Early data from LAUSD and Fresno suggests better focus and engagement—but enforcement and equity challenges remain as the state prepares for a 2026 mandate.
California is entering a pivotal moment in public education as districts prepare to comply with the state’s new phone-free school mandate by mid-2026. Early data from districts that moved ahead of the law suggest a complicated but instructive picture: fewer classroom disruptions and stronger student engagement in some schools, alongside real challenges around enforcement and equity—issues that matter deeply for Latino families, who make up more than half of California’s public school enrollment.
In Los Angeles Unified School District, the nation’s second-largest system, administrators report that limiting cellphone use has led to visibly calmer classrooms and more face-to-face interaction among students. Similar outcomes have been reported in Fresno Unified, including at Bullard High School, where educators told district officials that students were “more present” and less distracted during instruction. Fresno later reported a notable jump in English language proficiency—an outcome with particular relevance for Latino and multilingual learners.
National research offers context. A working paper from the National Bureau of Economic Research found that academic gains from phone restrictions often emerge in the second year, not immediately, possibly because attendance improves and classroom time becomes more productive. By contrast, a 2023 study from Harvard’s Graduate School of Education found little short-term difference in test scores or mental health between schools with strict bans and those without—highlighting that policy alone is not a silver bullet.
Implementation, however, has proven uneven. CalMatters has documented how students adapt quickly, using earbuds or finding workarounds to locked phone pouches. Education Week reported that some districts saw suspensions spike during the first year of enforcement, with Black students disproportionately affected—a warning sign for Latino communities already concerned about disciplinary disparities.
Assembly Bill 218, sometimes called the Phone-Free School Act, does not require total bans. Instead, it asks districts to design policies that support safe and focused learning environments. EdSource notes that this flexibility allows schools serving different communities to tailor approaches that reflect their students’ needs.
For many Latino parents, the stakes go beyond test scores. Cyberbullying, social media pressure, and online harassment have disproportionately affected students of color, according to advocacy groups like Common Sense Media. Early reports of reduced bullying and stronger peer interaction suggest that thoughtful limits on phones could support student well-being—if implemented with care.
The lesson so far is clear: cellphone restrictions can help, but only when paired with equity-focused enforcement, family engagement, and support for students navigating a digital world that doesn’t stop at the school gate.
