Still in Airplane Mode: One Month Into NYC’s Phone Ban

New York State’s “bell-to-bell” phone ban, which took effect when school started in September, has been a topic of controversy among students and teachers alike. While some advantageous changes have been observed, many continue to express frustration with the policy. After a month of implementation, opinions remain divided—some appreciate the increased focus and face-to-face interaction, while others argue that the ban has made daily life less convenient and more disconnected. 

For many, the ban has proven more counterproductive than helpful. “My biggest concern has been not being able to do my homework during frees,” junior Anika Tapadar shared. “One of the main ways I managed my workload was by doing homework during my lunch and free periods, and now it’s hard to try and do everything after getting home later from clubs and other extracurriculars.” Tapadar’s concerns reflect a growing sentiment among students who feel that the ban restricts in-school productivity rather than promoting it.

For some, the ban has made it harder to stay on top of assignments and extracurriculars. Sophomore Marissa Ng expressed in an email interview, “It definitely made it harder for me to remember what I have to do for assignments and extracurricular activities/updates.” Without the constant reminders and notifications that phones provide, many students find it easy to lose track of deadlines and commitments. For years, phones have been a central tool for organization—students used to check calendars, to-do lists, club messages, and email updates throughout the day. Now, without that accessibility, some students are struggling to adjust to more traditional methods of time management. “The lack of phone access has hurt my productivity because I used to check Google Classroom throughout the day to make sure I wasn’t missing any assignments, but now I can’t,” Ng shared. 

Some students have suggested possible solutions to the academic productivity issue that the phone ban causes. “I wish there was a designated place where there are teachers, kind [of] like the library, where we can use our phones and laptops,” Tapadar suggested. “The library gets filled quickly, so if there were more places like it where we could use our devices, it would be easier.”

Others argue that the existing school facilities fall short of meeting students’ needs. “Although we’re allowed to go into the library, it’s not a very good working environment for me, and having a phone or even a laptop is much more convenient,” sophomore Gunjori Saha shared. Many students share this frustration, noting that the school’s limited workspace options make it difficult to find quiet, productive areas—especially when phones, once their go-to tools for studying and research, are off-limits.

Students like Saha and Tapadar emphasize that the issue isn’t about wanting unrestricted phone use, but about balance. For them, the phone ban overlooks how deeply technology has become integrated into current-day education. Homework, research, communication, and even club coordination often depend on access to personal devices. Without them, students are forced to rely on slower, less flexible methods that don’t fit the fast-paced environment of Stuyvesant. 

The phone ban, as many have pointed out, is not a one-size-fits-all solution. “I wish that the phone ban didn’t ban personal laptops,” junior Iqra Rashid stated. Laptops, she and others argue, serve a primarily academic purpose and could be allowed under monitored or restricted circumstances.

Despite pushback and resistance from students, sophomore Mikaela Zurita Villacres admits that the phone ban has, in some ways, encouraged more in-person interactions within the school building. “I think that in some way it has improved students’ interactions because without the phones, it makes you more aware of your surroundings, and you can get to know more people,” she shared in an email interview. However, Villacres pointed out that while the phone ban has strengthened face-to-face connections, it has limited another form of bonding that technology once made possible. “There is not always a topic of conversation, which can be boring, and if we were able to use phones, we could be playing some type of game and bond better when we have the same interests as someone,” she further explained.

Beyond encouraging more face-to-face interaction, the phone ban has also created noticeable changes both inside and outside the walls of Stuyvesant. One of the most visible shifts happens before the school day even begins. In an email interview, senior Janice Chan described the scene that has become a new part of her morning routine. “There now seems to be a zombie horde of students on the bridge before the start of second period. I have first free, and I often arrive [at] school in the middle of first period; when I arrive, I always see students on their phones (and sometimes computers), wanting to get their last fix before going into school.” Another noticeable change is that the already long bathroom lines are growing even longer. With students slipping into stalls to quickly check their phones or get some work done, the bathrooms have become overcrowded, leaving those who actually need to use them waiting even longer.

Despite all of the recent changes in her daily routine, Chan admits that she is somewhat satisfied with the approach Stuyvesant took to carry out the ban. “Out of the options, I’m glad Stuy decided to go with the Velcro pouches, as opposed to Yondr,” she said. “However, the implementation and integration of the phone ban into our school routines did feel quite rushed.” Chan acknowledged that the administration was in a difficult position, balancing state-mandated rules with student needs. “With the rules the Stuyvesant administration was given for enforcing the ban, they tried to carry it out in a way that favored the students,” she added. “But I feel like there are still many complaints to be made.”

As a chorus executive assistant, junior Kemal Cater carries a lot of responsibility, much of which depends on being able to use their phone. The new ban, however, has made that significantly more difficult. “Usually, as soon as I hear the end-of-10th-period bell, my phone is out and in my hand, so I can talk to friends and classmates about after-school [activities],” they explained in an email interview. “As a chorus executive assistant, I’m going to be sending out emails to people as a reminder of rehearsals, which is tricky to do well when I’m emailing people 15 minutes before rehearsal starts.” For student leaders like Kemal—those in charge of clubs, performances, or other extracurricular activities—the phone ban has added an extra layer of stress. Many rely on their devices to coordinate meetings, share updates, and communicate last-minute changes with members. Without access to their phones during the school day, organizing these activities becomes a race against time once the final bell rings. The delay not only disrupts efficiency but also places more pressure on students to manage responsibilities that extend beyond the classroom.

Not only is the phone ban disruptive to the flow of productivity at Stuyvesant, but it is also having a detrimental effect on the health of some students. The adjustment has pushed many to sacrifice rest and nourishment just to keep up with their academic workload. “I’ve certainly noticed a decline in my mental health and an increase in stress, which can largely be tied to my lack of sleep,” Cater shared. “I’ve repeatedly ended up skipping meals throughout the day because I was moving too slowly after waking up from only a few hours of sleep, and then skipping lunch to work on homework or study outside of the building.” Without access to their phones during the day to manage assignments, schedules, or communication, students find themselves pushing more tasks into late-night hours. What was once handled during free periods now extends into the night, eroding the already delicate balance between academics and self-care. For many, the phone ban—intended to improve focus—has instead amplified stress, leaving students exhausted, hungry, and struggling to keep up. 

After living a month under the ban, Stuyvesant students have begun to adjust slowly to the new normal. What once felt like a drastic change has started to blend into the school’s daily routine, even if resistance and frustration remain. Students have experienced firsthand both the benefits and the drawbacks: stronger face-to-face connections and a sense of focus for some, but increased stress and disorganization for others.

While the transition period has revealed the complexities of such a policy, it has also shown the resilience of Stuyvesant students. Students and teachers alike continue to find creative ways to adapt, balancing productivity, social life, and well-being without constant access to their devices. Still, questions linger about the long-term effects of the ban—whether it will ultimately lead to a healthier, more engaged school environment or create new challenges for a generation that has always relied on technology. Only time will tell how Stuyvesant and its students will navigate this new reality and shape the future of education.