California students author new ‘digital wellness’ bill, say school cellphone bans fall short

Students Champion Digital Literacy Bill, Arguing Cellphone Bans Miss the Mark

In a significant move reflecting a growing understanding of the complexities of the digital age, a new legislative proposal in California is placing students at the forefront of shaping their own media literacy. This groundbreaking bill, co-authored by young people themselves, argues that simply banning cellphones in school is an incomplete solution to the challenges posed by pervasive technology.

The initiative, Assembly Bill 2071, proposes a proactive approach: integrating comprehensive digital wellness education into the health curriculum of all California schools. This isn't about restricting access, but about equipping students with the knowledge and skills to navigate the digital world safely and healthily.

From Personal Experience to Policy: A Student's Vision

The impetus for this bill stems from firsthand experiences and a deep concern for the mental well-being of young people. Elise Choi, a junior at the Orange County School of the Arts and an active member of the student coalition GenUp, has been a driving force behind the legislation.

Choi's own journey, including a period of stepping away from social media, provided her with a unique perspective on its impact. She believes that policies should empower students, rather than solely alleviate parental anxieties, a sentiment that has been long overdue in educational policy discussions.

“It’s powerful to have students at the center of policy change when it comes to education legislation,” Choi stated. “It’s important because we are the ultimate stakeholders, and these issues affect us and our future.”

Addressing the Digital Dilemma: Beyond the Ban

Assembly Bill 2071 arrives at a critical juncture, following significant legal rulings that have held major technology companies accountable for the design of "addictive" features that can negatively impact young users. These verdicts underscore a broader societal recognition of the profound influence of digital platforms on youth mental health.

The bill directly confronts what many experts describe as a burgeoning youth mental health crisis, with concerns about social media use frequently cited as a contributing factor. Supporters of the bill emphasize that its focus is on education and empowerment, not on demonizing technology itself.

If passed, the California Department of Education will be tasked with developing a comprehensive plan by January 2028. This plan will guide schools in teaching students about essential topics such as establishing healthy screen habits, understanding the mechanics of algorithms and artificial intelligence, and fostering safe and respectful interactions across social media platforms.

The Limits of Prohibition: Why Education is Key

State Assemblymember Josh Hoover, who introduced the bill, noted that the concept of digital wellness instruction emerged partly from student discussions and pushback against proposals like the Phone Free Schools Act, which aims to ban mobile phone use in public schools.

“Now, students are realizing how much the screen time and the social media use really does impact their well-being,” Hoover observed. “And they’re actually getting excited about making changes and helping their peers actually improve their health as well.”

Kelly Mendoza, a senior education leader at the Media Education Lab and an expert consultant on the bill, highlights how digital wellness education complements, rather than replaces, school policies on device usage. She argues that while phone bans can reduce immediate distractions and behavioral issues, they do not equip students with the critical skills needed for responsible digital engagement.

“Phone-free schools can reduce screen time or potentially reduce behavioral issues that can happen at school, but that doesn’t teach students healthy media use, decision-making and self-regulation,” Mendoza explained. “Students are still not offered the opportunity to learn these skills in school in a structured and valuable way.”

Mendoza frequently encounters students struggling with issues like cyberbullying, depression, and unhealthy attachments to social media, even in environments with restricted phone access. She believes a dedicated digital wellness curriculum can empower students to take control of their relationship with technology.

Cultivating Healthy Digital Habits

The proposed curriculum would delve into practical skills, such as adjusting privacy settings, managing notifications to minimize distractions, and understanding how to influence algorithms to curate more positive online experiences. It would also provide a safe space for students to work through challenging scenarios, including cyberbullying, body image pressures, and the spread of misinformation.

Choi expressed a desire for the curriculum to be inclusive, particularly for families in low-income and under-resourced communities. She shared her experience attending a digital wellness workshop where parents and students collaborated on creating screen time agreements, illustrating the potential for family involvement.

“Digital wellness instruction is very inconsistent, and it depends a lot on the resources of the school,” Choi noted. “I also envision digital wellness to be an equitable subject that hopefully all students can have access to.”

The Dual Nature of Social Media: Connection and Caution

Choi’s perspective is nuanced; she acknowledges that social media can be an invaluable tool for connection and community building. After transferring to a new high school, she found social media instrumental in connecting with peers who had launched social impact clubs and in helping her sister recruit volunteers for a dance class initiative for individuals with disabilities.

“We’re not anti-tech,” Choi emphasized. “We’re for education, and we have to be balanced with technology, because it can be good and also inescapable.”

She also shared that representatives from a major technology company expressed general support for child online safety initiatives and the bill’s direction during a recent meeting. However, Assemblymember Hoover was quick to clarify that the bill is not intended to absolve technology companies of their regulatory responsibilities.

“We cannot count on these companies to police themselves when it comes to child safety, so it’s important that we’re educating students, but also putting the right rules and regulations in place,” Hoover stated. He is also pursuing other legislative measures aimed at regulating children's social media use, including proposals for age restrictions on account creation and the establishment of an e-safety commission.

“Tech companies have a responsibility to be regulated to make sure that they’re not entrapping kids into a very addictive technology,” Hoover added.

Harnessing the Benefits While Mitigating Risks

Mendoza, a parent herself, sees the potential for social media to foster positive growth. Her daughter, for instance, uses these platforms to share her art and receive constructive feedback, connecting with a supportive community of fellow artists.

A digital wellness course, she suggests, could guide students in identifying and engaging with online communities that genuinely foster their personal development. It could also teach them how to leverage platform features to enhance these positive connections.

“What are the healthy communities that you connect to that are really fostering your growth and your development as a person? And how can you change your algorithm to connect more with those things?” Mendoza posed, highlighting the educational potential.

Choi reflected on her pre-smartphone childhood, filled with activities like solving Rubik's cubes, baking, and reading. She now consciously makes time for these hobbies again after school, finding a healthier balance.

“The cellphone ban only gets us halfway — it doesn’t change our relationship with our devices,” Choi concluded. “We need to teach kids and give us skills for what happens when we get our phones back at the end of the day.”