As students across New York State head into the new school year, they’re doing so without one key accessory: their smartphones. Governor Kathy Hochul’s statewide, bell-to-bell ban on internet-enabled personal devices in K-12 schools—the first of its kind on this scale in the nation—has officially taken effect, and early results from Sullivan County are already demonstrating what the Governor promised: more learning, less scrolling.

The policy, which was written into the FY 2026 state budget, mandates that schools restrict smartphone use throughout the school day. It offers flexibility in implementation, and includes $13.5 million in funding for schools to purchase storage solutions like locking pouches. Monticello Central School District was among the early adopters, and its leaders say the benefits are already visible.

At Monticello High School, Principal Jennifer Gorr said the culture shift has been striking. “It’s been great,” Gorr said. “You walk through the lunchroom now and see students playing UNO or chess, actually talking to each other. Before, their heads were buried in their phones. Now, teachers don’t have to compete with screens—they can teach.”

The school uses a combination of magnetized locking pouches and secure drop-off procedures. Students arriving each morning pass through one of three entrances, where they show their phones, place them in Yondr pouches, and lock them before heading to class. “The first few days took some adjustment, but it’s working well,” Gorr said. “The kids are learning, the halls are social again, and even parents have been supportive.”

Support for the policy has grown stronger, in part because it includes exemptions for students with medical needs or Individualized Education Programs (IEPs). Gorr said the school provides alternate options—such as Velcro pouches or manual music devices—for students who require them. “We’ve had students ask for Walkmans and CD players,” she added. “It’s been a throwback in the best way.”

The impact is especially pronounced at the middle school level, where students are arguably most vulnerable to the negative mental health effects of constant connectivity. Sara Kozachuk, principal of Robert J. Kaiser Middle School, has witnessed a dramatic transformation on the playground.

“They’re running around, rolling down the hill, just being 12-year-olds again,” Kozachuk said. “It’s such a change from last year, when they’d all be staring at screens during recess.”

Before the ban, middle school students were permitted to use their phones during transitions and lunch. Now, all devices are stored in locking “Yondr” pouches from arrival until dismissal. Kozachuk says the school provided every student with a pouch at no cost, covering nearly $20,000 in expenses with partial reimbursement from the state.

“The kids are definitely more attentive in class,” she said. “We’ve seen fewer conflicts, fewer fights, and way less drama—because there’s less texting and social media throughout the day.”

Superintendent Dr. Matthew Evans said the district prepared for resistance, but was met instead with a surprising amount of cooperation. “Students are getting it,” he said. “Many understand that instant phone access contributes to anxiety, isolation, and distraction. Now, I walk through the cafeteria and see students laughing, talking, and playing games—real, face-to-face interaction that was missing for years.”

The law still allows schools to define certain parameters, such as whether to permit non-internet-enabled devices. In Monticello’s case, the district opted for a stricter approach, banning all personal electronics. Communication during emergencies is facilitated through school personnel, and clear lines have been established for parents who need to reach their children.

While some parents initially expressed concern about safety, administrators countered that excessive access during emergencies could pose its own risks, such as spreading misinformation or revealing evacuation plans. “In a crisis, students need to focus on the adults in the room,” Kozachuk said.

Gorr agrees. “This generation needed help stepping away from their screens,” she said. “We’re giving them that help. And now, we’re seeing students again—students who are present, engaged, and thriving.”