Disconnected to Connect: Mastering Focus in the Classroom

Smartphones are everywhere, shaping how we communicate, work, and learn. In the classroom, however, they often do more harm than good. While phones provide instant access to information, research shows they also fragment attention, increase cognitive load, and weaken retention. Students who multitask on their devices during lectures consistently perform worse and struggle with shorter attention spans.

The effects extend beyond academics. Psychologist Jonathan Haidt, in The Anxious Generation, points to smartphones and social media as major drivers of the rising mental health crisis. Between 2010 and 2020, anxiety and depression rates among college students more than doubled, while self-harm and suicide rates among teens climbed sharply. For girls especially, each additional hour on social media increases the risk of depression, proof that constant connection can come at a steep cost.

The Study

To better understand classroom outcomes, researchers at a private university in Northwest Ohio analyzed ten years of student reflections. Thirty-five statements were thematically coded, revealing four consistent impacts of a no-phone policy:

1.      Enhanced Focus – Students reported being able to concentrate more deeply. One remarked, “The no cell phone policy is great for getting us to focus.”

2.      Reduced Distractions – Without notifications pulling attention away, students caught the small but critical details that they often missed elsewhere.

3.      Improved Engagement & Respect – Learners noticed that the classroom felt more respectful and collaborative without devices competing for attention.

4.      Resistance, Then Benefits – Some disliked the rule at first, but most came to appreciate its long-term advantages.

Lessons for Educators

The findings show that removing phones doesn’t just improve grades, it strengthens learning environments. Students engage more with peers, professors, and the material itself. Future research could explore how policies like lockboxes, tech boundaries, and experiential activities affect different demographics and learning styles. Integrating tactile, low-tech methods such as handwritten notes or paper-based exercises may also anchor concepts more effectively than digital tools.

A Call to Reconnect

In an age of endless pings and scrolls, disconnection in the classroom may be one of the best gifts educators can give. By setting boundaries around technology, professors encourage students to be present, attentive, and respectful. The goal isn’t simply to keep phones out of sight; it’s to create space for focus, curiosity, and meaningful human interaction.

Ultimately, when classrooms choose to disconnect from devices, they reconnect with what matters most: learning, engagement, and one another.

Dr. Kellie McGilvray

BIO:

My name is Professor Kellie McGilvray. I earned my undergraduate degree in Marketing at Tiffin University, my MBA at Tiffin University, and my PhD in Higher Education with a concentration in Marketing from the University of Toledo.  My background and experience are widespread in sales, event planning, software marketing, and financial marketing. I have been teaching for 22 years, both seated and online. I am a board member for the University of Toledo Federal Credit Union and a member of The Advertising Club of Toledo, American Marketing Association, and American Advertising Federation. My research interests are in higher education marketing, online learning, online satisfaction, and student-centered teaching. My family is my husband, Brandon, along with our two daughters, Carlie (age 15) and Braelie (age 12), who reside in Toledo, Ohio.