Analysis
Student Cellphone Restrictions
Connecticut’s State Board of Education adopted updated guidance recommending bell-to-bell limits on students’ personal devices and addressing classroom screen time, without imposing a statewide mandate. Nationally, CoSN released guidance for district leaders on screen time policies and endorsed federal guidance supporting local technology decisions. These updates distinguish restrictions on personal or recreational device use from technology used for teaching and learning.
0
Stories · 30 days
3
Stories · 90 days
2
States
2
Sources
Recurring themes
Where it is happening
Shading reflects how many published stories mention each state. Blank states have no stories in the database yet.
Who is reporting it
- CoSN2 stories
- Connecticut State Department of Education1 story
The stories behind this analysis
CoSN Welcomes U.S. Department of Education Guidance on Education Technology and Screen Time
CoSN CEO Keith Krueger endorsed federal guidance that supports local decisions on school technology use and distinguishes recreational screen time from technology used for teaching and learning.
CoSN · National · 2026-08-20
CoSN Releases New Guidance for Developing Purposeful Education Technology Policies in K-12 Schools
CoSN published an executive summary to help K-12 district leaders address screen time rules, with guidance on learning, online safeguards and local decisions. The full guide is limited to members.
CoSN · National · 2026-08-10
Connecticut Releases Updated Position Statement and Guidance on the Use of Personal and Purposeful Technology in Schools
Connecticut's State Board of Education adopted guidance recommending bell-to-bell limits on students' personal devices and addressing classroom screen time. It does not impose a statewide mandate.
Connecticut State Department of Education · Connecticut · 2026-08-05
How this analysis is created
Every story K-12 News publishes is read and tagged with its topic, state, organisations and key terms. Stories describing the same development are grouped, then counted over time to show what is growing, holding steady or fading. Figures come from the stories themselves and each analysis links to the original reporting. Where there are too few stories to compare periods fairly, we say so rather than showing a percentage.
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