The Cell Phone Ban in New York State Schools

 

The Cell Phone Ban in New York State Schools: A Deep Dive into Its History, Implications, and Alternatives

In recent years, the debate over cell phone use in schools has intensified, with New York State taking a bold step by implementing a statewide ban on smartphones in K-12 schools. This "bell-to-bell" restriction, set to take effect in the 2025-26 school year, has sparked widespread discussion among educators, parents, students, and policymakers. 

The policy aims to create distraction-free learning environments, address mental health concerns tied to social media, and improve academic outcomes. However, it also raises questions about safety, equity, and the best way to prepare students for responsible technology use in the modern world. 

This blog post explores the history of cell phone bans in New York, how students use phones in schools, the dangers of social media on mental health, parental concerns about communication and safety, and why a blanket ban may not be the most effective approach. Instead, I argue that teaching students to manage their phone use responsibly—mirroring workplace expectations—better equips them for life beyond the classroom.

 The History of Cell Phone Bans in New York State

The journey toward New York’s current cell phone ban began decades ago, shaped by evolving technology, societal concerns, and educational priorities. In the early 2000s, as cell phones became more prevalent, many schools, including those in New York City, implemented strict bans. By 2010, over 90% of U.S. schools prohibited cell phone use during school hours, according to federal data. New York City, under Mayor Michael Bloomberg, enforced a particularly stringent policy, requiring students to leave phones at home or store them off-campus, often at a cost. This approach disproportionately affected low-income students, who faced stricter enforcement compared to their peers at wealthier schools, raising equity concerns. In 2015, Mayor Bill de Blasio lifted the city’s ban, citing these disparities and the need for parents to stay in touch with their children.

The pendulum swung back in recent years as concerns about social media’s impact on youth mental health and academic performance grew. In 2024, Governor Kathy Hochul embarked on a statewide listening tour, engaging with teachers, parents, and students to gather insights on smartphone use in schools. Her report, More Learning, Less Scrolling: Creating Distraction-Free Schools, highlighted smartphones as significant distractions that inhibit learning and creativity while exacerbating mental health issues. Following this, Hochul announced a landmark policy in April 2025, making New York the largest state to implement a "bell-to-bell" smartphone ban in all public schools, charter schools, and Boards of Cooperative Educational Services (BOCES). The policy, part of the FY 2026 State Budget, allocates $13.5 million for storage solutions like magnetic pouches and requires schools to develop their own implementation plans while ensuring parents have a way to contact students during emergencies.

This resurgence aligns with a national trend. States like Florida, Louisiana, and Virginia have also adopted cell phone restrictions, driven by bipartisan support and advisories from the U.S. Surgeon General and UNESCO, which recommend limiting phone use in schools to address youth mental health and improve learning environments. However, New York’s previous experience with bans suggests that implementation challenges, equity concerns, and resistance from parents and students must be carefully navigated.

 How Children Use Cell Phones in Schools

Cell phones are ubiquitous among students, with a 2022 Pew Research Center study finding that 95% of teens have access to a smartphone, and 46% report being online almost constantly. In schools, this translates to widespread use during class, lunch, and breaks. A 2023 Common Sense Media study revealed that 97% of 11- to 17-year-olds with phones use them during the school day, with a median usage time of 43 minutes. Students receive an average of 237 notifications daily, a quarter of which arrive during school hours, pulling their attention away from lessons.

In classrooms, students often use phones for non-educational purposes, such as texting, scrolling social media, or watching videos. Teachers report that these activities disrupt instruction, with 72% of high school educators citing cell phones as a major distraction, according to a 2024 Pew Research study. For example, students may film TikTok videos in hallways or browse Instagram during lessons, behaviors that not only hinder their own focus but also disrupt peers and teachers. Some schools have observed students using phones to cheat or engage in cyberbullying, further complicating the classroom environment. However, phones are not solely used for distraction. Students also rely on them for educational tasks like research, translation, or managing schedules, and for personal needs, such as coordinating afterschool plans or checking in with parents.

 The Dangers of Social Media and Mental Health

The link between social media and youth mental health has been a driving force behind cell phone bans. Research consistently shows that excessive smartphone use, particularly on social media platforms like TikTok, Instagram, and Snapchat, is associated with negative mental health outcomes. A 2024 report from the Norwegian Institute of Public Health found that phone bans in middle schools reduced mental health challenges among girls and decreased bullying by over 40%. Longitudinal studies indicate that teens spending more than three hours daily on social media are twice as likely to experience anxiety, depression, and low self-esteem due to constant peer comparisons and exposure to curated online lives.

Social psychologist Jonathan Haidt, in his book The Anxious Generation, argues that smartphones and social media are fueling a teenage mental health crisis. He cites studies showing that the constant presence of smartphones reduces cognitive capacity, especially for those addicted to their devices, and notifications disrupt focus and attention. The U.S. Surgeon General’s 2024 advisory echoed these concerns, calling for warning labels on social media platforms due to their role in exacerbating youth mental health issues. In schools, social media use contributes to cyberbullying, with 59% of teens reporting some form of online harassment, according to a 2018 Pew Research study. These virtual conflicts often spill into the classroom, creating additional challenges for educators.

Beyond mental health, excessive phone use is linked to academic declines. A 2023 study from the National Education Policy Center found that limiting classroom phone use improved academic performance by an average of 15%. The presence of phones, even when not in use, can reduce cognitive capacity, as students anticipate notifications or feel compelled to check their devices. This constant pull undermines their ability to engage deeply with learning material.

 Parental Concerns: Communication and School Safety

While the case for reducing distractions and protecting mental health is strong, many parents oppose blanket cell phone bans due to concerns about communication and safety, particularly in the context of school shootings. A 2024 National Parents Union poll found that 78% of parents whose children bring phones to school want them to have access during emergencies. In an era marked by tragic school shootings, parents view phones as a lifeline for immediate communication with their children. For example, during a crisis, students can text parents to confirm their safety or contact first responders, providing reassurance in chaotic situations.

However, experts argue that phone use during emergencies can be problematic. The New York State Police Superintendent has noted that student phone use during a crisis can distract from following safety protocols, draw attention to hiding spots, or overload cellular networks, hindering first responders’ communications. Despite these concerns, the fear of being unable to reach a child during a school shooting remains a powerful motivator for parents. Additionally, some students rely on phones for practical reasons, such as coordinating caregiving responsibilities for younger siblings or managing afterschool jobs, which a blanket ban could disrupt.

Equity is another concern. The 2015 lifting of New York City’s ban was partly due to disproportionate enforcement in low-income schools, where students faced stricter consequences than those in wealthier districts. Critics, including the New York Civil Liberties Union, worry that the new ban could lead to increased surveillance or disciplinary actions, particularly for marginalized students. Parents also argue that phones serve as essential tools for students with disabilities, such as those needing medical apps or translation services, and blanket bans must include clear exemptions to avoid harm.

 The Importance of Distraction-Free Learning

There is broad consensus that minimizing distractions in classrooms is critical for effective learning. UNESCO’s 2023 Global Education Monitoring Report found that having a phone nearby reduces students’ ability to focus, with one study noting it takes up to 20 minutes for a young brain to refocus after using a phone. Teachers report that unauthorized phone use negatively impacts 40% of public schools, affecting both student learning and staff morale. A 2023 study in Spain showed that schools with phone bans saw reduced cyberbullying and improved math and science test scores, particularly for girls.

Distraction-free environments foster deeper engagement with lessons, encourage creativity, and promote face-to-face social interactions. Governor Hochul’s report emphasized that phone-free schools support the mental health of both students and teachers by reducing the stress of constant digital interruptions. In New York City, educators like Vincent Corletta have described a “night and day” difference in classrooms with phone bans, noting that students are more attentive and engaged in learning.

 Why a Blanket Ban Isn’t the Answer

While the benefits of reducing distractions are clear, a blanket cell phone ban may not be the most effective way to achieve these goals. In the workforce, adults are not typically subject to outright phone bans, yet they are expected to exercise self-discipline and refrain from using devices during work hours. This conditioning begins with clear expectations and training, allowing employees to balance technology use with professional responsibilities. Similarly, schools should prepare students for this reality by teaching them how to manage their phone use responsibly rather than removing the devices entirely.

Banning phones outright bypasses an opportunity to instill critical life skills like self-regulation and digital literacy. In college and workplaces, individuals must navigate environments where technology is omnipresent but must be used appropriately. A 2024 report from the Harvard Graduate School of Education suggests that teaching students to manage their devices fosters the self-discipline needed for these settings. For example, schools could implement “phone-free zones” during classes or exams while allowing use during lunch or breaks, striking a balance between minimizing distractions and respecting students’ needs for communication.

Moreover, a blanket ban risks alienating students who rely on phones for legitimate purposes. Students with anxiety may use phones to check in with caregivers, while others use them for educational tools like calculators or translation apps. A one-size-fits-all approach could disproportionately harm these students, particularly those from underserved communities who may lack access to alternative devices. The 2023 Lancet study found no significant mental health improvements from phone bans, suggesting that addressing underlying issues like social anxiety or peer dynamics requires more comprehensive strategies.

 A Balanced Approach: Teaching Responsible Phone Use

Instead of a blanket ban, schools should adopt policies that teach students when and how to use phones appropriately. This mirrors the workplace, where employees are trusted to regulate their device use. For example, schools could establish clear guidelines, such as requiring phones to be silenced and stored in bags during class but allowing use during designated times. Programs like digital citizenship curricula can educate students on managing screen time, recognizing cyberbullying, and navigating social media responsibly. These skills are essential for preparing students for a world where technology is integral to daily life.

Some schools have successfully implemented such policies. The Pelham school board in New York adopted a no-phones-during-instruction policy in July 2024, requiring phones to be stored in calculator caddies during class but allowing use during free periods. This approach improved attentiveness while maintaining communication options for students. Other districts have experimented with “phone-friendly” environments, where devices are permitted for specific educational tasks under teacher supervision, fostering both engagement and responsibility.

Engaging parents and students in policy development is also key. By soliciting community input, schools can address concerns about safety and equity while building buy-in for new rules. For example, providing parents with direct contact numbers for emergencies can alleviate fears about school shootings, while clear exemptions for medical or caregiving needs ensure inclusivity. Consistency in enforcement, as noted by educators, is critical to success, particularly in the early weeks of implementation.

 Conclusion

New York State’s cell phone ban reflects a well-intentioned effort to address the real challenges of smartphone use in schools, from distractions to mental health concerns. The policy builds on a history of evolving regulations, driven by growing evidence of social media’s harms and the need for focused learning environments. However, a blanket ban overlooks the complexities of modern education, where phones serve as both distractions and tools. Parental concerns about safety and communication, particularly in the context of school shootings, cannot be dismissed, nor can the need to prepare students for a technology-driven world.

Rather than banning phones outright, schools should focus on conditioning students to use devices responsibly, much like adults do in the workplace. By setting clear expectations—class time for learning, gym time for physical activity, recreation time for socializing, and designated times for phone use—schools can foster self-discipline and digital literacy. These skills will serve students far beyond the classroom, equipping them to navigate a world where technology is unavoidable. As New York implements its ban, policymakers and educators must remain open to feedback, ensuring that policies balance the need for focus with the realities of modern life.

 Sources

- Hochul, K. (2025). More Learning, Less Scrolling: Creating Distraction-Free Schools. New York State Governor’s Office.[](https://www.governor.ny.gov/news/distraction-free-schools-governor-hochul-announces-new-york-become-largest-state-nation)[](https://www.governor.ny.gov/news/governor-hochul-unveils-plan-restrict-smartphone-use-schools-statewide-and-ensure-distraction)[](https://www.governor.ny.gov/programs/eliminating-distractions-new-york-schools)

- KFF. (2024). A Look at State Efforts to Ban Cellphones in Schools and Implications for Youth Mental Health.[](https://www.kff.org/mental-health/issue-brief/a-look-at-state-efforts-to-ban-cellphones-in-schools-and-implications-for-youth-mental-health/)[](https://www.kff.org/mental-health/a-look-at-state-efforts-to-ban-cellphones-in-schools-and-implications-for-youth-mental-health/)

- Pew Research Center. (2018, 2022, 2024). Studies on teen smartphone use and cyberbullying.[](https://rockinst.org/blog/school-cell-phone-bans-restrictions/)[](https://www.nytimes.com/2023/11/30/learning/what-students-are-saying-about-school-cellphone-bans.html)[](https://www.gse.harvard.edu/ideas/ed-magazine/24/11/no-signal)

- Common Sense Media. (2023). Report on teen phone use during school hours.[](https://rockinst.org/blog/school-cell-phone-bans-restrictions/)[](https://www.campussafetymagazine.com/insights/which-states-have-banned-cell-phones-in-schools/161286/)

- National Parents Union. (2024). Poll on parental support for cell phone access in schools.[](https://rockinst.org/blog/school-cell-phone-bans-restrictions/)[](https://www.gse.harvard.edu/ideas/ed-magazine/24/11/no-signal)

- UNESCO. (2023). Global Education Monitoring Report.[](https://www.bu.edu/articles/2023/why-schools-should-ban-cell-phones-in-the-classroom/)[](https://www.nytimes.com/2023/10/31/technology/school-smartphone-bans.html)

- The Lancet. (2023). Study on school phone bans and mental health.[](https://pelhamexaminer.com/74600/showcase/new-yorks-school-cellphone-ban-a-threat-to-teen-mental-health-and-safety/)

- National Education Policy Center. (2023). Study on classroom phone use and academic performance.[](https://sites.google.com/schools.nyc.gov/cellphoneuseinschools/public-policy-development)

- Norwegian Institute of Public Health. (2024). Report on cellphone bans and mental health outcomes.[](https://www.gse.harvard.edu/ideas/ed-magazine/24/11/no-signal)

- Haidt, J. (2024). The Anxious Generation.[](https://www.scientificamerican.com/article/do-school-phone-bans-help-students/)

Study Links Smartphones and Children's Mental Health Decline

Study Links Smartphones and Children's Mental Health Decline

Introduction

The rapid proliferation of smartphones has transformed the way children and adolescents interact with the world, providing unprecedented access to information, communication, and entertainment. However, alongside these benefits, growing evidence suggests that excessive smartphone use may be linked to adverse mental health outcomes in young populations. Issues such as anxiety, depression, sleep disturbances, and diminished attention spans have been increasingly associated with smartphone overuse, prompting researchers to investigate the mechanisms driving these trends. This post examines the current body of research linking smartphone use to children’s mental health decline, exploring potential causal pathways, mediating factors, and implications for policy and practice. By synthesizing findings from peer-reviewed studies and expert analyses, this discussion aims to provide a comprehensive understanding of this pressing public health concern.

The Scope of Smartphone Use Among Children

Smartphones have become ubiquitous among children and adolescents. According to a 2023 report by Common Sense Media, 95% of U.S. teens aged 13–18 own or have access to a smartphone, and 45% report using their device "almost constantly" (Rideout et al., 2023). Younger children are also increasingly exposed, with 43% of children aged 8–12 owning a smartphone (Common Sense Media, 2023). This widespread adoption is driven by the devices’ multifunctionality, including social media access, gaming, and instant communication, which appeal to developmental needs for social connection and stimulation.

However, the intensity and context of smartphone use vary widely. Social media platforms, such as Instagram, TikTok, and Snapchat, dominate screen time, with adolescents spending an average of 3.5 hours daily on these apps (Twenge et al., 2020). Gaming and video streaming also contribute significantly to screen time, often displacing activities such as physical play, face-to-face interaction, and sleep. The pervasive nature of smartphone use raises questions about its impact on psychological well-being, particularly during critical developmental periods.

Evidence Linking Smartphone Use to Mental Health Decline

A growing body of research has identified associations between excessive smartphone use and mental health challenges in children and adolescents. Twenge et al. (2018) conducted a seminal study using data from the Monitoring the Future survey, which included over 1 million U.S. adolescents. Their findings revealed a significant correlation between increased screen time and higher rates of depressive symptoms and suicidality. Specifically, adolescents who spent more than five hours daily on screens were 71% more likely to report at least one suicide-related outcome (e.g., suicidal ideation or attempts) compared to those spending less than one hour (Twenge et al., 2018).

Similarly, a longitudinal study by Riehm et al. (2019) tracked 6,595 adolescents over two years and found that each additional hour of social media use was associated with a 0.64-unit increase in depressive symptoms on a standardized scale. These findings are consistent with meta-analyses, such as those by Keles et al. (2020), which reported small to moderate effect sizes linking social media use to anxiety, depression, and psychological distress in youth.

Sleep disruption is another critical pathway through which smartphones may affect mental health. Hale and Guan (2015) conducted a systematic review of 67 studies and found that screen-based device use before bedtime was consistently associated with reduced sleep duration and quality. Blue light emitted by smartphone screens suppresses melatonin production, delaying sleep onset and reducing restorative sleep (Carter et al., 2016). Poor sleep is a well-established risk factor for mental health issues, including anxiety and depression, particularly in adolescents whose brains are still developing (Owens & Adolescent Sleep Working Group, 2014).

Smartphone use may also exacerbate attention difficulties and cognitive overload. A 2021 study by Wilmer et al. found that frequent smartphone interruptions, such as notifications, were associated with reduced sustained attention and increased symptoms of attention-deficit/hyperactivity disorder (ADHD) in adolescents. This suggests that the constant connectivity afforded by smartphones may impair cognitive control, contributing to stress and mental fatigue.

Mechanisms and Mediating Factors

Several mechanisms may explain the link between smartphone use and mental health decline. First, social comparison plays a significant role, particularly on social media platforms. Adolescents are exposed to curated, idealized images of peers, influencers, and celebrities, which can foster feelings of inadequacy and low self-esteem (Fardouly et al., 2017). A study by Vogel et al. (2015) demonstrated that frequent exposure to upward social comparisons on social media was associated with reduced self-esteem, particularly among girls, who are more likely to engage in appearance-related comparisons.

Second, cyberbullying is a pervasive issue linked to smartphone use. A 2019 study by Hinduja and Patchin found that 36% of adolescents reported experiencing cyberbullying, with victims exhibiting higher rates of anxiety, depression, and suicidal ideation. The anonymity and accessibility of smartphones amplify opportunities for harassment, which can have profound psychological consequences.

Third, displacement of positive activities is a critical factor. Excessive smartphone use often reduces time spent on face-to-face interactions, physical activity, and hobbies, all of which are protective against mental health issues. Przybylski and Weinstein (2017) found that moderate screen use (1–2 hours daily) had minimal negative effects, but beyond this threshold, time spent on smartphones displaced activities associated with well-being, such as exercise and in-person socializing.

Finally, addictive behaviors associated with smartphone use may contribute to mental health decline. Griffiths (2018) argues that smartphones, with their dopamine-driven feedback loops (e.g., likes, notifications), can foster compulsive use patterns resembling behavioral addiction. This is particularly concerning for adolescents, whose impulse control is still developing, making them more susceptible to problematic smartphone use.

Vulnerable Populations and Disparities

Not all children are equally affected by smartphone use. Research indicates that certain groups, such as girls and those from lower socioeconomic backgrounds, may be more vulnerable to negative mental health outcomes. Twenge et al. (2020) found that girls were more likely to experience depressive symptoms associated with social media use, potentially due to their greater engagement with appearance-focused platforms. Similarly, children from lower-income households may face increased risks due to limited access to mental health resources and higher exposure to stressors that compound the effects of problematic smartphone use (Odgers & Jensen, 2020).  The appearance of success and wealth from other accounts may depress those who do not enjoy these things. This may create a form of envy to the point that it becomes a psychological stressor and a measure for one's own success.  

Developmental stage also plays a role. Younger children, whose cognitive and emotional regulation systems are less developed, may be more susceptible to the adverse effects of excessive screen time. A 2022 study by Paulus et al. found that children aged 8–12 who used smartphones excessively showed heightened emotional reactivity and reduced resilience compared to their peers.

Critiques and Limitations of Existing Research

While the evidence linking smartphone use to mental health decline is compelling, several limitations must be acknowledged. First, much of the research is correlational, making it difficult to establish causality. For example, it is unclear whether smartphone use causes depression or whether depressed individuals are more likely to engage in excessive screen time (Orben & Przybylski, 2019). Longitudinal and experimental studies are needed to clarify these relationships.

Second, self-reported measures of screen time, commonly used in studies, are prone to bias and inaccuracy. Objective measures, such as app-tracking data, could improve the reliability of findings. Third, the heterogeneity of smartphone use (e.g., social media vs. educational apps) complicates generalizations. Not all screen time is harmful; for instance, educational or creative uses may have neutral or positive effects (Gottschalk, 2019).

Finally, cultural and contextual factors are often underexplored. The impact of smartphone use may vary across countries with different social norms, parenting practices, and access to technology. Future research should adopt a more global perspective to understand these nuances.

Implications for Policy and Practice

The evidence linking smartphone use to children’s mental health decline has significant implications for parents, educators, policymakers, and technology companies. Parental guidance is critical, as consistent monitoring and setting boundaries on screen time can mitigate negative effects. The American Academy of Pediatrics (2016) recommends limiting recreational screen time to 1–2 hours daily for children and establishing "screen-free" zones, such as during meals and before bedtime.

Schools can play a role by integrating digital literacy programs that teach children to navigate social media critically and recognize the risks of cyberbullying and social comparison. Educator-led initiatives, such as those promoting mindfulness and offline activities, can also counteract the effects of excessive smartphone use.

Policymakers should consider regulations to protect young users, such as stricter privacy protections and measures to curb addictive design features in apps. The European Union’s General Data Protection Regulation (GDPR) includes provisions for protecting children online, which could serve as a model for other regions (Livingstone et al., 2018).

Technology companies have a responsibility to design platforms that prioritize user well-being. Features such as time-limit reminders, notification controls, and parental oversight tools can help reduce problematic use. Some companies, like Apple and Google, have introduced screen-time management features, but their effectiveness remains understudied.

Conclusion

The relationship between smartphone use and children’s mental health decline is complex and multifaceted, with evidence suggesting both direct and indirect effects through mechanisms such as social comparison, cyberbullying, sleep disruption, and displacement of positive activities. While correlational studies provide valuable insights, further research is needed to establish causality and explore cultural variations. Vulnerable populations, including girls and younger children, may require targeted interventions to mitigate risks. Parents, schools, policymakers, and technology companies all have roles to play in fostering healthy smartphone use and protecting young people’s mental health. By balancing the benefits of digital technology with proactive strategies to address its risks, society can support the well-being of the next generation in an increasingly connected world.

References

American Academy of Pediatrics. (2016). Media and young minds. Pediatrics, 138(5), e20162591.  

Carter, B., Rees, P., Hale, L., Bhattacharjee, D., & Paradkar, M. S. (2016). Association between portable screen-based media device access or use and sleep outcomes: A systematic review and meta-analysis. JAMA Pediatrics, 170(12), 1202–1208.  

Common Sense Media. (2023). The Common Sense Census: Media use by tweens and teens.  

Fardouly, J., Diedrichs, P. C., Vartanian, L. R., & Halliwell, E. (2017). Social comparisons on social media: The impact of Facebook on young women’s body image concerns and mood. Body Image, 20, 38–45.  

Gottschalk, F. (2019). Impacts of technology use on children: Exploring literature on the brain, cognition, and well-being. OECD Education Working Papers, 195.  

Griffiths, M. D. (2018). Adolescent mobile phone addiction: A cause for concern? Education and Health, 36(3), 66–68.  

Hale, L., & Guan, S. (2015). Screen time and sleep among school-aged children and adolescents: A systematic literature review. Sleep Medicine Reviews, 22, 50–58.  

Hinduja, S., & Patchin, J. W. (2019). Connecting adolescent suicide to the severity of bullying and cyberbullying. Journal of School Violence, 18(3), 333–346.  

Keles, B., McCrae, N., & Grealish, A. (2020). A systematic review: The influence of social media on depression, anxiety, and psychological distress in adolescents. International Journal of Adolescence and Youth, 25(1), 79–93.  

Livingstone, S., Stoilova, M., & Nandagiri, R. (2018). Children’s data and privacy online: Growing up in a digital age. LSE Research Online.  

Odgers, C. L., & Jensen, M. R. (2020). Annual research review: Adolescent mental health in the digital age: Facts, fears, and future directions. Journal of Child Psychology and Psychiatry, 61(3), 336–348.  

Orben, A., & Przybylski, A. K. (2019). The association between adolescent well-being and digital technology use. Nature Human Behaviour, 3(2), 173–182.  

Owens, J. A., & Adolescent Sleep Working Group. (2014). Insufficient sleep in adolescents and young adults: An update on causes and consequences. Pediatrics, 134(3), e921–e932.  

Paulus, M. P., Squeglia, L. M., Bagot, K., Jacobus, J., Kuplicki, R., Breslin, F. J., ... & Tapert, S. F. (2022). Screen media activity and brain structure in youth: Evidence for diverse effects across development. Developmental Cognitive Neuroscience, 53, 101046.  

Przybylski, A. K., & Weinstein, N. (2017). A large-scale test of the Goldilocks hypothesis: Quantifying the relations between digital-screen use and the mental well-being of adolescents. Psychological Science, 28(2), 204–215.  

Rideout, V., Peebles, A., Mann, S., & Robb, M. B. (2023). Common Sense Census: Media use by tweens and teens, 2021. Common Sense Media.  

Riehm, K. E., Feder, K. A., Tormohlen, K. N., Crum, R. M., Young, A. S., Green, K. M., ... & Mojtabai, R. (2019). Associations between time spent using social media and internalizing and externalizing problems among US youth. JAMA Psychiatry, 76(12), 1266–1273.  

Twenge, J. M., Joiner, T. E., Rogers, M. L., & Martin, G. N. (2018). Increases in depressive symptoms, suicide-related outcomes, and suicide rates among U.S. adolescents after 2010 and links to increased new media screen time. Clinical Psychological Science, 6(1), 3–17.  

Twenge, J. M., Martin, G. N., & Campbell, W. K. (2020). Decreases in psychological well-being among American adolescents after 2012 and links to screen time during the rise of smartphone technology. Emotion, 18(6), 765–780.  

Vogel, E. A., Rose, J. P., Okdie, B. M., Eckles, K., & Franz, B. (2015). Who compares and despairs? The effect of social comparison orientation on social media use and its outcomes. Personality and Individual Differences, 86, 249–256.  

Wilmer, H. H., Sherman, L. E., & Chein, J. M. (2021). Smartphones and cognition: A review of research exploring the links between mobile technology habits and cognitive functioning. Frontiers in Psychology, 12, 665–678.

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Papal "Selfie"

Pope Francis is now the first Pope to have a "selfie" or informal self taken photo using a cell phone device.  Twitter and the social network system has been taken by storm with this photo. 

A group of young Italians from the diocese of Rome took the photo with the Pontiff inside St. Peter's.  This is not the first time Pope Francis has broken with protocol and blended with the people, so to speak.  I don't think this is a bad thing.  I probably would do the same.

In the age of "sexting" with congressmen tweeting photos of themselves nude, I think this news of the Pope is a breath of fresh air.  Pope Francis has made it clear that he is not about formality, so he shouldn't be judged for this.  He is with the people - young people.  This sends a strong message to all that we should be with the people.

It is cool that a man in his 70's can cause such a sensation similar to that of  a celebrity for a simple thing such as a "selfie."  Despite claims from atheists that the Church and Pope are archaic and irrelevant; this news shows that the youth still are drawn to the Church and Pope  This Pope knows how to steer the media in the Church's favor and that is good!

@KofC epic #selfie #PopeFrancis pic.twitter.com/CLYduUpxDA
— Fabio M. Ragona (@FabioMRagona) August 29, 2013

Autoscatto papale (col cellulare) #PapaFrancesco pic.twitter.com/nCvuxLdmwD
— Fabio M. Ragona (@FabioMRagona) August 29, 2013

Source:

http://www.telegraph.co.uk/news/religion/the-pope/10277934/Pope-Francis-and-the-first-Papal-selfie.html

http://www.huffingtonpost.com/2013/08/30/pope-selfie-twitter-vatican_n_3844061.html

Cell Phone Jammer on Bus

We all have heard of Batman - a billionaire who takes on a vigilante role - well Eric of Philadelphia has taken upon himself the role of bus vigilante in regards to cell phones.

The Cell phone may be a cool item, a cool accessory that was once a luxury but now almost everyone has one.  It keeps us connected to social sites like MySpace, Facebook, Twitter; we text, use Aim, Yahoo. MSN, Meebo or ICQ on it to keep in touch.  We email on it, even do work or homework on it.  However, these devices have been both a blessing and curse.

On buses while going to and fro, we become aware of everyone's business.  From day to day gossip, fights, crushes or marital problems.  We all hear the conversations loud and without reservation.   They are in one word: ANNOYING!

Well Eric seems to have a good idea.  He uses a cell phone jamming device to bring peace and quiet on the bus.

Maybe parishes should get this device to keep Mass quiet. :-)


Source:  http://news.yahoo.com/blogs/technology-blog/vigilante-jamming-cell-phone-calls-city-buses-help-010615245.html