The Effects of School Phone Bans: National Evidence from Lockable Pouches

Abstract Schools across the U.S. have sharply restricted student use of phones during the school day. We evaluate one type of restriction—lockable phone pouches—using nationwide data combining a large-scale teacher survey, GPS pings, standardized test scores, and school administrative records, along with sales records from the largest pouch provider. Using a staggered difference-in-differences design, we find that pouch adoption substantially reduces phone use as measured by GPS pings and teacher reports. In the first year after adoption, disciplinary incidents increase, and we find suggestive evidence that student subjective well-being falls, consistent with short-term disruption. However, disciplinary effects fade, while the estimated effects on well-being appear to recover and become positive in later years. For academic achievement, average effects on test scores are consistently close to zero. High schools see modest positive effects, particularly in math, while middle schools see small negative effects. We find little evidence of effects on school attendance and no clear evidence of improvements in self-reported classroom attention or perceived online bullying.