I’ve spent the morning speaking with students across Montreal as tension builds over Quebec’s new cellphone ban in schools. The controversial policy, which officially took effect Monday, has ignited passionate responses from teenagers who feel their voices have been ignored in this decision-making process.
“They didn’t even ask us what we thought,” says Emma Tremblay, a 16-year-old student at École secondaire Saint-Laurent. “We use our phones for everything – checking schedules, communicating with parents, and sometimes even for classwork.”
The province-wide ban prohibits students from using cellphones during class hours unless specifically authorized by teachers for pedagogical purposes. Education Minister Bernard Drainville has defended the measure as necessary to improve concentration and reduce distractions in the classroom.
However, many students aren’t accepting the new rules without resistance. Several student groups have organized a coordinated walkout planned for Thursday afternoon, with participants expected from at least six Montreal-area high schools.
Sarah Cohen, one of the protest organizers from Westmount High School, explained their motivations during our conversation at a local café. “It’s not just about keeping our phones. It’s about being treated like we deserve a say in decisions that affect our daily lives.”
The walkout has gained momentum through social media, where students have been sharing digital flyers and coordinating their efforts outside school channels. Parents appear divided on the issue, with some supporting their children’s right to protest while others endorse the government’s position.
Montreal parent Catherine Nguyen believes the ban addresses legitimate concerns. “My son is constantly distracted by his phone. Maybe this will help him focus more on his studies,” she told me while picking up her child from school yesterday.
The Quebec Student Union has issued a statement supporting the students’ right to peaceful protest while acknowledging the legitimate concerns about excessive screen time. Their spokesperson, Jean-Philippe Marcoux, noted that “any effective policy should involve all stakeholders, including students themselves.”
School administrators find themselves caught in the middle. Pierre Lavoie, principal at Collège Mont-Royal, shared his perspective: “We understand students’ frustration, but we’re also obligated to implement ministry directives. We’re trying to create a balanced approach that respects both sides.”
Some teachers have expressed support for the ban. “I’ve seen a noticeable improvement in classroom attention just in the first few days,” remarks Marie Bouchard, who teaches history at École Père-Marquette. “But the transition hasn’t been easy.”
The Montreal Teachers Association has taken a nuanced position, supporting efforts to manage technology use while questioning the implementation strategy. Their recent statement emphasized the need for “consistent, clear guidelines that can be realistically enforced.”
As I walked through the hallways of various schools today, the contrast was striking. Some students dutifully stored their devices in lockers or designated pouches, while others discreetly checked messages when they thought no one was looking.
The Montreal police department has indicated they’re aware of the planned walkout but expect it to remain peaceful. Officer Laurent Beaudoin told me they’ve been in contact with school administrators to ensure student safety.
For many Montreal families, the debate extends beyond school grounds into evening conversations about technology, autonomy, and the changing nature of education.
What’s clear from my conversations is that this issue touches on deeper questions about student agency, the role of technology in modern education, and how we balance competing concerns in our increasingly digital society.
As Thursday approaches, Montreal schools prepare for what might be the first major student movement of the school year – a reflection not just of opposition to a specific policy, but of young people’s desire to have their perspectives included in decisions that shape their educational experience.
