School Cellphone Policies in Georgia: A Baseline Landscape of District Characteristics and Student Outcomes Restricted; Files Only

Abstract

We conducted a cross-sectional, mixed-methods analysis linking the 2025 Georgia Statewide

Superintendent Survey (surveyed April–May 2025; n = 155 responding districts) with

administrative data from the National Center for Education Statistics (NCES) and the Governor’s

Office of Student Achievement (GOSA). We aimed to assess how district-level cell phone

policies in Georgia vary by geographic and socioeconomic contexts and if the presence of these

policies related to indicators of student wellbeing and academic performance.

The survey was administered shortly after passage of Georgia’s “Distraction-Free Education

Act” (HB 340), which requires K–8 bell-to-bell cellphone restrictions by January 1, 2026.

Quantitative analyses used descriptive statistics and bivariate tests to characterize policy

variation; multivariable logistic regression examined factors associated with policy adoption.

Among survey respondents, linear regression models assessed associations between district

policy presence and two outcomes—graduation rate and chronic absenteeism—adjusting for

urbanicity, district size, and free/reduced-price lunch eligibility. Open-ended responses were

thematically coded to contextualize quantitative findings.

Overall, 64% (n = 148/231) of Georgia districts had a documented cellphone policy; among

districts serving high school grades, 79% reported a high school–specific policy. In adjusted

models, policy presence was not significantly associated with graduation rates or chronic

absenteeism. However, district characteristics—including socioeconomic composition, district

type, and size—were significantly associated with both outcomes. Qualitative data highlighted

variability in implementation; consistent enforcement and clear communication were cited as

facilitators, while parental safety concerns and student noncompliance were common barriers.

These findings suggest that district-level cellphone policy presence alone may be insufficient to

influence broad student outcomes. Given HB 340’s recent enactment, this study provides a

statewide baseline for future longitudinal and multilevel evaluations of policy implementation

and impacts.

Table of Contents

Table of Contents

Background 8

Methods 12

Study Design 12

Study Population 12

Data Sources 13

Data Measures 13

Exposure 13

Outcomes 14

Covariates 14

Analysis 15

Quantitative Analysis 15

Qualitative Analysis 16

Missing Data 17

Results 17

Quantitative Analysis 17

Qualitative Analysis 19

Best Practices for Policy Implementation 19

Challenges and Barriers to Implementation 20

Community Concerns and District Responses 20

Engagement and Evaluation Efforts 20

Future Planning and Resource Needs 21

Discussion 21

Policy Prevalence and District Context 22

Associations With Student Outcomes 22

Insights from Qualitative Findings 24

Strengths and Limitations 24

Implications for Policy and Practice 25

Future Research 26

Public Health Implications 26

About this Master's Thesis

Rights statement

• Permission granted by the author to include this thesis or dissertation in this repository. All rights reserved by the author. Please contact the author for information regarding the reproduction and use of this thesis or dissertation.

School	Rollins School of Public Health
Department	Epidemiology
Subfield / Discipline	Global Epidemiology - MPH & MSPH
Degree	M.P.H.
Submission	Master's Thesis
Language	English
Research Field	Health Sciences, Public Health Health Sciences, Epidemiology
Keyword	adolescent wellbeing cellphone restrictions student performance
Committee Chair / Thesis Advisor	Julie Gazmararian, Emory University

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