A new study has found that elementary school children who own their own cellphones consistently score lower on reading comprehension tests than classmates without phones, regardless of whether the devices are in active use.
The research examined performance gaps among grade-school students and found that phone ownership correlated with reduced test scores even when devices were simply present in the classroom environment—stored in backpacks, sitting on desks, or left at home entirely. The study did not identify a causal mechanism.
"These findings suggest that mere access to personal cellphones may affect cognitive performance in developing readers," according to the researchers' summary, though the full methodology was not included in initial reports.
What the Left Is Saying
Democratic lawmakers and progressive education advocates have pointed to studies like this one as evidence that federal guidance on childhood technology use is needed. Senator Amy Klobuchar of Minnesota has previously championed digital literacy legislation, arguing that schools need clearer frameworks for managing device access during instructional time.
"We know from decades of research that attention is a finite resource for children," said Dr. Lisa Patel, executive director of the Learning Policy Institute. "When kids have personal devices within reach—even if they're not looking at them—the cognitive load of resisting distraction can affect their performance."
Organizations including Common Sense Media have called for federal funding to support state-level policies that restrict phone use in elementary school settings. The group argues that public schools should treat personal devices the same way they treat other potential classroom distractions—with clear, consistent rules.
What the Right Is Saying
Conservative critics of device restrictions argue that such policies amount to government overreach into parental decision-making. Senator Tom Cotton of Arkansas has opposed federal education technology mandates, arguing that local communities and families are better positioned to make these choices for their children.
"Parents bought those phones so they could reach their kids—that's a safety issue," said Representative Jim Jordan of Ohio in prior floor remarks on education policy. "The federal government shouldn't be telling elementary schools what parents can give their children."
Freedom-focused conservative organizations have echoed these concerns. Parents Defending Education argues that decisions about children's technology access should remain with families, not federal or state bureaucrats. The group has warned against what it characterizes as creeping governmental influence over household parenting choices.
What the Numbers Show
The study did not provide specific numerical data in initial reporting, such as sample sizes, score differentials, or statistical significance levels. Researchers described the correlation between phone ownership and reading comprehension performance as "consistent" across multiple classroom settings.
According to Pew Research Center's most recent survey on children's technology use, approximately 60% of American children ages 10-12 have their own smartphone. Previous research by the same center found that roughly 95% of teens report having access to a smartphone, with substantial majorities reporting feeling anxious when separated from their devices.
National Assessment of Educational Progress (NAEP) reading scores for fourth-graders declined nationally between 2019 and 2022, though researchers have attributed this primarily to pandemic-related learning disruptions rather than technology trends. The specific impact of personal device ownership on these broader score declines remains an active area of study.
The Bottom Line
The study adds to ongoing debates about the role of personal devices in American elementary schools. While the research describes a correlation between phone ownership and reading performance, it does not establish causation or explain why the gap appears even when phones are not in use.
Several states have introduced legislation this year addressing student smartphone use in schools, with Florida, Indiana, and California among those advancing bills that would restrict device access during instructional hours. The outcome of these state-level experiments will likely inform whether Congress takes up federal policy on the issue.
Parents and educators seeking guidance should consult resources from their local school districts, as current policies vary significantly across communities. Researchers studying this topic have called for additional peer-reviewed studies to better understand the mechanisms behind observed performance gaps.