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New York Post
22-04-2025
- Science
- New York Post
A consideration of the complicated future of artificial intelligence at Hunter College High School from available tools to ethical usage
This article is one of the winning submissions from the New York Post Scholars Contest, presented by Command Education. It's 3:30 p.m., and a high school student sits at his desk, staring down the rubric for an essay due tomorrow that he hasn't started. He contemplates staying up all night to research, outline, write and edit the essay, risking a mediocre grade because he was in a rush. It occurs to him that, with ChatGPT, he could be done (or well on his way) in an hour. In 2025, students at Hunter College High School (HCHS), like high schools all over the country, confront this temptation every day. Just a few years ago, it would have been unimaginable for a high school student to use a generative artificial intelligence (AI) tool to complete their homework. But with the advent of large-language models like ChatGPT in 2022, AI tools have become commonplace at HCHS. As of January 2025, 26% of US high school students use ChatGPT for their schoolwork, up 100% since December 2023, according to Pew Research. According to a survey of 47 middle and high schoolers, conducted by What's What, the student newspaper, more than double the national average—or 72.3% of survey respondents—say they had used ChatGPT at least once in the past month, with 36.1% having used it at least three times. The average HCHS student used AI approximately four times per month. Advertisement HCHS is an academically rigorous school in New York City with a high standard for assignments. Students often feel extreme pressures to succeed: in addition to a gruelling course load, many passionately pursue extracurriculars and internships. Using AI is appealing to students because it saves them time and energy. Many students are willing to risk the chance of getting caught under the school's zero-tolerance cheating policies if it means they can sleep more or spend more time on another assignment. Since its 2022 release, HCHS students have found myriad ways to use ChatGPT—both those allowed and those not—to make their lives easier. Some of the most common, permitted uses include finding primary sources, summarizing long documents, checking work, and asking AI to quiz them before tests. 'I think that's what it's good for, really, doing the little things that take unreasonably long so you can get on with your life,' says sophomore Madelyn. But, 'the tricky part is knowing when to stop.' The most common use for ChatGPT is generating ideas that the students then narrow down or flesh out. Use of ChatGPT skyrocketed in 2024, in proportion to its increasing usefulness over the course of the year. OpenAI, ChatGPT's parent company, allowed the chatbot to access past chats, and web searches, so that the AI was not limited to its training data, but could also access information on the internet in real time. As a result, more students have found ways to use ChatGPT productively. Advertisement 'People have figured out how to use ChatGPT better,' explains Madelyn. 'There are still people who think they're gonna get away with turning in heavily AI-written papers, but a lot of people have found how to use it as a tool to cut down homework time or for a jumping off point.' She estimates approximately 70% of her friends use it regularly. Some students see ChatGPT usage as a bridge to building key skills. One HCHS junior comments that 'ChatGPT is not going away anytime soon, so we might as well learn how to use it to augment our learning, rather than detract from it.' As more professionals use AI for everything from writing emails to writing code, becoming familiar with the tools in high school is increasingly important. In addition to ChatGPT, students also use other AI tools, like QuillBot, Perplexity, and Mathaway to proofread essays or help with homework. One junior explains that they had a hard time using traditional tools, like JSTOR, or EBSCOHost, to find sources for their term paper due to its niche topic, so AI provides them with 'a great jumping off point to find primary and secondary sources that I think make [AI] a really useful social studies source.' Madelyn describes the way students discuss AI as a kind of ubiquitous vice in pursuit of higher grades, almost like not sleeping enough. 'You pull up to school like 'yeah, I got three hours of sleep last night I can't even' and it's kinda normal. We all know it's not great but we laugh it off, and there's a bit of camaraderie, because the other person has probably had those days, too.' In the same way, other students seem to understand and relate to their peers who admit to using AI for assignments. Advertisement Scheherazade Schonfeld Teachers and administrators have engineered their AI-related messaging to discourage usage in all cases: The HCHS student handbook now reads, 'Students [will] not use AI-generated content in any way on assignments or examinations, as detailed above, unless an instructor for a given course specifically authorizes their use.' And the punishments are severe, ranging from failing the assignment to expulsion. The English Department Academic Integrity Policy does not authorize 'any use of AI for the work of our classes.' Teacher Kimberly Airoldi explains that in English classes, automating any part of the process with AI was explicitly counter to her department's goals of teaching writing skills. Many students who use ChatGPT to generate content that they pass off as their own, in violation of the student handbook, believe that they usually get away with it. Although most major assignments are checked through Turnitin, a commonly used plagiarism and AI-detection tool, minor assignments are rarely checked. Even Turnitin admits they can't detect 100% of AI use, and tools like HIX Bypass exist to get around Turnitin. False positives, Airoldi explains, are common when using an AI detector, which is why teachers need to manually check each flagged essay. But teachers know a lot more about AI use than students think. Eighth grader Dalia observes that nearly all of her class knew which students were using AI. 'Our teachers aren't stupid,' Dalia says. 'If every single person in our class knows people are using AI, then I'm sure the teacher does, too.' Advertisement When asked how likely they were, on a scale of one to five, to use ChatGPT/AI in completing their assignments, 37% of HCHS students rated themselves as a three or above, with 45.7% of students considered themselves to be at a one. Among students who did not use ChatGPT, the most common reasons were unreliability and fear of being caught. 'I've never used it because I'm too scared,' says one senior. Students are 'surrounded' by adults using AI, says Airoldi. But, she explains, the distinction is that students are still learning and building skills, and 'if you use AI, you don't get that part. You get a paper, yeah, but you don't get the learning part.' Additionally, students are 'surrounded by this messaging that AI can make your writing better,' a fundamental misconception pushed by tech companies, says Airoldi. On the contrary, AI writing lacks the nuance and subtext she aims to teach. The emphasis on the supposed value of AI has not only changed the work that Airoldi's students use AI for, it has also changed the way they write themselves. Even when they are not using AI to generate ideas or write text for them, students are also 'replicating the language and the approach of AI' in their work. This has led to more robotic essays that sound like they are AI-generated, even when they are not. Sophomore Penelope warns against idealizing the power of AI. 'I don't think it can do a better job than me if I put just a little bit of effort in,' she explains, and in implementing her ideas, 'I don't think it would go in the right direction.' Though some treat AI tools as the equivalent of a peer or collaborator, Penelope doesn't think ChatGPT is 'who I would collaborate with.' Even though the rules seem clear, it's hard to tell when ethical usage veers into plagiarism or cheating. For instance, one might use an AI tool to understand what is happening in their English class, only to reference those same ideas to write an essay that is not entirely their own. Sophomore Tal thinks the best option may just be not to trust AI at all: 'I'd rather just struggle through the work and figure it out myself.' A 10th-grader at Hunter College High School in Manhattan, Schonfeld dreams of being a foreign correspondent one day.
New York Post
22-04-2025
- Entertainment
- New York Post
Holmdel High School music teacher Katrina Roberts masters the choir — and so much more
This article is one of the winning submissions from the New York Post Scholars Contest, presented by Command Education. Dressed in Renaissance velvet gowns and doublets with ruffle collars, the Moorestown Madrigals perform their annual holiday concert for the town. Ten-year-old Katrina Roberts sits wide-eyed in the crowd, gripping the edge of her chair. This was more than just a concert. It was a glimpse into a dream—one that seemed out of reach. Finding Solace in Choir Amid Stage Fright and Anxiety Advertisement Surrounded by Bob Dylan, Demi Lovato and Pink Floyd—as well as some piano lessons—Ms. Roberts was no stranger to music when she was young. However, she was plagued by severe stage fright, stifling her dream of becoming a Madrigal for a while. A sweet spot between her security and love for music, 'Choir was always safe for me in terms of my stage fright because I never had to perform by myself,' Ms. Roberts says. For some, choir is an extracurricular. For others, it's survival. Ms. Roberts knows this firsthand—because she clung to music the same way. Since middle school, it has served as her lifeline. 'As many students do, I struggled with my mental health in middle school and beyond,' Ms. Roberts says. 'It was during this time that I realized just how powerful music could be.' The Person Who Changed it All Advertisement Upon meeting Kristen Markowski, Moorestown High School's choir director at the time, Ms. Roberts was nudged out of her comfort zone to audition for solo opportunities in the Concert Choir. With Mrs. Markowski's encouragement, she took a leap of faith—auditioning for the famed Moorestown Madrigals, a decision that would change everything. Earning a spot in the Madrigals wasn't just an achievement—it was the moment she found her place. 'When I became a Madrigal, I became a part of a family,' she remarks. 'The choir room became my sanctuary—whenever I was dealing with any sort of anxiety or tough time, I would find solace in looking forward to the next rehearsal, in practicing my repertoire, and in talking with Mrs. Markowski.' Kim Hong Courtesy of Kim Hong Advertisement From that point on, music was integral to her future. 'I thought creating a career in music was a far off dream, thinking only of pop stars and famous producers,' she says. 'Then, one day, it was like my eyes were opened and I realized that if I became a choral director, I would be able to create the safe space for others that Mrs. Markowski created for me while also engaging in my passion.' Having her eyes set on one of the nation's most prominent choir conservatories, Ms. Roberts auditioned and was accepted into Westminster Choir College. That was something that her high school freshman self couldn't have imagined. David v. Goliath: Fighting for the Arts At Westminster, it felt like a dream come true. Surrounded by like-minded musicians, she found herself in a community that valued music as profoundly as she did—until disaster struck. During Ms. Roberts' first month as a freshman, Westminster faced the threat of closure as its parent university sought to cut costs. The choir college had long been a beacon of choral excellence, producing Grammy-nominated artists, world-class choirs, and an unmatched legacy of musical scholarship. Advertisement Yet, despite its century-long history and contributions to the arts, financial strains led its parent institution to consider shutting its doors. 'As is the case with schools across the country, when economic times get tough, often the first thing to go is funding for the arts,' Ms. Roberts notes. 'This attack on our beloved school of fewer than 400 students inspired us to band together and to fight for its existence. We engaged in peaceful protest (picture 400 students singing at the offenders), raised funds for lawyers, and raised awareness for our situation,' Ms. Roberts recalls. The fight continued throughout her five years of undergraduate and graduate school. Ultimately, Westminster Choir College was relocated from its Princeton campus to Rider University. Ms. Roberts and the Westminster community hope it will 'be restored to its home campus, where it rightfully belongs.' Until then, she will carry its legacy forward, fighting for music education like Westminster fought for its survival. 'I was quickly faced with the reality that our society as a whole still does not place as much importance on the arts as it is owed,' she concludes. 'This experience showed me right from the jump that I will always need to fight to defend the importance of music education and arts education as a whole.' Starting from Scratch Upon completing her graduate studies, Ms. Roberts pursued her dream as a choir director at Holmdel High School in the prelude of post-pandemic 2021. After Westminster, she was no stranger to uphill battles. However, in a time when masks were still mandated, and Google Meets were frequently used for sick students, a different issue arose. 'I came from a high school choral program of about 150 students,' Ms. Roberts says. 'When I walked into HHS on my first day, I had ordered music expecting to be met with an equally large choir, yet when I stepped into my first Concert Chorus class I found…8 students.' It was a shock and a case of panic all in one, and she wasn't alone. In speaking with other local choral directors, Ms. Roberts 'learned that low enrollment post-pandemic was a problem across the board.' Students also had to be spaced out, so the choir looked even more sparse in the large room. Advertisement Eight students hardly made a choir, but in that small group, she found unexpected advantages. 'I'm able to get to know my students and their voices on a much deeper, individual level,' Ms. Roberts reflects. 'The smaller choir size also necessitates that each singer is independent and capable in terms of their music reading abilities.' As a result, she has instilled core musical literacy skills in her students. 'Ms. Roberts has helped develop my skills as a musician by implementing rigorous sight-reading techniques and choosing challenging repertoire to grow my voice,' Senior Mark says, highlighting the impact of her teaching style. 'I want the students to be able to construct their own knowledge of the music with my guidance, rather than having them just echo back their parts,' Ms. Roberts emphasizes. 'I would much rather have a group of 16 independent, self-motivated individuals than 100 singers who rely on others to learn their parts.' A Growing Legacy Over her years at Holmdel High School, Ms. Roberts has continuously expanded and refined the program, introducing new music, innovative teaching methods, and exciting performance opportunities. Four years later, there are almost fifty dedicated students in the choral program, with numbers increasing each year. Advertisement She has also worked with students to bring back the Treble Choir, an inclusive after-school club for alto to soprano voices of all levels. The choir is currently thriving, with almost thirty students gathering every week. Many of her former middle school students have gone on to continue choir in high school. More than Just a Teacher Ms. Roberts' influence extends beyond just the choir room. Although still young and considered new to teaching in the district, her presence is strong with students and colleagues alike. 'Just the other day, I remarked to her—and to the students—how much fun everyone was having in rehearsal,' says Holmdel's theater director, James Devivo. 'I think it has a lot to do with the culture she's established in her classroom. She's had a big impact helping me do the same in the theater program.' Dr. Devivo also works with Ms. Roberts during the musical season, and he credits their strong teamwork to her commitment to excellence. Advertisement Roberts has been choir director at Holmdel High School since 2021. Courtesy of Kim Hong 'You can have fun with anyone, but what makes the work successful is being able to disagree for the betterment of the craft,' says Dr. Devivo. 'Ms. Roberts never shies away from saying what she thinks is right—and that's what makes her such a great collaborator.' Sophomore Hailey adds, 'Along with being a talented teacher, she is also a great person to have there for you.' As one of the many students who talk to Ms. Roberts outside of class hours, Aquilano emphasizes that 'she never fails to put a smile on anyone's face and is always checking up on us.' Lessons that Sustain a Lifetime Before rehearsals begin, Ms. Roberts starts each class with a 'question of the day,' sparking conversations about everything from her three cats to pop culture debates—all within the welcoming walls of the choir room. Advertisement 'I also want my students to always be able to rely on music to sustain them through challenging times and for them to be able to utilize music as a way to express themselves,' Ms. Roberts says. 'As long as we have music, we are never alone. Now, more than ever, it is important to continue connecting with others in authentic ways.' The little girl who once sat in the audience, too afraid to sing alone, now stands before a growing choir—not as a student, but as the voice guiding them forward. Through her passion and perseverance, Ms. Roberts has not only rebuilt Holmdel's choir program but also created a space where students find their voices, just as she once did. While some of her students may follow in her footsteps, Ms. Roberts' hopes for her students extend beyond music. 'More than anything, I want my students to be good, empathetic, caring people,' she highlights. 'I want them to be able to take the lessons they've learned in choir, about how to be a team player, about how to be considerate and empathetic towards others, and to go out into the world and spread that compassion and love in whatever way they are able.' A 10th-grader at Holmdel High School in Holmdel, NJ, Hong aspires to be a journalist who covers film, theater and music.
New York Post
22-04-2025
- General
- New York Post
Educators are more drained than ever
This article is one of the winning submissions from the New York Post Scholars Contest, presented by Command Education. 'No…don't be a teacher.' I was taken aback, shocked by the warning. Having reunited with one of my old elementary school teachers for the first time in nearly eight years, we had begun catching up with one another. Questions like 'How is school' and 'What's been going on' eventually led to the most pressing one: 'What do you want to do after you graduate college?' Advertisement I begin by expressing that I'd like to be an English teacher, but one look at her face told me that something was wrong. An uncomfortable silence, one that must have only lasted seconds, hung heavy in the air, before she spoke. My old teacher, one who taught me with such vigor, was telling me to not be a teacher. It was uncomfortable, but certainly clear—she was tired. Despite the large number of students in the state, New York has one of the worst teacher shortages in the country. According to USA Today, 86% of schools find it difficult to hire teachers, and over 60% of teachers are dissatisfied with their career, discouraging their children from going down the same career path. Advertisement Many older teachers are now urging young people to stay away from teaching, once a rewarding profession with lots of potential. A great number of educators find themselves burnt out and demotivated less than a decade in. But why is that? Why are so many teachers considering leaving the profession, and why are so many young people straying from the path? Benjamin N. Cardozo High School is home to many teachers, and a lot are familiar with the exhaustion that comes after a long day at school. An English teacher, among many, expressed that education, 'is not the same as what it was before.' She explained that teachers don't get treated like professionals, and that many are actually looked down upon or even outright disrespected. Despite being in classrooms for years, a vast majority of teachers find themselves underappreciated or disrespected, unlike most jobs where seniority is rewarded. She explained that there was a noticeable difference between how motivated students were in the past and now, and how their attention spans had greatly shifted since before quarantine. Teachers are constantly battling cell phones, and it's much harder when there's very little consequences for the students. Celia Liu Photo Courtesy of Celia Liu Advertisement A lot of parents feel indifferent, or even offended, when confronted about negative behavior from their children. The lack of proper communication and cooperation in and out the classroom between families can be dehumanizing—and extremely frustrating. 'It's like…when I first started teaching, students were willing to put in the work, but now they don't want to. It's disheartening, especially when we try everything to put in the work for them,' the teacher expresses. Lack of focus is frustrating, and even more so when teachers need to beg students to try and pass their classes. There's more to blame the teacher shortage on than unmotivated students and negativity in the classroom. Teachers are notoriously underpaid, and are often unable to have the necessary resources provided for in their classrooms. With the work that goes into teaching even after the school day ends, a lot of educators don't find the compensation efficient or financially beneficial. Many have to pay for supplies out of their own pocket, cutting into their already inadequate paycheck. Other career paths require less work and are often more financially fulfilling, which may be another reason why teachers are quitting. While teachers face a lot of challenges, the need for passion and drive is greater than ever. Teachers shape the future, and their work extends far beyond the classroom. Although teaching comes with many challenges, it remains one of the most important careers. With the right support and respect, it can be a fulfilling profession. The world still needs passionate teachers to guide and inspire the next generation, and there will one day be a time where teachers won't feel the need to fight to survive in the field. Advertisement A 12th-grader at Benjamin N. Cardozo High School in Queens, Liu dreams of being an author one day.
New York Post
22-04-2025
- Science
- New York Post
Queens High School for the Sciences at York College is a school without a home
This article is one of the winning submissions from the New York Post Scholars Contest, presented by Command Education. It's an interesting feeling. The feeling when one's school—a specialized high school—is nothing but the second floor and basement of a building that doesn't even belong to it. When one's school has barely enough money to support its community. And yet that is what 500 students feel when they walk into the Queens High School for the Sciences at York College (QHSS). 500, because that is the most amount of students that could fit. We've endured for 23 years, ever since 2002. And in those 23 years, we've made a name for ourselves. According to US News, in 2024, we were ranked 1st in New York High Schools. We were 25th in National Rankings. There is a 100% graduation rate, well above the state's average. We have done so much, worked so hard, and yet when people come, fascinated, to visit our school, they will find only a tiny school building that belongs not to us, but to the college across from us—York College. They will find that we have to rent this building for hundreds of thousands of dollars each year—a huge percentage of our funding. And even though the school pays so much, we are only given the second floor and a lunchroom with a maximum occupancy of 75 students. 5 Queens High School for the Sciences at York College sophomore Angela Li yearns for a lab to call home at the top public school currently educating students out of two rented floors of a building in Jamaica. Matthew McDermott 5 'We have to rent this building for hundreds of thousands of dollars each year—a huge percentage of our funding,' Li writes. Matthew McDermott They will see, and then they will think that this is not even the bare minimum of what one would expect for a specialized high school of our reputation. But that's just the tip of the iceberg. Middle schools, elementary schools, and plenty of high schools have gyms in their buildings. At QHSS, located in a building that was meant for a small medical program for the college, there is obviously no gym present. Instead, the school's students venture into the roads, rain or shine, and cross two two-way streets of cars and trucks and buses to borrow the college's gym. Not only is this inconvenient and unnecessary for something as basic as physical education, but this can also be dangerous for students because strangers share these sidewalks too and arguably, Jamaica is not exactly considered one of the safest places in New York. And the lack of a gym is not the only area where the school's resources fall short. 5 'They will see, and then they will think that this is not even the bare minimum of what one would expect for a specialized high school of our reputation,' Li says. Matthew McDermott With the rent taking up so much of the school's funding, of course there is not much left to support the students and staff. Chemistry classes, mandatory for ninth graders, take place in classrooms that never have sufficient lab materials for its classes. Half of our labs are conducted by the teacher because there are not enough materials to go around for every pair of students. There was not much use in learning about safety protocols in the lab room because most of the labs dealt with the most basic things—never any advanced chemicals. Most of us have never even seen a bunsen burner before, which would have been a common sight in schools like Bronx Science or Stuyvensant. A gym two blocks away, no supplies for science classes, flickering lights, huge classes due to lack of teachers, an absence of lockers, no auditorium, no school buses, no kitchen—the list could go on and on. There is so much in this school that needs attention, that needs to be fixed, that can't be fixed because no one outside the school knows what is going on. Two classrooms don't even have windows, leaving ventilation at the mercy of doors that are constantly missing door stoppers and fans that blow only so far. Maybe one of the most alarming effects that the funding and physical quality of the school has is the disappointment that its freshmen harbor once they are pulled into the flow of QHSS life. And because they're disappointed, they start to leave. In a school that already has so few students, we can not afford to lose any more. But what can QHSS do? Everything the freshmen feel is justified. We don't have sufficient funding. We don't have as many opportunities for students. We can't afford to give them the high school life they wanted, so they do what they can do: leave. I myself have heard of three people switching schools during the transition from my freshman to sophomore year, but there is no doubt that there were more and will be more as this year comes to a close. But we've survived for 23 years. We've adapted. When we need a place to perform, we rent out the Jamaica Performing Arts Center. When we need indicators for labs, teachers themselves take the time to squeeze purple cabbage juice for their classes. When we go on the streets littered with strangers, we walk in large groups. We use public transportation to get to school. We have school food delivered to us. We've grown used to these ways, but we shouldn't have to. QHSS students shouldn't have to be forced to cram into two floors of a building, walk two blocks for a class, and be deprived of a high school experience while being grateful for the bare minimum. We shouldn't. 5 According to Li, she has 'heard of three people switching schools' over the lack of resources. Matthew McDermott 5 'QHSS students shouldn't have to be forced to cram into two floors of a building, walk two blocks for a class, and be deprived of a high school experience while being grateful for the bare minimum,' Li says. Matthew McDermott And so when the staff heard of a school building being constructed in Hillside, of course they alerted the whole school. Thousands of emails have been sent out by the parent coordinator, '[asking] students to please send [a] letter to [high-ranking officials] in order to gain their attention and advocate for [the] school.' This new building, with its own gym and kitchen and auditorium and lights that don't flicker and a first floor accessible to students, has been the first sliver of hope in a while to leave the terrible conditions behind. It has been the first chance to truly become what we are: a specialized high school with a beautiful, real building to match. The parent coordinator has been sending information about meetings with Queens Borough Presidents, legislative breakfasts, and a lot more opportunities to meet with high-ranking officials and persuade them to let us use this new building, because if we miss this opportunity, there is no telling how many more years we will have to tolerate this for. For all our academic success and achievements, our school has been held back by a lack of funding and proper facilities, leaving us to make do with subpar conditions that prevent us from experiencing the high school life we deserve. We have survived 23 years in these conditions, but we cannot wait another 23 more. If we don't act now, this opportunity for change will slip away. The building is more than just brick and mortar—it is a chance to give future students the school they deserve and were promised. Hope and resilience has gotten us so far, and this building might just be the chance to finally leave our struggles behind. A 10th-grader at Queens High School for the Sciences at York College in Queens, Li hopes to be a physician's assistant.
New York Post
22-04-2025
- General
- New York Post
Jericho's potential ban sparks debate as to whether students should be left to their own devices
This article is one of the winning submissions from the New York Post Scholars Contest, presented by Command Education. Governor Kathy Hochul recently introduced a new initiative aimed at restricting smartphone use in K-12 schools. Her goal is to create distraction-free learning environments for students. This proposed restriction raises the question: Are cell phones in schools a disruption, or are they an essential part of modern education? At Jericho, 20 teachers were surveyed on whether they believe the presence of phones in class has impacted students' ability to concentrate. Seventy percent responded 'Absolutely,' while 30% thought that phones distract some students but not all. Not a single teacher believed that phones are never a distraction in the classroom. Advertisement Michael Carone is an 11th-grader at Jericho High School in Jericho, NY; Carone hopes to be a lawyer one day. Similarly, many teachers expressed strong support for the ban in all classes, citing their own classroom experiences with distracted students who constantly use their cell phones. Mr. Kovoros, a U.S. History teacher at Jericho High School, observes that students frequently get distracted by their phones in class. He explains that this issue has become even more serious since the COVID-19 pandemic. 'Since devices were incorporated into lessons during remote learning, their use has become a constant habit for students,' he explains. Advertisement On the other hand, Ms. Izzo, an Economics teacher at Jericho, claims, 'Making phones a taboo only increases students' curiosity and desire to use them more. That's why I try to make class engaging while also setting realistic expectations. I have mixed feelings about phone use—students need to learn how to use technology appropriately because, in college, they'll have that freedom. However, the lack of consistency in phone policies across different classes is a major issue.' Ms. Izzo's point highlights a deeper issue—when students are held to different expectations in each classroom, it becomes confusing. Furthermore, if students don't learn how to use their phones responsibly in high school, where there's still some structure and guidance, they're going to struggle to manage it on their own in college and in their future endeavors. This inconsistency makes it harder for students to develop healthy habits and creates frustration for both students and teachers. Students agree with this claim, explaining that learning to manage their phone use is an important life skill that a total ban doesn't actually teach. More specifically, senior Eleni Londos explains, 'Since there will be a phone ban, many freshmen who experience this restriction throughout their entire high school career won't know how to handle it in college. They'll be confused about how to discipline themselves when it comes to their phone use.' This raises concerns about whether the policy will help students develop self-discipline or simply create a temporary restriction without addressing the root of the issue. Furthermore, some students, especially those who are academically ahead, use their phones as a form of downtime once they have completed an assignment. They argue that it may be unfair to take that reward away. However, they also acknowledge the need for fairness—there needs to be a consistent policy for all classes rather than leaving it up to individual teachers. Advertisement A survey of 50 students at Jericho High School asked whether there should be a complete ban on cell phones and other personal devices. Eighty-five percent of students believed there should be no restrictions at all, while 15% felt that only cell phones should be restricted. Not a single student supported a complete ban on both cell phones and personal devices. Eighty-five percent of students believed there should be no restrictions at all, while 15% felt that only cell phones should be restricted. Syda Productions – There are also clear indications of the negative effects of cell phone usage during class time physiologically. An experiment at the Stanway School in Colchester involved eight students relinquishing their smartphones for three weeks. The study, led by Professor Lisa Henderson of the University of York, observed that students experienced better sleep and a reduction in anxiety and depression symptoms during the phone-free period. Mr. Velez, the Jericho High School social worker, shares a perspective that aligns with the study's findings. He states, 'Cell phones should not be used in class because our school is a place for learning and growth, and phones can be a major distraction. While they can be valuable for entertainment and staying connected, students will undoubtedly benefit from having their usage limited to free time rather than during instructional periods.' However, this ban doesn't simply stop at cell phones, as there is discussion about a full ban on personal devices for the following year. One student elaborates. Senior Selena Staples states, 'I think this policy is unnecessary—what is the ultimate goal here? We just went through COVID, where everything was online, and we became reliant on using our personal devices in class for academic purposes. This sudden change will negatively impact a majority of us.' Ms. Ciasulli, an AP Biology teacher, furthers this idea. When asked about iPads, she says, 'I couldn't live without them. I need an iPad for drawing purposes, and I like them more than the Chromebooks our school provides. It lends itself more to my type of curriculum, and I don't have a problem with them for students.' Advertisement It's clear that the debate over cell phone and personal device use in Jericho High School is far from simple. Teachers and students alike have valid points and opinions when it comes to this issue, and the issue touches on much more than just distraction—it's about how technology fits into education as a whole. Some continue to argue that banning phones will allow students to focus better and improve their overall well-being, while others worry that it ignores the reality of life after high school, when students will need to learn how to manage their own screen time. There's also the question of fairness and consistency. If different teachers have different rules, it will create confusion and frustration. At the same time, there's no denying that phones have become a crutch for many students, especially after years of remote learning. But finding a balance between creating a focused learning environment and teaching students real-world self-discipline is tricky—and it's something the school will need to figure out before making any long-term decisions. In the end, we need to think of this not just as a phone policy, but as a way to prepare students for life beyond high school. Whether the policy ends up being a full ban, a compromise, or something entirely different, one thing is clear: students and teachers need to be part of the conversation if the goal is to create a fair and effective solution. Michael Carone is an 11th-grader at Jericho High School in Jericho, NY; Carone hopes to be a lawyer one day.
