Cell phones can be a valuable tool for kids and adolescents, but they may also be a distraction from learning. As Maine students return to school under a new statewide ban of personal electronic devices, including cell phones, smart watches, and other internet-connected technology, parents are learning about their schools’ policies and thinking about how it will affect their children.
Recently, Anna Mayo, PsyD, pediatric psychologist, Northern Light Health, answered some common questions that parents may have about this change in routine and how to help their children transition to a classroom without personal electronic devices.
Q: What trends are we seeing with screen time and how children and adolescents are using cell phones and other devices?
A: Kids and teens spend a lot of time on screens watching online videos, gaming, and using social media. Daily, kids 8 to 12 years of age spend 5.5 hours, and teens 13 to 18 years of age spend 8.5 hours using screens. A 2025 survey on adolescent smartphone use found that the average teen spends more than an hour on their cell phone during the school day and much of that time is spent on social media.
While these devices are great tools, they are also major distractions. Banning cell phones during the school day opens the door to more class engagement and improved academic experience.
Q: What may students be anxious about when they will not have access to their phones or other personal electronic devices?
A: Cell phones and personal electronic devices allow immediate and constant contact with family and friends. Students may feel anxious about losing this easy access to their social support, especially in case of emergencies or illness. Students may use their cell phones when they are overwhelmed, stressed, or bored, and they may feel uncomfortable about no longer having this coping tool during the school day.
Q: How can students and families prepare for this change?
A: Students should think about how they use their devices during the school day. What functions do they serve? Are they primarily a way to contact parents or friends? Make plans? Tools for remembering things to do? Consider alternatives, such as making a to-do list on a school computer or using a planner, for each of these functions.
Parents should talk to their children about how this change will affect the family. If the family texts each other important information throughout the day, brainstorm alterative solutions. Could a call or text right after school work? When there are problems that need to be addressed during the school day, like a child forgetting their sports gear, what’s the next step? Review your child’s school policies about using the office phone, including how to get permission to make a call.
Q: At what age is it appropriate for children to gain access to cell phones and other devices, and what risks should parents consider?
A: It is a family decision that depends on a number of factors. Families should consider if their child is ready for the responsibility of having a phone and whether they can follow the family’s rules and expectations. There are also logistical factors to consider. A family might decide their child needs a phone because it will make it easier to coordinate pick-up from after school activities.
Generally, I encourage families to delay giving smart phones as long as possible and consider alternatives such as “dumb phones” that are only used for making calls and texting. When a child is given a smart phone, I strongly recommend that they and their parents create a phone plan that clearly states the family’s rules and expectations about phone use.
Q: Any final thoughts to add about the cell phone ban?
A: Remember that kids are resilient! While this change may be hard, students and their families will adapt. Like the start of any school year, the first weeks will be a time of transition. Over time, it will become more familiar and easier to navigate. Small changes today can help children build healthy habits that benefit them inside and outside of the classroom.
If you have questions about your child’s learning and well-being as they adjust, your child’s teacher and primary care provider are good resources to consult.