Governor says cell phone ban at schools has been a success in first year

Press Release, Gov. Kathy Hochul

Governor Kathy Hochul announced the results of a survey to collect feedback from nearly 600 educators statewide at the conclusion of New York’s first phone-free school year — and the numbers speak for themselves.

Teachers overwhelmingly report that without smartphone distractions their students are more active in class discussion, more engaged with their peers, and more focused on their assignments.

Schools across New York State implemented one of the nation’s strongest phone-free policies at the start of the school year in September 2025, in line with the requirements of the distraction-free schools law that was enacted by Governor Hochul in May 2025.

“I successfully fought for New York schools to go phone-free because our kids succeed when they’re learning and growing, not clicking and scrolling – and these survey results show our nation-leading policy is working,” said Governor Hochul. “Teachers overwhelmingly report that without constant smartphone distractions, students are more focused on learning and more engaged with their peers. These are results we can all be proud of, and I congratulate New York students and educators as we near the end of an outstanding school year.”

End-of-Year Survey Results

The Governor’s Office received 585 total responses, representing all regions across the state, grade levels, and roles in schools, to its end-of-year survey on distraction-free learning.

Some key takeaways from the results included:

• Overwhelmingly positive reception: 80% said that implementing a phone-free policy has delivered positive results for their school.
• Classroom behavior and engagement: 76% reported positive changes in classroom behavior, such as improved attention, respect for peers, and following directions, and 76% said student engagement increased. The most commonly observed forms of engagement were more active participation in discussions (311 respondents), improved peer collaboration (282), and better focus on assignments (273).
• Educators reported improved effectiveness: 75% said their ability to teach effectively improved.
• Social connections improved, bullying declined: 80% saw student social connections improve. 60% reported a decline in bullying and cyberbullying incidents.

More specific positive feedback included:

Teacher in the Capital Region: “Great improvement. Stick to your beliefs on this one. It is working. Kids are actually socializing, talking, discussing and it is really good to see.”

School support staff in Western New York: “It is just so wonderful seeing kids being kids again. Without the draw to the cell phone, the students are engaging with each other again. It is so heartwarming to watch!”

School Administrator on Long Island: “This has taught students to focus better and to be without their phones. It has encouraged more collaboration during free time (i.e. students playing board games with one another in the cafeteria)”

New York State Education Commissioner Betty A. Rosa said, “Every student deserves a learning environment that is engaging and designed to support their success. Providing access to schools that support student focus helps ensure that students can fully participate in high-quality instruction, build meaningful connections with their peers and educators, and develop the knowledge and skills they need for the future. We remain committed to supporting efforts that foster positive school climates where teaching and learning remain at the center of the educational experience.”