On April 16, the Committee for Education and Cultural Affairs heard public testimony on LD 1234 — legislation to create bell-to-bell, phone-free schools across Maine. The hearing brought a timely and pressing issue to the forefront: how can we help students focus, learn and thrive in an age defined by constant digital distraction?

The Turn the Tide Coalition provided valuable educational context and engaged in thoughtful, solution-oriented dialogue with legislators. One key point of clarification was the meaning of “bell-to-bell” phone-free schools — policies that prohibit personal phone use for the entire school day, not just during class.

While many schools currently claim to have phone bans in place, most only restrict use during instructional time. That’s not a comprehensive ban. Experts across the board agree that limited restrictions aren’t enough to reduce harm or unlock the full benefits of a truly phone-free learning environment.

Especially impactful was the testimony of Principal Eric Varney of Morse High School (RSU 1). Morse implemented a bell-to-bell phone-free policy at the start of this school year and Varney answered questions with clarity and depth, offering strong anecdotal and logistical insights and dispelling common concerns raised by opponents.

Still, opposition exists. Some legislators pointed to the potential of personal devices for learning and the growing role of AI in education. But this overlooks a key distinction: personal smartphones — unfiltered, unmonitored and often used for entertainment — are not the same as school-issued devices designed for intentional, curriculum-aligned use.

Technology absolutely belongs in education. The issue isn’t tech itself — it’s the constant, unchecked access to social media and other distractions that personal smartphones allow during the school day. Given that every student already has a school-issued device, the drawbacks of personal smartphones clearly outweigh any potential benefits.

Many legislators, along with the Maine School Superintendents Association, expressed concern about a statewide mandate, returning frequently to the principle of “local control.” Legislators asked whether advocates had attempted to work through their local school boards. We explained that we had and were unsuccessful. In fact, that was one of the reasons we started the Turn the Tide Coalition.

Local boards are stretched thin, balancing numerous competing demands. In many districts, they’ve been reluctant to act — sometimes due to fear of pushback from a vocal minority of parents who insist on constant access to their children. But what happens when the majority of parents, teachers and even administrators support change, but decision-makers are reticent? That’s where state leadership becomes not only appropriate, but necessary to set research-based standards that local boards can refer to and rely on.

Inaction comes at a steep cost. Maine’s most recent NAEP scores place us in the bottom performing 14 states. If we’re serious about improving student outcomes, shouldn’t we consider all tools available to us — including a commonsense restriction on a known distraction to learning?

The Maine Department of Education took a neutral stance on LD 1234, emphasizing digital literacy as a preferred solution. Digital literacy, while important, is also a favorite talking point of tech industry lobbyists. It shifts the burden of managing addictive products onto overstretched families and teachers — without addressing the root issue: these products are designed to capture and monetize young people’s attention.

Social media companies, phone manufacturers and now even AI chatbot creators have knowingly built these systems. Frances Haugen’s whistleblower testimony and the multi-state lawsuit against social media companies — which Maine has joined — make this clear. Until we regulate these products’ design, education and literacy alone is insufficient protection.

Doing nothing is not neutral. It will leave our children defenseless against billion-dollar industries that profit from their distraction. In addition, it’s fiscally irresponsible. Every hour a student spends on TikTok or Instagram during the school day is an hour they are not learning, resulting in wasted taxpayer money and a less prepared future Maine workforce. Students are not just losing class time, they are losing focus, resilience and the interpersonal skills developed through real-world interaction, which contribute to an increased quality of life.

The upcoming work session on LD 1234 offers another opportunity to speak out. If you couldn’t attend the public hearing, please consider attending the work session. Numbers matter. Presence matters. Let’s show up for Maine’s students and for their right to learn in an environment that supports, rather than sabotages, their success.

Together, we can turn the tide.