Highland Park LMC Develops District-wide Cellphone Policy

“It wasn't just about banning phones. It was about rediscovering student engagement.” -Keith Presty HPEA President

Tackling a ubiquitous issue

Navigating the issues that personal electronic devices (PED), especially cellphones, bring to the classroom is apart of daily life for educators. The Highland Park School District labor-management collaborative (LMC) teams recently developed and implemented a cell phone policy so successful that other districts are now reaching out for advice.

A rationale for change

“Prior to this school year, we observed increasing student distraction from PEDs ,particularly during instructional time,” says HPEA President Keith Presty, “Hallways were congested, and student focus in classes felt compromised by the constant pull of external notifications.”

Highland Park staff and administration both recognized that students were increasingly disengaged and that something needed to change.

Setting the collaborative stage

The PED policy groundwork began this past summer. The district’s central leadership team (CLT) is composed of HPEA members, association leadership, administrators, and board of education members, including Board President Allison Casal-Dunn.

By early September, a comprehensive policy was laid out. It was clear that there would be zero tolerance for cell phone use during instructional time.

“The rules are firm,” says Superintendent Kristina Susca, “We outlined the progressive consequence structure, starting with a verbal warning and a parent notification email, escalating to documentation, further parent contact for repeat offenses, etc.”

The district also specified when and where phones were permitted—study hall, passing periods, lunch and on the bus.

As with any new policy, the CLT understands that consistency, holding students accountable and supporting staff as they enforce it are key to ensuring effectiveness. 

Staff and parent engagement

Highland Park’s CLT understood that communication with parents about the new cellphone policy was vital. They maintained constant contact with families, especially during the first week. They scheduled dedicated parent meetings to discuss enforcement and address any concerns. This open dialogue was crucial to building understanding and support within the community.

"We were very intentional about communicating to students and parents in advance of implementation," says board member and past board president, Marylin Pruce.

The policy extended to all devices—phones,AirPods, smartwatches—and an individual accommodation system for those with legitimate medical needs as called for in their IEPs and 504 plans, was established to ensure fairness.

Positive outcomes and impact data

The policy is adjusted to accommodate the needs of each school building.

In the first week, the district saw remarkable results. At the middle school, 822 fewer hall passes were recorded—a dramatic decrease in loitering and unnecessary movement. Student focus in classes increased significantly, and outdoor recess participation for middle schoolers jumped from 10% to an impressive 90%.

Students were rediscovering social interaction and physical activity. A significant number of students choosing not to bring phones to school at all.

Student representatives on the school board expressed gratitude for the positive shift in school climate, and the feedback from most students has been surprisingly positive.

Reflectionson success

“Our PED policy journey in HighlandPark has been transformative,” says Presty, “It wasn't just about banning phones; it was about reclaiming our learning environment and rediscovering student engagement.”

Highland Park’s work on this issue is a testament to what can be achieved when collaborative teams set a clear vision, create time for consistent communication, and commit to positive change.