SB142, known as the “Bell to Bell, No Cell” Act, was passed into law in February 2025 and took effect for the 2025–2026 school year across all Arkansas public and charter schools.
The law prohibits students from possessing personal electronic devices—including phones, smartwatches, laptops, and game consoles—during the school day. While the policy directly impacts students, it has also required teachers and administrators to adjust classroom routines and expectations. Since its implementation, the ban has sparked a range of reactions from students, faculty, and administrators at Lakeside High School.
At Lakeside High School, students have been using their phones in class, during lunch, and in the hallways for years; however, the recent law has brought an end to this era.
Several students said the absence of phones has heightened their ability to stay focused and maintain strong grades. Kate Hurst (10) said that in classes such as World History, her grade is only being maintained because she does not have access to her phone. She explained that “not having phones is directly correlated to being more focused.” Similarly, Landyn Nesbit (11) said his grades have improved significantly since the ban and believes the restriction should remain in place even during lunch and passing periods.
Multiple students, including Gabby Rockwell (9), Gabriela De Los Reyes (9), and Drew Hodges (11), noted that students are talking more, interacting with new peers, and spending less time isolated on devices.
However, some students shared that the policy has created challenges for students balancing school, athletics, and work, as well as presenting academic challenges. Rowan Bordelon (11) views the policy as mostly positive but believes limited access during lunch would be reasonable. As a soccer player, she expressed concern about not being able to communicate with her coaches or parents about schedule updates.
In a similar manner, Colby Moore (12) noted that missing messages from his employer during the school day have affected his ability to pick up work shifts. Sophie Martin (12) shared that there are classes, such as AP Art courses, where the ban has been a nuisance, as students now upload their portfolios through iPads, limiting their ability to get inspiration because many websites and apps are blocked and sometimes reducing image quality.
Yet other students argued the policy required a more nuanced approach, where the ban was neither completely restrictive nor entirely lifted. Parker Fitzgerald (11) described phones as both a distraction and a tool, suggesting limited use during non-instructional times rather than a complete restriction. Kyla Crane (12) furthered this argument, sharing that phones are an inevitable part of life and that institutions should focus on teaching the necessary skills for self-discipline and responsible use, emphasizing that the root of the problem must be addressed.
Whether viewed as a positive adjustment or an inconvenient shift, the absence of phones has significantly changed the daily experience of students at Lakeside High School. Administrators also have observed similar social and academic changes across the school.
Assistant Principal Keely McDonald shared that when the policy was introduced, administrators hoped to see more student interaction, a goal she believes has been met, citing students playing basketball at lunch and talking with peers. Principal Blake Campbell added that pep rallies have shown increased excitement because students are “not at risk of being filmed.” He also noted that the ban has required teachers to adjust their lessons.
Ms. Linda McInvale, an advanced 10th-grade English teacher, echoed those remarks, explaining that students now work on assignments until the bell rings, increasing instructional time. She shared that the last two minutes of class are often spent reviewing vocabulary instead of using phones, which she described as “the biggest positive.”
On a similar note, Ms. Hayden Shamel, an AP ELA and composition teacher, explained that the increased interaction is allowing students to be “present in the moment… which had been lost through the dependence on screens.”
However, educators have also faced adjustments. Ms. McInvale explained that she has had to redesign handouts and assignments because students can no longer use their phones for background research. Similarly, Ms. Angie Hutson, AP Computer Science teacher, shared that she can no longer assign certain activities, such as QR code scavenger hunts that require devices. Despite this, she said she “would not trade the increased student focus from the ban for those few activities.”
While many students expressed that they would prefer the phone ban not apply during lunch or before first period, faculty members largely emphasized the academic and social benefits they have observed.
Since the implementation of Arkansas’ 2025 Bell to Bell No Cell Act, administrators and teachers report increased engagement, more peer interaction, and improved focus in classrooms. Although adjustments have been necessary, the overall impact, according to Lakeside’s faculty and students, has been positive.
