A new study reveals that American high school students are spending more than an hour each day glued to their smartphones during school hours, raising fresh concerns about the impact of digital distractions on education. Researchers from the University of Washington School of Medicine tracked the phone usage of 640 teens aged 13 to 18 over nearly two years, finding an average of 1.16 hours per day on devices while classes were in session. The findings, published Monday in the Journal of the American Medical Association, highlight the pull of social media apps like Instagram, TikTok, and Snapchat, which topped the list of most-used applications during school time.
The study, conducted from September 2022 to May 2024, relied on data from Android smartphones with parental consent, providing a detailed look at how teens navigate their devices amid academic demands. YouTube and video games followed social media in usage popularity, according to the researchers. Notably, the data pointed to higher smartphone engagement among older students—those between 16 and 18—from lower-income households, suggesting socioeconomic factors may play a role in screen time patterns.
"These apps are designed to be addictive. They deprive students of the opportunity to be fully engaged in class and to hone their social skills with classmates and teachers," said Dr. Dimitri Christakis, the study's senior author, in a press release. Christakis, a pediatrician at Seattle Children's Hospital, emphasized the need for stronger interventions beyond current policies. He noted that while some states and school districts have implemented phone restrictions or outright bans, enforcement remains inconsistent.
"To date, they've been very poorly enforced, if at all," Christakis added. "I think the US has to recognize the generational implications of depriving children of opportunities to learn in school." His comments underscore a growing debate in education circles about balancing technology's benefits with its risks.
The research arrives amid broader worries about smartphone prevalence among youth. Separate studies, including one from Brown University, explain how social media algorithms deliver tailored content that triggers dopamine releases in the brain, fostering a cycle of engagement that can hinder focus. Another report from Nanyang Technological University in Singapore links this rapid-fire entertainment to shrinking attention spans among young people.
These trends coincide with a documented drop in math and reading proficiency scores across the U.S., a decline that gained momentum during the COVID-19 pandemic when remote learning amplified device reliance. The National Assessment of Educational Progress, often called the nation's report card, showed eighth-grade math scores falling to their lowest point in decades in 2022, with reading scores also stagnating.
In response, many school districts are testing stricter measures. For instance, districts in California and New York have piloted phone-free zones or pouches that lock devices during the day. Proponents argue these steps help restore classroom concentration, but critics caution that blanket bans might overlook potential upsides, such as using educational apps for research or collaboration.
According to a recent survey, 74% of American adults favor prohibiting phones in middle and high schools, reflecting widespread parental and community support for limits. Currently, 35 states plus Washington, D.C., have some form of phone restriction policy in place, though implementation varies widely—from voluntary guidelines to mandatory storage in lockers.
At the federal level, lawmakers have introduced bills to address the issue more systematically. The UNPLUGGED Act seeks to curb smartphone and personal electronic device distractions in public schools by encouraging nationwide standards. Similarly, the Focus on Learning Act aims to fund studies on mobile device impacts and develop evidence-based strategies, but neither has advanced to the president's desk for signature.
Education experts offer divided views on the path forward. While Christakis and his colleagues advocate for robust enforcement, others, like those from the American Federation of Teachers, suggest integrating digital literacy programs instead of prohibitions. "Phones, when used properly, can benefit students in the classroom, thanks to educational apps," one union representative told reporters last year, highlighting tools like Khan Academy or Google Classroom.
The University of Washington's study focused exclusively on Android users, which may not capture the full picture since iPhones dominate among teens, according to market data from Statista. Still, the sample size and duration lend credibility to the average usage figure of 1.16 hours daily—equivalent to about seven full school weeks over a typical academic year.
Socioeconomic disparities emerged as a key theme. Teens from lower-income families, particularly older ones, clocked more screen time, possibly due to fewer alternatives for entertainment or study aids at home. This finding aligns with reports from the Pew Research Center, which indicate that low-income households often rely more heavily on smartphones as primary internet access points.
As schools reopen for the fall semester, the debate is intensifying. In Appleton, Wisconsin, local district officials announced plans to review their phone policy following the study's release, citing concerns over post-pandemic recovery. Superintendent Maria Gonzalez said in a statement, "We're committed to creating environments where students can thrive without constant interruptions." Similar discussions are underway in districts across the Midwest.
Looking ahead, Christakis hopes the research will spur action. With social media companies facing scrutiny from regulators over youth safety— including ongoing lawsuits from states like California—the study's timing could influence policy. Yet, as one education analyst noted, changing entrenched habits will require buy-in from students, parents, and tech firms alike.
Ultimately, the findings paint a picture of a generation navigating an increasingly connected world, where the line between learning and distraction blurs. As policymakers weigh bans versus balanced use, the goal remains clear: equipping teens with tools for success without letting devices define their school days.