The Role of a Cell Phone Box
The cell phone box in Mr. Peter’s classroom is occupied with students' phones who are busy learning about the many women in business. Photo Courtesy of Embyr Hesson.
By Embyr Hesson ’25
March 3, 2025
TOLEDO, OH. – At the beginning of the 2024-2025 school year, cell phone boxes were introduced to each classroom at St. Ursula Academy. Just halfway through the school year, teachers are already seeing positive results from this addition.
“Anytime we’re gathering in the gym for Mass or any special speakers, it’s nice to see everyone is giving their whole undivided attention and there are no distractions like a phone dropping in the bleachers,” said Mrs. Rachel Polte, when explaining the biggest impact she’s seen from the use of cell phone boxes.
Various studies have shown that screen time can become an addiction for some people. This can especially be the case with students, who don’t always willingly give up their devices.
“The cell phone boxes help allow students to focus and manage a screen addiction without necessarily forcing them to make the decision,” said Mrs. Beth Porter.
Not only can screen addiction cause an uncontrollable need to have your phone or another device with you at all times, it can lead to a higher chance of anxiety, especially when that device is being taken away. In this case, putting the phone into a cell phone box.
But this anxiety hasn’t been observed by some of the teachers at SUA.
“I found out when I implemented it [a cell phone box] a year before every classroom had one, the students didn’t mind,” said Mrs. Porter.
Mrs. Porter goes on to say that students have explained to her that putting their phones up during class has made them feel more at ease and less stressed about a missed notification.
Mrs. Polte said the biggest benefit of the cellphone box is allowing students to focus on something other than their phones.
“From the hours of 8 to 3 you guys get to just breathe, focus on your education, and create friendships with those around you,” said Mrs. Polte.
