A return to the art of conversation

At the Alberta Teachers’ Association’s Annual Representative Assembly in May 2024, 450 delegates voted for a resolution placing clear boundaries around the use of cellphones in their classrooms, which were experiencing persistent and problematic pocket-sized interruptions. Policy 4.4.0.1 imagined more focused learning environments free from distractions. Alberta’s government then followed up with a provincewide ministerial order limiting the use of cellphones in schools, with implementation starting immediately in September 2024.  

To understand the impact of Alberta’s cellphone rules better, we surveyed more than 2,800 teachers and school leaders across the province to capture early classroom and schoolwide data resulting from this new provincial order.  

Disruptions down — dialogue up

The clearest early signal that emerged from the research was the decline of classroom disruptions. Before September 2024, 72 per cent of teachers in Alberta judged smartphones “extremely or very detrimental” to student learning; after the cellphone ban, 74 per cent of respondents reported that the ban was shrinking classroom disturbances, and nearly two in five were witnessing more face-to-face chats among their students during breaks. 

“Students are more focused in class. Actual reading has greatly increased.”

—Grade 8 teacher.

Mental well-being  

Two-thirds (66 per cent) of respondents reported a genuine improvement in student mental health and well-being in their classrooms and schools. The relational frictions — real-time comparison, muted snubs, midnight group-chat dramas — that follow and accompany students through their devices were alleviated for a good portion of their day.

“I am no longer constantly mediating drama from group chats.”

— High school counsellor;

Academic performance

A slim but significant majority (57 per cent) of respondents reported perceived gains in student academic performance and achievement, while a large neutral middle was waiting for end-of-year evidence. Early narratives from this research match the data: richer student discussions, deeper reading with greater retention, fuller class participation — signs that engaged learning is starting to reclaim cognitive bandwidth once consumed by instant notifications.

“Participation, engagement, and academic performance have all improved.”  

—High school teacher.

Some issues not addressed 

Even as digital distractions fall and concentration rises, issues associated with bullying remain a challenge. Only 39 per cent of respondents reported a decline in bullying, with many noting that hostile interactions have merely slipped beyond direct adult supervision into after-school group chats and social-media feeds, hallways and washrooms. Student attendance has also not necessarily improved due to the cellphone restrictions.

“We’re seeing fewer incidents during class, but the mean messages pop up the minute the last bell rings.” 

— Middle school administrator​​  

Why these findings feel hopeful 

The cellphone restrictions seem to be offering a rare chord of consensus between Alberta’s government and public school teachers, all supported by this compelling and clear first-year data.  

The initiative began inside the teaching profession; provincial backing through a ministerial order simply amplified teachers’ professional judgment and collective wisdom. Such alignment matters and allows for a more unified front against larger societal problems, such as social-media addiction, unbounded screen time and even parent education.