Inside and Outside the Classroom: What The Research Says About Phone Use

TL;DR (Read time: ~4 minutes)

Phones don’t have to be the enemy, but they do compete with attention. Many school leaders and educators say phones are hurting focus, and experiments suggest collecting phones during class can modestly improve grades. But what about outside the classroom and guidance for parents? Even if a school limits phones during class, habits at home still shape grades, because that’s where most studying, reading, and long-form assignments happen. The most workable approach is targeted, phone-free study time and a simple system. When teens need help rebuilding habits, targeted online tutoring test prep sessions can take the burden off the parent – giving you a buddy in providing your teen structure, progress tracking, and accountability.

The Real Problem

If your teen is bright and capable but homework feels like a nightly tug-of-war with their phone, you’re not alone. For many families, the issue isn’t “screen time” in general, it’s how quickly a phone can break focus right when schoolwork gets hard. Schools are trying different rules, researchers are testing new approaches, and parents are stuck figuring out what’s reasonable at home.

What research says about phones, attention, and learning

Phones don’t just distract, they interrupt “deep work”

Most high school learning still depends on sustained attention: reading, planning, writing, solving multi-step problems, and studying for cumulative tests. A phone makes it easy to leave the task the moment it feels boring, confusing, or stressful. The result isn’t always “no work gets done,” it’s that work takes longer, feels harder, and gets pushed later into the night.

What educators in schools are reporting

In one national snapshot, 53% of public school leaders said students’ academic performance has been negatively impacted by cell phone use. Even more pointed to attention: 73% reported negative impacts on attention span. 

While these are school leaders’ perceptions, not a controlled study, it still signals something: many schools are seeing the same struggle families see at home, attention is getting harder to protect.

When phones are physically separated, grades can improve 

A working paper by the Education Research Network (SSRN) describing a randomized trial reports nearly 17,000 students and found that mandatory in-class phone collection led to higher grades, with an average increase of 0.086 standard deviations. 

That doesn’t mean phones “cause” every grade drop. But it does support a practical idea: removing easy access during learning time can help.

Why distraction outside the classroom still affects grades

Parents sometimes say, “If the school handles phones, we’re fine.” But learning doesn’t live only in the 3rd period.

Homework is where students rehearse the skills that show up on quizzes, essays, and exams. If homework time is fragmented your teen isn’t just losing minutes. They’re losing momentum, confidence, and the ability to settle into a task.

Many schools restrict phones during class, but policies are less consistent outside class time. A report by the Institute for Education Sciences (NCES/IES) shows that 77% of public schools prohibit phone use during any class, but fewer restrict use during free periods or extracurriculars. 

So even with “no phones in class,” many teens still spend the day bouncing in and out of phone access. That makes it harder to build consistent attention habits, especially when they get home and the phone is right next to the laptop.

Expect a short “reset period” when you change the routine

If you introduce a new boundary (like phone parking during homework), it can feel frustrating at first. According to the research analyzed by the SSRN noted signs consistent with an adjustment period and a mild increase in reported fear of missing out, even while grades improved.

That’s not a reason to quit. It’s a reason to start small and stick with it long enough to see results.

What schools are trying (and what happens next)

Schools aren’t choosing one universal rule. They’re experimenting, especially because what works in elementary school doesn’t always translate to high school.

In one large educator insights dataset, 20,000+ public school educators shared how policies look in practice. A key detail: only 1 in 4 high schools in that dataset reported a “bell-to-bell” approach (away for the day), compared with much higher rates in younger grades.

Another practical note from that same summary: many schools use “no-show” rules (phones can be carried but must be out of sight). That approach can be tough to enforce consistently.

When schools restrict phones more strongly, administrators often report changes in student behavior and engagement. For example, one high school reported a 61% jump in library book checkouts after restricting phones, and a principal described cellphones as 38% of their disciplinary issues at that point in the year. 

What parents can do this month

You don’t need a perfect policy. You need something your teen can follow without constant conflict.

Pick 6–10 steps

• Run a two-week experiment instead of announcing a forever rule. Agree on one change and one goal (ex: “finish by 9:30,” “fewer missing assignments”).
• Create a phone parking spot during homework (charger in kitchen, phone face-down in another room).
• Start with one protected block (25–45 minutes) rather than locking down the whole night.
• Use “phone as a tool” rules: allowed only for a specific purpose (calculator/photo of assignment), then parked again.
• Make the first 10 minutes phone-free to break the automatic check-in loop.
• Plan the hardest task first (the one your teen avoids), then easier tasks after momentum builds.
• Use short sprints + short breaks so your teen gets a finish line (and you avoid nagging).
• Keep boundaries collaborative: “What’s the smallest change that would help you focus?”
• Swap policing for visibility: ask to see a simple plan and what “done” looks like, then step back.
• Normalize the reset period: “The first week might feel weird. That doesn’t mean it’s failing.”

Where tutoring helps 

Phone-free study time is the “guardrail.” But many teens also need a system, because attention slips fastest when they don’t know what to do next.

One-on-one online tutoring sessions can help in three ways:

• Structure: turn vague homework time into a clear plan
• Accountability: progress tracking that doesn’t make parents the enforcer
• Skill-building: better studying, better practice, better follow-through

Concrete examples of how tutoring supports focus

• Phone-free study sprints: tutor starts sessions with a quick “phone parked” routine + a timed work block.
• Weekly plan that’s realistic: break assignments into steps across the week so nothing becomes a midnight crisis.
• Error-log routines: for math/science/test prep—track repeated mistakes and practice the exact skills that need work.
• Progress checks: missing assignments, quiz/essay feedback, and “time-to-start” improvements are reviewed weekly.
• Parent check-ins (2 minutes): “Show me the plan. What’s done? What’s next? What support do you want?”—then you step back.

Conclusion

If phones are complicating school success in your home, it doesn’t mean your teen is lazy, or that you’ve failed. It means they’re trying to learn in a world built to pull attention away. While research supports the positive benefits of removing phones during classroom time, it doesn’t solve what happens at home. 

Start with one protected study block and a simple routine that reduces friction.

Give it two weeks, track one outcome, and keep it respectful.

If your teen needs help making the routine stick, a personalized test prep tutor can provide the structure (and relief) that turns good intentions into real progress.