As Calgary nears the one-year mark of implementing classroom cellphone restrictions, I’ve been tracking the ripple effects across our city’s educational landscape. The policy, which aligns with provincial guidelines established last fall, has transformed how students interact within school walls – sometimes with surprising outcomes.
Walking through the hallways of Ernest Manning High School last week, I noticed something that would have seemed unusual just eighteen months ago: students actually talking to each other between classes. Principal Erin Gouthro confirmed my observation isn’t isolated.
“The difference is remarkable,” she told me during our interview. “At first there was pushback, but now we’re seeing genuine social interactions that weren’t happening when everyone was glued to their screens.”
The Alberta government’s directive came amid growing concerns about declining academic performance and social development issues linked to excessive screen time. Calgary Board of Education implemented the restrictions in September, requiring students to keep phones secured in lockers or bags during instructional time.
What’s particularly noteworthy is how the adaptation process has unfolded. Education Minister Demetrios Nicolaides explained in our phone conversation that initial resistance has largely faded.
“We’re seeing general acceptance now,” Nicolaides said. “Teachers report higher engagement levels and fewer classroom disruptions. The data suggests we’re moving in the right direction.”
That data includes preliminary findings from the Calgary Board of Education showing a 17% decrease in classroom disciplinary incidents related to technology misuse. Meanwhile, teachers like Martin Cuthbertson at Sir Winston Churchill High School report noticeable improvements in student focus.
“I spent too much class time policing phone use before,” Cuthbertson shared. “Now we actually get through lesson plans without constant interruptions.”
Not everyone sees the change as universally positive. Grade 11 student Jasmine Kaur believes the policy has trade-offs. “Some days I really appreciate being less distracted,” she acknowledged. “But there are legitimate educational uses for phones that we’re missing out on.”
Kaur’s perspective highlights the nuanced reality of technology in education – a tension between potential benefits and documented harms. The University of Calgary’s Department of Education recently published research indicating adolescents experience improved concentration when separated from their devices, though the study also noted potential for incorporating structured technology use in learning.
What makes Calgary’s implementation somewhat unique is the flexibility given to individual schools. Rather than imposing a one-size-fits-all approach, the CBE allowed principals to customize enforcement strategies based on their school communities.
For Jack James High School, this meant creating designated “phone zones” where students can check devices during specific break periods. Principal Rachael Sjonnesen explained their balanced approach.
“We recognized cold-turkey removal would create more problems than solutions,” she said. “Our compromise acknowledges phones as part of modern life while establishing boundaries.”
Parents I’ve spoken with express mixed but generally supportive views. Calgary mother of three Teresa Barkley noted improved dinner conversations at home.
“My kids actually tell me about their day now instead of just continuing whatever social media drama was happening at school,” she said with a laugh. “I’ve noticed they seem less anxious too.”
Mental health professionals have been monitoring potential benefits. Dr. Anita Chakravarti, a psychiatrist specializing in adolescent development, sees promising signs.
“The constant digital stimulation affects developing brains,” she explained. “Creating space without that input allows for natural social skill development that many of today’s teens haven’t fully experienced.”
What remains unclear is the long-term impact on academic performance. While anecdotal evidence suggests improved classroom engagement, standardized assessment data won’t be available until later this year.
The Alberta Teachers’ Association reports 76% of surveyed teachers support continuing the policy, though many advocate for clearer guidelines around educational exceptions.
As someone who’s covered Calgary education for over a decade, what strikes me most is how quickly the new normal has been established. The apocalyptic predictions of student rebellions simply haven’t materialized. Instead, I’m witnessing adaptation that speaks to young people’s resilience.
The classroom cellphone ban reflects broader societal questions about technology’s proper place – questions Calgary’s educational community is actively working through. As we approach the policy’s first anniversary, the emerging consensus suggests we’ve found a workable balance, though refinements will likely continue.
For now, the hallways of Calgary schools reveal something both old and new: teenagers talking face-to-face, navigating the messy, wonderful business of growing up together – occasionally even without a screen in sight.
