intended.
MathSci sophomore, Shelby Stines, thinks lawmakers should experience the classrooms for themselves.
“I think they clearly don’t have experience with how students react to [the phone ban,]” Stines said.
From many of my MathSci peers, they have picked from numerous distractions just to maintain their mental health and attention spans. Even though the program consists of rigor, helpful accommodations for attention spans could truly make a difference.
The ultimate question is not whether distractions can be completely eliminated by taking electronics out of the schools, but how schools can adapt to current attention spans.
