SOUTH LAKE TAHOE, Calif. – On January 20, 2026, Lake Tahoe Unified School District hosted a Community Conversation focused on student smartphone use in schools. More than 65 parents, students, staff, and community members attended, including representatives from the Superintendent’s Student Advisory Committee.

Superintendent Dr. Todd Cutler welcomed participants and acknowledged the growing challenges associated with smartphones in classrooms and on school campuses. He reviewed current LTUSD board policy and practices, emphasizing that the purpose of the evening was to listen, learn, and gather ideas rather than to debate a predetermined outcome.

Dr. Cutler referenced research discussed in The Anxious Generation by Jonathan Haidt, noting that around 2010, as smartphones became widespread among adolescents, rates of depression and anxiety began to rise significantly. He shared the perspective that while adults tend to be overprotective in the physical world, they may be underprotective in the digital world. Schools, he suggested, may need to consider creating phone-free spaces to support learning and student well-being.

Community Reflections

Participants first engaged in small group conversations, sharing observations and concerns. Common themes included:

• Students are struggling to stay engaged in classroom activities
• Increased distraction and reduced social awareness
• The impact of artificial intelligence tools on academic integrity
• Concerns about bullying and social pressure are amplified through devices
• Challenges for parents of younger children who wish to delay phone access but feel pressured because phones are normalized among peers

Following this discussion, participants were invited to sit in one of three groups to reflect on their general perspective:

• 35 attendees supported removing phones from schools entirely
• 20 supported allowing phones to remain
• 7 were undecided and had additional questions

Synopsis of Final Share-Out Discussion

During the final portion of the evening, groups shared questions, ideas, and potential action steps. Several key themes emerged:

Operational and Logistical Questions

Participants raised practical questions about implementation, including:

• If a “bell-to-bell” policy were adopted at STHS, where would phones be stored?
• How long would check-in and check-out processes take?
• How would early release, late start, or tardy students be managed?
• How would students de-stress between classes without access to phones?
• How could a policy be enforced consistently without placing the burden on teachers?
• Why do students feel such a strong attachment to their phones?

There was strong agreement that any change must be thoughtfully structured, clearly communicated, and consistently enforced.

Age-Appropriate Expectations

Many participants supported differentiated expectations by grade span:

• Elementary School: No phones permitted, except for documented health or safety needs
• Middle School: Restricted access throughout the school day, with consideration of basic cell phones or watches
• High School: Smartphones permitted with structured expectations, potentially including locked pouches or designated storage during instructional time

Several attendees emphasized the importance of waiting until at least the 8th grade before students receive smartphones.

Building Healthy Habits and Student Well-Being

Participants discussed the importance of:

• Establishing healthy digital habits
• Teaching responsible smartphone use through an ongoing curriculum, not a single health module
• Expanding mental health education
• Providing structured “check-ins” during the day to support student connection

Attendees cited research suggesting that students often experience increased happiness and engagement after a period of reduced smartphone use, reporting improved peer interaction, classroom focus, and home life.

Consistency, Enforcement, and Academic Integrity

There was strong support for:

• A consistent policy across all classrooms
• Clear definitions of expectations and consequences
• Leveled consequences managed by the administration rather than teachers
• Protecting instructional time and academic integrity

Participants expressed that teachers should not be placed in the role of “phone policy babysitters.” Clear, supportive systems would be essential.

Parent and Community Education

Community members emphasized that education must extend beyond students:

• Clear communication of current and future policies
• Parent education on monitoring tools and apps
• Reinforcement that digital responsibility begins at home
• Ongoing collaboration with families

Participants also stressed the importance of educating students about emergency procedures. First responders expect students to remain off their phones during emergencies and to follow directions from emergency personnel.

Potential Tools and Resources

Several implementation ideas were discussed:

• Yondr-style locked pouches (estimated cost of $12–$20 per student)
• Secure lockers or storage systems to remove temptation
• Ensuring parents can communicate with students through district systems such as ParentSquare and Aeries
• Exploring grant funding and fundraising opportunities
• Conducting annual research and review of policy effectiveness

Next Steps

Dr. Cutler concluded the evening by thanking participants for their thoughtful contributions and reaffirming the district’s commitment to ongoing research, community engagement, and careful consideration before any policy changes are proposed.

LTUSD has created a Superintendent Student Smartphone Use Advisory Committee that will advise him on gathering input and reviewing best practices from other districts to ensure that any future decisions prioritize student learning, mental health, safety, and family partnership.