Across the school, teachers are still figuring out whether the state’s phone policy is helping them teach, or simply shifting the same old problems into new shapes. Some teachers feel as if the law is doing more harm than good, while others believe it’s the perfect way to combat distractions in the classroom.
The new law is not only about combating phones, (though this is a common misconception.) Missouri’s new state law (Senate Bill 68, effective 2025-2026) bans all personal electronic devices, including cell phones, personal laptops, tablets, and any game system. Many students question the state’s decision to restrict personal laptops, a rule that feels unnecessarily counterproductive.
“I’m buying my MacBook specifically for school work. This is such an unnecessary law,” Mason Looney (11) said.
Blocking devices used for actual work slows down the very people trying to stay organized, take notes efficiently, or complete assignments during downtime. A personal laptop isn’t a toy tucked under a desk; it’s a tool. Treating it like a distraction misses the bigger picture. Instead of helping students focus, the ban often forces them into clunkier, limited alternatives that make schoolwork harder, not easier.
Woodtech teacher Benjamin Creen didn’t hesitate to say the policy has made things tougher.
He explained that, while the rules were meant to limit distractions, the reality hasn’t played out that way.
“These kids are addicted,” he added, noting that the initial shock of the new system faded quickly. “At first, it was new, and the kids were scared, but that’s gone now.”
Still, not every teacher feels the impact as sharply. According to math teacher Stephanie Seidel, the policy hasn’t reshaped behavior as dramatically as some expected. Students, she said, simply adapt.
“They understand the presence,” Seidel said, explaining most students know the rules exist, but don’t always feel pressured by them. While in her classroom, the students know to follow the rules or face consequences.
English teacher, Brandi Goforth echoed a middle-ground perspective.
“Not much of a huge difference with the phone state law,” Goforth said. While she agreed that it helps cut down certain disruptions, the problem isn’t disappearing anytime soon. “It helps with some distractions, but kids will always find another avenue. It’s a battle with technology that will never go away.”
Together, their voices paint a picture of a policy still in progress: helpful in moments, frustrating in others, and constantly challenged by students who grew up with screens in hand. Whether the phone policy evolves or stays the same, one thing is clear, teachers are trying to adapt just as fast as their students.
