Isabella Pires first noticed what she calls the “gradual pandemic of apathy” in eighth grade. Only a handful of her classmates signed up for the service projects she helped organize at her Massachusetts school. Even fewer actually showed up.
When Isabella entered high school last fall, she discovered the problem was even worse: Spirit Week was poor and classes were taught by students who barely spoke.
In a sense, it’s like students are “less and less concerned about what people think, but also to care more somehowsaid Isabella, 14. Some teens, she said, no longer care about appearing disinterested, while others are so afraid of ridicule that they keep it to themselves. She gives social media and the continued isolation of the post-COVID era.
Teachers say their tried-and-true lesson plans are no longer enough to keep students engaged at any given moment. struggling mental healthshortened attention span, reduced attendance And deteriorating academic performance. At the heart of these challenges? Cell phone addiction. Now, adults are trying new strategies to reverse the malaise.
Ban on mobile phones are gaining popularity, but many say they are not enough. They advocate alternative stimulation: sending students outside or to extracurricular activities to fill time they might otherwise spend online. And students need outlets, they say, to talk about taboo topics without fear of “ cancelled ” on social media.
“To get students engaged now, you have to be very, very creative,” says Wilbur Higgins, associate English teacher at Dartmouth High School, where Isabella will be a sophomore this fall.
Mobile phone cases, lockers and trash cans have become increasingly popular Help enforce device bans.
John Nguyen, a chemistry teacher in California, came up with the pouch system because he was so upset by bullying and fights on phones in class, often without adult intervention. Many teachers are afraid to confront students who use phones in class, Nguyen said, and others have given up trying to stop it.
At Nguyen’s school, students put their phones in neoprene pouches during class or even all day, and a teacher or principal’s magnetic key unlocks the pouches.
It doesn’t matter how dynamic the classroom is, said Nguyen, who teaches at Marina Valley High School and is now marketing the pouches to other schools. “There’s nothing that can compete with the cell phone.”
Some schools also ban smartwatches and wireless headphones. But the cases stop working once the final bell rings.
That’s why schools in Spokane, Washington, are ramping up extracurricular activities to compete with phones outside of school hours.
An initiative that will start this month, “ Involve IRL ” — in real life — wants to give every student something to look forward to after the school day, whether it’s a sport, performing arts, or a club.
“Isolating at home on a personal device for hours every day after school has become normal,” said head teacher Adam Swinyard.
Students can form clubs around interests like board games and knitting or join neighborhood basketball leagues. Teachers help students make a plan to get involved in back-to-school conferences, the district says.
“From 3 to 5:30, you’re in a club, you’re playing a sport, you’re doing an activity,” instead of on a phone, Swinyard said. (The district has a new ban on phones during class, but will allow them after school.)
In a time of high absenteeismHe also hopes the activities will provide the extra push some students need to get into school. In a Gallup poll conducted last November, only 48% of high school students said they were motivated to go to school, and only 52% felt they did something interesting every day. The poll was funded by the Walton Family Foundation, which also environmental journalism at AP.
Vivian Mead, a senior in Spokane, said having more after-school activities helps, but it won’t work for everyone. “There’s definitely still people who just want to be by themselves, listen to their music, do their own thing or, like, be on their phone,” Vivian, 17, said.
Her 15-year-old sister, Alexandra, said morning counseling sessions have increased participation in the drama club the sisters are involved in. “It forces everyone, even if they don’t want to participate, to try something, and maybe it will click,” she said.
Thirteen high schools in Maine took a similar approach, having students participate in a total of 35,000 hours of outdoor sports in one week in May.
It’s encouraging for students to connect with each other in nature, away from screens, said Tim Pearson, a physical education and health teacher whose students at Dedham School participated in the statewide “Life Happens Outside” challenge.
Teachers adapted their lessons to be taught outdoors, and students met outdoors during lunch and recess. In the evening, about half of Dedham’s students camped out, motivated by a pizza party. Several students told Pearson that they camped outside again after the challenge.
“Whether they had phones or not, they were building fires, they were setting up tents,” Pearson said. “They’re doing things outside that are clearly not on social media or texting.”
Parents also need to make changes to their families’ cell phone culture, some teachers say. At home, Ohio teacher Aaron Taylor bans cell phones when his own children have friends over.
And when the children are at school, parents should not distract them with check-in text messages throughout the day, he said.
“Students are so attached to their families,” said Taylor, who teaches at Westerville North High School, near Columbus. “There’s this fear of not being able to connect with them, instead of appreciating the freedom of being able to be by yourself or with your friends for eight hours.”
Some say other forces behind teen disengagement are only exacerbated by the cell phone. The divisive political climate often makes students unwilling to participate in class, while everything they say can fly through the classroom via a messaging app.
Taylor’s high school English students tell him they don’t talk in class because they don’t “want to.” cancelled ” — a term used for public figures who are silenced or boycotted after offensive opinions or speeches.
“I think, ‘Well, who cancels you? And why would you be canceled? We’re talking about ‘The Great Gatsby,’” not a controversial political issue, he said.
Students get “very, very quiet” when topics like sexuality, gender or politics come up in novels, said Higgins, the Massachusetts English teacher. “Eight years ago, hands would go up everywhere. Nobody wants to be labeled a certain way, or ridiculed or called a political name anymore.”
So Higgins uses websites like Parlay that allow students to have anonymous online discussions. The services are expensive, but Higgins believes the class engagement is worth it.
“I can see who they are when they respond to questions and things like that, but other students can’t see that,” Higgins said. “That can be very, very powerful.”
Isabella, a student of Higgins, was shocked by the reluctance of her classmates and therefore wrote an opinion piece in the school newspaper.
“It is up to us to prevent future generations from falling into the same downward spiral,” she wrote.
In a response to the post, the challenge and commitment were emphasized.
“All in all,” the commentator wrote, “why should we care?”
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